Pub Date : 2023-10-12DOI: 10.1080/13575279.2023.2258086
Emily Whyte, Bryan McCann, Paul McCarthy, Sharon Jackson
Care-experienced children and young people are likely to experience early adversities that place them at increased risk of developing physical and mental health difficulties. Physical activity can help address the varied needs and interests of care-experienced children and young people and become a tool to manage mental health and well-being challenges. Growing research has explored the positive influence that physical activity can have on the lives of care-experienced children and young people, however, the literature has mainly focused on the barriers and enablers of engagement in physical activity. Though there is a growing amount of work in this area, there remains a need for further research that explores the influence that physical activity can have on the mental health and well-being of care-experienced children and young people. A narrative review was conducted to explore the qualitative literature that has captured the influence of physical activity on care-experienced children and young people’s mental health and well-being, including what has been meaningful and why. Additionally, exploring qualitative research has helped to prioritise care experienced children and young people’s voices, which tend to be overshadowed by the views of researchers, carers, or social care professionals. The findings of the review report that physical activity can influence the mental health and well-being of care-experienced children and young people by providing meaningful enjoyment, and the development of relational trust, skills, and emotional regulation. Further research is needed to provide a thorough representation of the changeable and long-term influence of physical activity on the mental health and well-being of care-experienced children and young people, whilst prioritising their voices.
{"title":"A Narrative Review that Explores the Influence of Physical Activity on Care Experienced Children and Young People’s Mental Health and Wellbeing","authors":"Emily Whyte, Bryan McCann, Paul McCarthy, Sharon Jackson","doi":"10.1080/13575279.2023.2258086","DOIUrl":"https://doi.org/10.1080/13575279.2023.2258086","url":null,"abstract":"Care-experienced children and young people are likely to experience early adversities that place them at increased risk of developing physical and mental health difficulties. Physical activity can help address the varied needs and interests of care-experienced children and young people and become a tool to manage mental health and well-being challenges. Growing research has explored the positive influence that physical activity can have on the lives of care-experienced children and young people, however, the literature has mainly focused on the barriers and enablers of engagement in physical activity. Though there is a growing amount of work in this area, there remains a need for further research that explores the influence that physical activity can have on the mental health and well-being of care-experienced children and young people. A narrative review was conducted to explore the qualitative literature that has captured the influence of physical activity on care-experienced children and young people’s mental health and well-being, including what has been meaningful and why. Additionally, exploring qualitative research has helped to prioritise care experienced children and young people’s voices, which tend to be overshadowed by the views of researchers, carers, or social care professionals. The findings of the review report that physical activity can influence the mental health and well-being of care-experienced children and young people by providing meaningful enjoyment, and the development of relational trust, skills, and emotional regulation. Further research is needed to provide a thorough representation of the changeable and long-term influence of physical activity on the mental health and well-being of care-experienced children and young people, whilst prioritising their voices.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136012634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.1080/13575279.2023.2258816
María Elina Serra, Rose Mari Soria
