ONE IN EVERY THREE PEOPLE in the world is a child. In Third World countries this rises to nearly one in every two people. This issue provides an important reminder of how often the potential of young people is ignored – to our cost.

If children live with criticism they learn to condemn
If children live with hostility they learn to fight
If children live with ridicule they learn to be shy
If children live with shame they learn to feel guilty
If children live with tolerance they learn to be patient
If children live with encouragement they learn confidence
If children live with praise they learn to appreciate
If children live with fairness they learn justice
If children live with security they learn to have faith
If children live with approval they learn to like themselves
If children live with acceptance and friendship they learn to find love in the world

Please find below articles from Footsteps issue 38 in html.

To download a pdf version of Footsteps issue 38 click here (977K).

  • A survey of children in Sri Lanka

    Project aims The LEADS groups in Sri Lanka used a written survey with school children. A random sample of children was selected from several different schools by choosing every fifth child in the school registers. This was in an area known to be at high risk from sexual abuse. Parents were informed about the survey and children could choose not to complete the survey if they felt uncomfortable. They were told that the individual results would be confidential from teachers and parents, and the ...

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  • A voice for working children

    by Bhima Sangha and CWC with Paul Stephenson. The story of the BHIMA SANGHA children, a union of working children in Karnataka, is a fascinating one of how children are organising themselves to make changes to improve their situations. The development of this union has been facilitated by the organisation ‘Concerned for Working Children’ (CWC).

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  • Bible study: Jesus and children

    Jesus and children The stories of Jesus’ relationship with children show his positive attitude towards them. He refused to accept the attitudes of his society towards children, which regarded them as insignificant and unimportant. Just as he was willing to touch the leper and the unclean woman, so he was willing to pick up a child to teach the disciples a lesson and to gather children around him as being important in themselves.

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  • Editorial

    One in every three people in the world is a child. In Third World countries this rises to nearly one in every two people. This issue provides an important reminder of how often the potential of young people is ignored – to our cost. In many countries, children may be used as cheap labour, often exploited and working in poor conditions for low pay, damaging both their health and self-esteem.

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  • Land mine awareness

    Thousands of children all over the world are in danger of death or injury from land mines and unexploded bombs. An estimated 100 million land mines lie buried in many different countries. They are used by soldiers and terrorists and are easily available and cheap to buy. Land mines must be removed to prevent children and adults being killed and maimed – but this is difficult, slow and expensive as few areas are mapped to show where mines have been laid. Children can learn to be alert to ...

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  • Letters

    Sharing the lessons of conflict management I found issue 37 of Footsteps so interesting and appreciated the way you approached the topic of conflict management.

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  • Recording our history

    by Saraswathi, Gangadhara, Vanaja, Manju, Chandrawathi, Praveena and Pramoda. At first we tried to remember the history of Bhima Sangha by discussing together. At times we forgot things or got confused. But it was useful to look back and identify both the good things and times when things went wrong.

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  • Resources

    Health Promotion in Our Schools by H Hawes Published by Child to Child, 1997 ISBN 0 946182 10 8

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  • Understanding the Views of Children

    by Glenn Miles. In community development, listening to people is seen to be an essential part of the process. However, even when participatory methods mean that the views of women, farmers, the elderly and the disabled, as well as community leaders, are heard, children are seldom consulted.

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  • Vision for children

    by Paul Stephenson. ‘It was really wonderful. No-one has ever done it like that before. Now we know what the good and the bad things are in our community and we decided on what we can do to make it better.’

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