 All children have the same right to develop their potential regardless of their race, gender, language, opinion, colour, origin, disability or any other characteristic.  The best interests of the child should be the primary consideration in all actions and decisions affecting children – to protect children where there may be competing rights or interests.  Access to basic services and equity of opportunity to achieve their full development should be ensured to each child.  Views of the child should be given regard and respected, their opinions and participation in decision-making are central to achieving their rights as children.           Develop a child-centred approach in rehabilitation services to promote the best interests of the child, recognising that to enable each child to reach their full developmental potential requires that health, social care and educational interventions focus on the needs of children. Value the experience of the child and their voice, throughout the assessment, documentation and rehabilitation process. Ensure a commitment to and establishment of appropriate systems and practices to promote interdisciplinary and inter-agency collaboration and working to promote the well-being of the child Promote a holistic understanding of the child, recognising their psychological, physical, social, welfare and safety and educational needs, as well as recognition of their creativity, strengths, resources and resilience in facing challenges and adversity. Promote a contextual understanding of the child, recognising that children do not exist in a vacuum: the family, social, cultural, political, religious, economic and material contexts of the child shape their health, their emotional and educational development and their overall well-being and capacity to fulfil their potential. Assessment and rehabilitation interventions should thus always consider and attend to the context (as far as possible) and the specific situation of the child/minor. Ensure that rehabilitation services are appropriate to the age and developmental stage of the child/minor. Ensure that services are culturally appropriate. Provide a range of services and activities for minors and their families, as appropriate to their needs. These can include creative activities or formal therapies, using art, drama, theatre, dance, music, play, sport as well as verbal therapies. Ensure that services are accessible, including by providing interpreters wherever necessary. Ensure that rehabilitation services include a prevention focus and are integrated with prevention activities. These can include school-based interventions to raise awareness of the impact of torture, ill-treatment and armed conflict on children, interventions to support teachers in working with children who have experienced torture or ill-treatment, interventions to promote awareness of the needs of unaccompanied minors or other children who have experienced torture, ill-treatment and exile, interventions or activities to build self-esteem, promote social integration, learning (language support, non-verbal teaching methods to improve trust, well-being, social and behaviour skills, learning), vocational guidance etc. These interventions can include after-school activities, sports, cultural events, befriending/buddy projects to support minors, promote social network-building, to promote peer friendships, social integration, confidence, social and language skills and well-being. Other activities could include livelihood skills training, summer camps, holiday camps and host/guest parents projects to host minors for short periods to decrease isolation (for example, of unaccompanied minors), build social networks and facilitate social 33