Identifying 41 Human Hindrances to the Protection of the Child’s Rights(2)

Welcome to this page today. It is a sober moment for me. My sorrow stems from mindless the bombing of the United Nations Building, Abuja on Friday, August 26, 2011. My sorrow is triple in nature. First, many lives were lost.

At the last count, 23 people have died and 81 injured. Second, one of the most perfect and humble gentleman, who I have worked with in United Nation Child’s Funds on many projects, Geoffrey Njoku was injured. Thank God, he is recuperating.

Third, our government seems to have more to say than to do about this urgent matter of national security. It is frightening that even the much they have to say lacks sincerity and coherence.

I sincerely believe we need to pray for our dearly beloved. But our prayer, we must add credible works. Bob Marley long warned, ‘emancipate yourself from mental slavery, none but ourselves can free our minds.’ Shall we proceed to our discussion, which we began two weeks ago? Today, I begin with the sixth human hindrance to protection of children’s rights in Nigeria. Sure you are taking notes.

6    THE NAÏVE: These ones take things and life on face-value. They do not read between the lines, understanding that there is more to life than meets the eye. They are too simple to make a difference in the life of the child, as reading between the lines of life does not make sense to them.

These ones do not understand the admonition of the Holy Writ that ‘be gentle as a dove and be wise as serpent.’ They do not also identify with the wisdom in the Jesus Christ philosophy of human interaction, which is that, ‘He knew all men and He did not give Himself to any.’ They are not able to understand and interpret the signs of the times and how they affect their children. The people in this category look but they do not see; they see and they do not interpret; they interpret and they do not act; and they act and they do not act fast enough to salvage a situation that poses danger to their children. The children being brought up by this group of people also see life like them and they are therefore unprepared to face the real challenges of life.

•THE HOPELESS:  these are people, who do not know how to stand by the child in difficult circumstances. They do not believe in the child. They distance themselves from him at the slightest inconvenience. There is no single fibre of hope in their make-up and are easily driven into despondency. They cannot give direction to a troubled child.

They add to the child’s problem through hopelessness and leave him to believe that change is not a possibility. They do not understand that according to Clare Boothe, ‘there are no hopeless situations, there are only hopeless people.’ These are the types, who abandon their physically challenged children. These ones will not stand by their children when they run into trouble. They blame the child for everything.

They do not train their children on how to respond to the challenges of life. The other day I was at a popular secondary school in Lagos, I found a senior secondary school pupil weeping profusely in a corner. I approached her and asked her what the problem was. She responded by saying that her classmates were teasing her because she has ‘k-legs.’

I pulled her out and encouraged her. The pupil may be in a position to help herself if she had been trained by her parents on how to respond to the perception of others to her seeming disability.  A girl child once confided in her lesson teacher that she was tired of attending her school because she had been given a nickname as, Ori.

It was shocking that when the lesson teacher brought this to her mother, she did not empathise with her daughter. She only insisted that the child must continue in the school.

Our time is up and we have been able to discuss seven of the forty human hindrances. Join me next week as we continue this interesting journey.

Thank you for joining us today. Remember, awareness is superior to enforcement. Therefore if I have you as a believer in this message, win your areas of influence.

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