ABSTRACTBackground: There is a growing need, particularly for socially vulnerable families, to attend a child daycare center. Breastfeeding has well-established benefits to the baby and the mother, particularly in the context of social disadvantage. Although breastfeeding is a right, no information is available regarding the degree of breastfeeding promotion and support at child daycare centers in Argentina.Research aim: To describe knowledge, policies, operational conditions and staff training needs for the promotion and support of breastfeeding practices at child daycare centers in Argentina.Method: Exploratory cross-sectional quantitative study using a self-administered survey sent to respondents via email. All 24 provinces of Argentina were invited to participate. A list of provincial child daycare centers was obtained and a survey was sent to the directors of those centers where data were collected about infrastructure and resources, policies, staff training and breastfeeding promotion practices.Results: Five provinces participated. Sixty-four percent (73/114) of centers responded the survey provided. Eighty-two percent have a breastfeeding room. Twenty-nine percent receive breast milk. Only 20% train their staff on breast milk handling. Only 5% have breastfeeding policies in place.Conclusion: Although there is an adequate national regulatory framework, there is still a need to work on the implementation of concrete measures to guarantee the right to breastfeed in the specific setting of child daycare centers.KEYWORDS: Infantbreast feedingchild daycare centershealth promotionsocial vulnerability. Cross sectional studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingFUNDASAMIN-Fundación para la Salud Materno Infantil. Ciudad Autónoma de Buenos Aires. Argentina. Honduras 4160. CABA.CP:1180ACJ. República Argentina. Tel: 05411-4862-9384/4863-4102.Notes on contributorsMaría Elina SerraMaría Elina Serra She is co-director of the Health Prevention Programme for Child Care Centres of FUNDASAMIN-Fundación para la Salud Materno Infantil. She is a paediatrician and holds a PhD in Medicine from the University of Buenos Aires. She completed a postgraduate degree in Epidemiology and Statistics at the Johns Hopkins University School of Public Health. She directs the Research Fellows programme at FUNDASAMIN-Fundación para la Salud Materno Infantil. She teaches Research in the Neonatal Nursing Specialization Program at the Austral University and the Seminar on Academic Reading and Writing in Health Sciences in the Critical Care Nursing Postgraduate Program at the Universidad Nacional de Tres de Febrero. She is a methodological advisor to the Editorial Committee of Archivos de Pediatría del Uruguay and assistant editor of the official journal of the Argentine Society of Paediatrics.Rose Mari SoriaRose Mari Soria She is co-director of the Health Prevention Programme for Child Care Centres of FU
摘要背景:对儿童日托中心的需求越来越大，特别是对社会弱势家庭的需求。母乳喂养对婴儿和母亲都有公认的好处，特别是在社会不利的情况下。虽然母乳喂养是一项权利，但没有关于阿根廷儿童日托中心促进和支持母乳喂养程度的信息。研究目的:描述阿根廷儿童日托中心促进和支持母乳喂养做法的知识、政策、操作条件和工作人员培训需求。方法:探索性横断面定量研究采用自我管理的调查通过电子邮件发送给受访者。阿根廷所有24个省都被邀请参加。获得了一份省级儿童日托中心的名单，并向这些中心的主任发送了一份调查，收集了有关基础设施和资源、政策、工作人员培训和促进母乳喂养做法的数据。结果:有5个省份参与。64%(73/114)的中心回应了提供的调查。82%的学校有母乳喂养室。29%的人接受母乳喂养。只有20%的公司培训员工如何处理母乳。只有5%的国家制定了母乳喂养政策。结论:虽然有一个适当的国家监管框架，但仍需要努力实施具体措施，以保障儿童日托中心特定环境下的母乳喂养权。关键词:婴幼儿;母乳喂养;托儿中心;横断面研究披露声明作者未报告潜在利益冲突。额外informationFundingFUNDASAMIN-Fundación para la Salud Materno infant。Ciudad Autónoma de Buenos Aires阿根廷。洪都拉斯4160。CABA.CP: 1180 acj。阿根廷。电话:05411 - 4862 - 9384/4863 - 4102。关于contributorsMaría Elina SerraMaría的说明Elina Serra她是FUNDASAMIN-Fundación para la Salud母婴护理中心儿童保健预防方案的联合主任。她是一名儿科医生，拥有布宜诺斯艾利斯大学的医学博士学位。她在约翰霍普金斯大学公共卫生学院完成了流行病学和统计学的研究生学位。她在FUNDASAMIN-Fundación para la Salud Materno Infantil指导研究员项目。她在南方大学的新生儿护理专业课程中教授研究，并在国立特雷斯大学的重症护理研究生课程中教授健康科学学术阅读和写作研讨会。她是乌拉圭Pediatría档案编辑委员会的方法学顾问，也是阿根廷儿科学会官方期刊的助理编辑。她是FUNDASAMIN-Fundación para la Salud Materno Infantil儿童护理中心健康预防方案的联合主任。她持有the University of Lomas de Zamora的护理学位、the Austral University的新生儿护理专家学位以及the National University of Lanús的科学研究方法论硕士学位。她是FUNDASAMIN-Fundación para la Salud Materno Infantil护理区协调员;她是该机构的revsta Enfermería Neonatal(新生儿护理杂志)的副主编。她在南方大学教授新生儿护理专业课程的研究。
