Published: October 2022

Keywords:
Children’s Ombudsman, advocacy, rights, participation, experiences, dialogue, education, group, interaction, assembly, responsibility.

Giorgos Moschos

Giorgos Moschos studied law in Athens and criminology (M. Phil) in London. He has been trained through seminars in self-awareness (ΑΚΜΑ), adult education, organization of youth clubs and drama for children. He has been working, animating and supporting children and adolescents threatened by social exclusion, defending youth rights and training professionals and volunteers in his fields of expertise. In 2003 he was appointed as the first Children’s Ombudsman in Greece (Deputy Ombudsman for Children’s Rights) and served in this position until January 2018. As part of his mission, he visited many schools and institutions, he met and discussed with thousands of children and professionals working with them, supporting the systematic listening of children's views and defending their rights. He has been member of board and chairperson of the European Network of Ombudspersons for Children. As a children’s rights expert he has collaborated with the Council of Europe and many other organisations. He has been coordinating drama workshops for children since 1985. He is a founding member of Initiative for Article 12 UNCRC (InArt.12), an association aiming to strengthen and disseminate the right of children to freely express their views. He is a certified trainer of the National Center for Public Administration and Local Government.

giomoschos@yahoo.co.uk

Abstract

In this article, the author attempts an account of his personal process in giving meaning to his professional and social journey, referring to Petros Polychronis, who was his first mentor in life. He selectively summarizes knowledge and experiences gained as well as lessons learned which he wishes to impart. Included are selected narratives and reflections on his life's persistent search for ways, in which children can be empowered through their participation in organized group activities, can make their experiences meaningful and can relate functionally to the surrounding community, both regarding individuals and systems; ways, in which children can feel to be happy and useful young citizens, members of society, who can individually and collectively contribute to making the world a better place.