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(a) In-depth analyses of the problem and inventories of programmes, services, facilities and resources available; (b) Well-defined responsibilities for the qualified agencies, institutions and personnel involved in preventive efforts; (c) Mechanisms for the appropriate coordination of prevention efforts between governmental and non-governmental agencies; (d) Policies, programmes and strategies based on prognostic studies to be continuously monitored and carefully evaluated in the course of implementation; (e) Methods for effectively reducing the opportunity to commit delinquent acts; (f) Community involvement through a wide range of services and programmes; (g) Close interdisciplinary cooperation between national, State, provincial and local governments, with the involvement of the private sector representative citizens of the community to be served, and labour, child-care, health education, social, law enforcement and judicial agencies in taking concerted action to prevent juvenile delinquency and youth crime; (h) Youth participation in delinquency prevention policies and processes, including recourse to community resources, youth self-help, and victim compensation and assistance programmes; (i) Specialized personnel at all levels. IV. SOCIALIZATION PROCESSES Full page view 10. Emphasis should be placed on preventive policies facilitating the successful socialization and integration of all children and young persons, in particular through the family, the community, peer groups, schools, vocational training and the world of work, as well as through voluntary organizations. Due respect should be given to the proper personal development of children and young persons, and they should be accepted as full and equal partners in socialization and integration processes. A. Family 11. Every society should place a high priority on the needs and well-being of the family and of all its members. 12. Since the family is the central unit responsible for the primary socialization of children, governmental and social efforts to preserve the integrity of the family, including the extended family, should be pursued. The society has a responsibility to assist the family in providing care and protection and in ensuring the physical and mental well-being of children. Adequate arrangements including day-care should be provided. 13. Governments should establish policies that are conducive to the bringing up of children in stable and settled family environments. Families in need of assistance in the resolution of conditions of instability or conflict should be provided with requisite services. 14. Where a stable and settled family environment is lacking and when community efforts to assist parents in this regard have failed and 722 the extended family cannot fulfil this role, alternative placements, including foster care and adoption, should be considered. Such placements should replicate, to the extent possible, a stable and settled family environment, while, at the same time, establishing a sense of permanency for children, thus avoiding problems associated with “foster drift“. 15. Special attention should be given to children of families affected by problems brought about by rapid and uneven economic, social and cultural change, in particular the children of indigenous, migrant and refugee families. As such changes may disrupt the social capacity of the family to secure the traditional rearing and nurturing of children, often as a result of role and culture conflict, innovative and socially constructive modalities for the socialization of children have to be designed. 16. Measures should be taken and programmes developed to provide families with the opportunity to learn about parental roles and obligations as regards child development and child care, promoting positive parent-child relationships, sensitizing parents to the problems of children and young persons and encouraging their involvement in family and community-based activities. 17. Governments should take measures to promote family cohesion and harmony and to discourage the separation of children from their parents, unless circumstances affecting the welfare and future of the child leave no viable alternative. 18. It is important to emphasize the socialization function of the family and extended family; it is also equally important to recognize the future role, responsibilities, participation and partnership of young persons in society. 19. In ensuring the right of the child to proper socialization, Governments and other agencies should rely on existing social and legal agencies, but, whenever traditional institutions and customs are no longer effective, they should also provide and allow for innovative measures. B. Education 20. Governments are under an obligation to make public education accessible to all young persons. 21. Education systems should, in addition to their academic and vocational training activities, devote particular attention to the following: (a) Teaching of basic values and developing respect for the child’s own cultural identity and patterns, for the social values of the country in which the child is living, for civilizations different from the child’s own and for human rights and fundamental freedoms; (b) Promotion and development of the personality, talents and mental and physical abilities of young people to their fullest potential; (c) Involvement of young persons as active and effective participants in, rather than mere objects of, the educational process; (d) Undertaking activities that foster a sense of identity with and of belonging to the school and the community; (e) Encouragement of young persons to understand and respect diverse views and opinions, as well as cultural and other differences; (f) Provision of information and guidance regarding vocational training, employment opportunities and career development; (g) Provision of positive emotional support to young persons and the avoidance of psychological maltreatment; (h) Avoidance of harsh disciplinary measures, particularly corporal punishment. 22. Educational systems should seek to work together with parents, community organizations and agencies concerned with the activities of young persons. 23. Young persons and their families should be informed about the law and their rights and responsibilities under the law, as well as the universal value system, including United Nations instruments. 24. Educational systems should extend particular care and attention to young persons who are at social risk. Specialized prevention programmes and educational materials, curricula, approaches and tools should be developed and fully utilized. 25. Special attention should be given to comprehensive policies and strategies for the prevention of alcohol, drug and other substance abuse by young persons. Teachers and other professionals should be equipped and trained to prevent and deal with these problems. Information on the use and abuse of drugs, including alcohol, should be made available to the student body. 26. Schools should serve as resource and referral centres for the provision of medical, counselling and other services to young persons, particularly those with special needs and suffering from abuse, neglect, victimization and exploitation. 27. Through a variety of educational programmes, teachers and other adults and the student body should be sensitized to the problems, needs and perceptions of young persons, particularly those belonging to underprivileged, disadvantaged, ethnic or other minority and low-income groups. 28. School systems should attempt to meet and promote the highest professional and educational standards with respect to curricula, teaching and learning methods and approaches, and the recruitment and training of qualified teachers. Regular monitoring and assessment of performance by the appropriate professional organizations and authorities should be ensured. 29. School systems should plan, develop and implement extracurricular activities of interest to young persons, in co-operation with community groups. 30. Special assistance should be given to children and young persons who find it difficult to comply with attendance codes, and to “drop-outs“. 31. Schools should promote policies and rules that are fair and just; students should be represented in bodies formulating school policy, RIYADH GUIDELINES