{"title":"Breastfeeding Promotion and Support at Child Daycare Centers: Current Scenario in Five Argentine Provinces","authors":"María Elina Serra, Rose Mari Soria","doi":"10.1080/13575279.2023.2258816","DOIUrl":"https://doi.org/10.1080/13575279.2023.2258816","url":null,"abstract":"ABSTRACTBackground: There is a growing need, particularly for socially vulnerable families, to attend a child daycare center. Breastfeeding has well-established benefits to the baby and the mother, particularly in the context of social disadvantage. Although breastfeeding is a right, no information is available regarding the degree of breastfeeding promotion and support at child daycare centers in Argentina.Research aim: To describe knowledge, policies, operational conditions and staff training needs for the promotion and support of breastfeeding practices at child daycare centers in Argentina.Method: Exploratory cross-sectional quantitative study using a self-administered survey sent to respondents via email. All 24 provinces of Argentina were invited to participate. A list of provincial child daycare centers was obtained and a survey was sent to the directors of those centers where data were collected about infrastructure and resources, policies, staff training and breastfeeding promotion practices.Results: Five provinces participated. Sixty-four percent (73/114) of centers responded the survey provided. Eighty-two percent have a breastfeeding room. Twenty-nine percent receive breast milk. Only 20% train their staff on breast milk handling. Only 5% have breastfeeding policies in place.Conclusion: Although there is an adequate national regulatory framework, there is still a need to work on the implementation of concrete measures to guarantee the right to breastfeed in the specific setting of child daycare centers.KEYWORDS: Infantbreast feedingchild daycare centershealth promotionsocial vulnerability. Cross sectional studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingFUNDASAMIN-Fundación para la Salud Materno Infantil. Ciudad Autónoma de Buenos Aires. Argentina. Honduras 4160. CABA.CP:1180ACJ. República Argentina. Tel: 05411-4862-9384/4863-4102.Notes on contributorsMaría Elina SerraMaría Elina Serra She is co-director of the Health Prevention Programme for Child Care Centres of FUNDASAMIN-Fundación para la Salud Materno Infantil. She is a paediatrician and holds a PhD in Medicine from the University of Buenos Aires. She completed a postgraduate degree in Epidemiology and Statistics at the Johns Hopkins University School of Public Health. She directs the Research Fellows programme at FUNDASAMIN-Fundación para la Salud Materno Infantil. She teaches Research in the Neonatal Nursing Specialization Program at the Austral University and the Seminar on Academic Reading and Writing in Health Sciences in the Critical Care Nursing Postgraduate Program at the Universidad Nacional de Tres de Febrero. She is a methodological advisor to the Editorial Committee of Archivos de Pediatría del Uruguay and assistant editor of the official journal of the Argentine Society of Paediatrics.Rose Mari SoriaRose Mari Soria She is co-director of the Health Prevention Programme for Child Care Centres of FU","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136013053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/13575279.2022.2084365
Pete King
ABSTRACT When playwork settings re-opened in July 2020 after the first lockdown in March 2020, playwork as a profession demonstrated its adaptable and flexible nature for children to access the provision. This included open access provision becoming closed access and bookable, a reduction in the number of children, resources, and space to play, and increased cleaning. As part of a longitudinal study, now one year how are open access settings (adventure playgrounds and mobile play provision) and closed access settings (breakfast clubs, after-school clubs, and holiday playschemes) operating? An online survey was completed by 42 participants, 31 who ran closed access and 11 who ran open-access settings. Results indicated that all settings were running the same number of days and hours pre-March lockdown, however, fewer children are attending with a smaller number of staff, this being more noticeable within closed access settings. It appears the open access adventure playgrounds are operating as they were pre-March 2020 lockdown, however, the closed access childcare provision, e.g. after-school clubs are still running as they were in July 2020. Although funding has been made available to support aspects such as extra cleaning, playwork settings are concerned with being able to open and continue to operate.
{"title":"How has Covid-19 Impacted on Playwork – One Year on from Returning from Lockdown","authors":"Pete King","doi":"10.1080/13575279.2022.2084365","DOIUrl":"https://doi.org/10.1080/13575279.2022.2084365","url":null,"abstract":"ABSTRACT When playwork settings re-opened in July 2020 after the first lockdown in March 2020, playwork as a profession demonstrated its adaptable and flexible nature for children to access the provision. This included open access provision becoming closed access and bookable, a reduction in the number of children, resources, and space to play, and increased cleaning. As part of a longitudinal study, now one year how are open access settings (adventure playgrounds and mobile play provision) and closed access settings (breakfast clubs, after-school clubs, and holiday playschemes) operating? An online survey was completed by 42 participants, 31 who ran closed access and 11 who ran open-access settings. Results indicated that all settings were running the same number of days and hours pre-March lockdown, however, fewer children are attending with a smaller number of staff, this being more noticeable within closed access settings. It appears the open access adventure playgrounds are operating as they were pre-March 2020 lockdown, however, the closed access childcare provision, e.g. after-school clubs are still running as they were in July 2020. Although funding has been made available to support aspects such as extra cleaning, playwork settings are concerned with being able to open and continue to operate.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"49 1","pages":"420 - 443"},"PeriodicalIF":1.9,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139324645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-09DOI: 10.1080/13575279.2023.2234304
Tina Hansen
{"title":"The View of Minority Youth on Cultural Continuity When Developing Their Identity in Majority Foster Homes","authors":"Tina Hansen","doi":"10.1080/13575279.2023.2234304","DOIUrl":"https://doi.org/10.1080/13575279.2023.2234304","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46265133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1080/13575279.2023.2234847
Astrid Jörns-Presentati, G. Groen
{"title":"Perceptions of Interprofessional Collaboration for Children with Multiple and Complex Needs: Development and Psychometric Evaluation of a New Scale","authors":"Astrid Jörns-Presentati, G. Groen","doi":"10.1080/13575279.2023.2234847","DOIUrl":"https://doi.org/10.1080/13575279.2023.2234847","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43866138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Impact of Emotion Regulation and Individual Traits on the Nature of the Next Older Sibling’s Relationships with Their Toddler/Infant Sibling","authors":"Edna Orr, Gabriela Kashy-Rosenbaum, Ayelet Weinstock Lederberg","doi":"10.1080/13575279.2023.2227125","DOIUrl":"https://doi.org/10.1080/13575279.2023.2227125","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42617066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/13575279.2023.2228628
Lisa Moran, Ana Caetano
The genesis of this special issue was in 2020 when both editors joined the organising committee of the mid-term conference of Research Network (RN) 03 of the European Sociological Association (ESA) “Biographical Perspectives on European Societies”. The purpose of this online conference event was to initiate critical discussion and debates about opportunities and challenges for the application of biographical research methods during COVID-19 lockdowns with regards to data collection, analysis, interpretation and ethics. This initial introduction spawned further dialogues between the editors throughout 2021 about the impacts of COVID-19 on youth, and possibilities for further extending these discussions into a special issue that would capture young people’s experiences of hard times, not alone during the recent COVID-19 pandemic but also in relation to homelessness, family relationships, emotions, education and war. This special issue represents the culmination of these critical discussions amongst us as editors, with authors and with colleagues in Ireland, Portugal, the UK, Denmark and Ukraine, about ways of thinking and observing emotionally turbulent times, structural constraints and (self)care dynamics in young people’s “life histories, lived situations and personal experiences” (Wengraf, 2011, p. 1). The term “hard times” itself, potentially at the origin of biographical crises (Caetano, 2021), is multidimensional, and the process of conducting depth research with youth experiencing difficult moments, be it emotionally, physically or financially (or indeed, all three simultaneously), is ethically challenging and is frequently a sensitive and emotionally fraught process for researchers. The meaning of hard times as applied to young people’s lives is contextual and temporal; pejoratively speaking, it evokes Dickensian overtones of brutalised childhoods and adolescence, while for sociologists it frequently connotes economic hardships (Lim & Laurence, 2015; Thébaud & Sharkey, 2016), austerity (Allen, 2016), precarity (Horton et al., 2021), experiences of criminality, gang culture (Foote-Whyte, 1981), and various types of emotional crises, mistrust and traumas spawning from parental neglect, physical and sexual abuse (Tsui et al., 2010). The complexity of young people’s everyday experiences in difficult social conditions pertaining to housing, migration and economic marginalisation are well highlighted in recent biographical research (Farrugia, 2021; Mayock & Parker, 2021; McGarry, 2021). Internationally, this field yields rich insights into the complexity of young people’s experiences in late modernity, showing the multidimensionality of the concept of youth (Cuervo et al., 2023; Pabian & Vandebosch, 2021; Renzaho et al., 2017). Social change processes and transitions are also key to understanding young people and how they go through difficult moments in their lives (Furlong & Cartmel, 2007; Irwin & Nilsen, 2018; Woodman & Wyn, 2015). The scale an
本期特刊的起源是在2020年，当时两位编辑都参加了欧洲社会学协会(ESA)“欧洲社会的传记视角”研究网络(RN) 03中期会议的组织委员会。本次在线会议活动的目的是就COVID-19封锁期间应用传记研究方法在数据收集、分析、解释和伦理方面的机遇和挑战发起批判性讨论和辩论。这一初步介绍促使编辑们在整个2021年期间就COVID-19对青年的影响进行了进一步的对话，并探讨了进一步将这些讨论扩展到一个特刊的可能性，该特刊将捕捉年轻人在艰难时期的经历，不仅是在最近的COVID-19大流行期间，而且还涉及无家可归、家庭关系、情感、教育和战争。本期特刊代表了我们作为编辑，与爱尔兰、葡萄牙、英国、丹麦和乌克兰的作者和同事之间进行的这些批判性讨论的高潮，讨论了思考和观察年轻人“生活史、生活状况和个人经历”中的情感动荡时期、结构性约束和(自我)护理动态的方式(Wengraf, 2011, p. 1)。“艰难时期”一词本身，可能是传记危机的起源(Caetano, 2021)。是多维的，对经历困难时刻的年轻人进行深入研究的过程，无论是情感上、身体上还是经济上(或者实际上，三者同时发生)，在伦理上是具有挑战性的，对研究人员来说，这往往是一个敏感和充满情感的过程。对年轻人来说，困难时期的意义是有背景的和暂时的;贬损地说，它唤起了狄更斯对残酷的童年和青春期的暗示，而对社会学家来说，它经常意味着经济困难(Lim & Laurence, 2015;thsambaud & Sharkey, 2016)，节俭(Allen, 2016)，不稳定(Horton et al.， 2021)，犯罪经历，帮派文化(foot - whyte, 1981)，以及各种类型的情感危机，不信任和父母忽视，身体和性虐待所产生的创伤(Tsui et al.， 2010)。在最近的传记研究中，年轻人在住房、移民和经济边缘化等困难社会条件下的日常经历的复杂性得到了很好的强调(Farrugia, 2021;Mayock & Parker, 2021;McGarry, 2021)。在国际上，这一领域对晚期现代性中年轻人经历的复杂性产生了丰富的见解，显示了青年概念的多维性(Cuervo et al.， 2023;帕比安和凡德博斯，2021;Renzaho et al.， 2017)。社会变革过程和转变也是理解年轻人以及他们如何度过生活中的困难时刻的关键(Furlong & Cartmel, 2007;Irwin & Nilsen, 2018;Woodman & Wyn, 2015)。当代青年面临的政治和社会危机的规模和深度，离不开这样一个事实:通过全球化和不断的技术创新，他们比以往任何时候都更加“网络化”。随着
{"title":"The Many Youths of Hard Times: Observing and Understanding Young People’s Biographical Troubles","authors":"Lisa Moran, Ana Caetano","doi":"10.1080/13575279.2023.2228628","DOIUrl":"https://doi.org/10.1080/13575279.2023.2228628","url":null,"abstract":"The genesis of this special issue was in 2020 when both editors joined the organising committee of the mid-term conference of Research Network (RN) 03 of the European Sociological Association (ESA) “Biographical Perspectives on European Societies”. The purpose of this online conference event was to initiate critical discussion and debates about opportunities and challenges for the application of biographical research methods during COVID-19 lockdowns with regards to data collection, analysis, interpretation and ethics. This initial introduction spawned further dialogues between the editors throughout 2021 about the impacts of COVID-19 on youth, and possibilities for further extending these discussions into a special issue that would capture young people’s experiences of hard times, not alone during the recent COVID-19 pandemic but also in relation to homelessness, family relationships, emotions, education and war. This special issue represents the culmination of these critical discussions amongst us as editors, with authors and with colleagues in Ireland, Portugal, the UK, Denmark and Ukraine, about ways of thinking and observing emotionally turbulent times, structural constraints and (self)care dynamics in young people’s “life histories, lived situations and personal experiences” (Wengraf, 2011, p. 1). The term “hard times” itself, potentially at the origin of biographical crises (Caetano, 2021), is multidimensional, and the process of conducting depth research with youth experiencing difficult moments, be it emotionally, physically or financially (or indeed, all three simultaneously), is ethically challenging and is frequently a sensitive and emotionally fraught process for researchers. The meaning of hard times as applied to young people’s lives is contextual and temporal; pejoratively speaking, it evokes Dickensian overtones of brutalised childhoods and adolescence, while for sociologists it frequently connotes economic hardships (Lim & Laurence, 2015; Thébaud & Sharkey, 2016), austerity (Allen, 2016), precarity (Horton et al., 2021), experiences of criminality, gang culture (Foote-Whyte, 1981), and various types of emotional crises, mistrust and traumas spawning from parental neglect, physical and sexual abuse (Tsui et al., 2010). The complexity of young people’s everyday experiences in difficult social conditions pertaining to housing, migration and economic marginalisation are well highlighted in recent biographical research (Farrugia, 2021; Mayock & Parker, 2021; McGarry, 2021). Internationally, this field yields rich insights into the complexity of young people’s experiences in late modernity, showing the multidimensionality of the concept of youth (Cuervo et al., 2023; Pabian & Vandebosch, 2021; Renzaho et al., 2017). Social change processes and transitions are also key to understanding young people and how they go through difficult moments in their lives (Furlong & Cartmel, 2007; Irwin & Nilsen, 2018; Woodman & Wyn, 2015). The scale an","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"29 1","pages":"223 - 234"},"PeriodicalIF":1.9,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43463304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-19DOI: 10.1080/13575279.2023.2215171
Muhammad Khalil, Muhammad Subhan Arshad, A. Majeed, I. Imran, Humna Binish, Imran Ahmad, M. Rasool
{"title":"The Parental Perceptions and Practices Regarding Self-medication among Their Children in Southern Punjab, Pakistan","authors":"Muhammad Khalil, Muhammad Subhan Arshad, A. Majeed, I. Imran, Humna Binish, Imran Ahmad, M. Rasool","doi":"10.1080/13575279.2023.2215171","DOIUrl":"https://doi.org/10.1080/13575279.2023.2215171","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48261336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1080/13575279.2023.2213126
Lynne Peyton
within a contextual and theoretical framework. Curricular areas are examined in turn, each one in-depth, fully supported in terms of influences, developmental benchmarks and stages together with suggested resources and activities. The section is a practical application of the previous three sections, with a level of detail and consideration that is commendable. Examples of activities, resources, field trips and much more are expertly provided, demonstrating fully the overall premise that play should be integrated throughout curricular areas as a basic right for every child. Students, and indeed more experienced teachers and practitioners, will find this section contains an abundance of useful suggestions, carefully considered and fully supported by research. Again, it should be noted that terminology aligns more fully with the American curriculum, however, as stated previously in this review, this can easily be adapted by the reader to suit their own curricular context. It would perhaps be useful for the author, if considering a future edition, to include reference to the UK/NI context. In summary, this is a book that will be of considerable benefit to a range of groups, not least students but also teachers and practitioners, who are navigating their way through the plethora of literature, theories, perceptions, curricula, debate and discussion around play and our young children.
{"title":"Achieving impact in public service: essays in Honour of Sylda Langford","authors":"Lynne Peyton","doi":"10.1080/13575279.2023.2213126","DOIUrl":"https://doi.org/10.1080/13575279.2023.2213126","url":null,"abstract":"within a contextual and theoretical framework. Curricular areas are examined in turn, each one in-depth, fully supported in terms of influences, developmental benchmarks and stages together with suggested resources and activities. The section is a practical application of the previous three sections, with a level of detail and consideration that is commendable. Examples of activities, resources, field trips and much more are expertly provided, demonstrating fully the overall premise that play should be integrated throughout curricular areas as a basic right for every child. Students, and indeed more experienced teachers and practitioners, will find this section contains an abundance of useful suggestions, carefully considered and fully supported by research. Again, it should be noted that terminology aligns more fully with the American curriculum, however, as stated previously in this review, this can easily be adapted by the reader to suit their own curricular context. It would perhaps be useful for the author, if considering a future edition, to include reference to the UK/NI context. In summary, this is a book that will be of considerable benefit to a range of groups, not least students but also teachers and practitioners, who are navigating their way through the plethora of literature, theories, perceptions, curricula, debate and discussion around play and our young children.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"29 1","pages":"336 - 337"},"PeriodicalIF":1.9,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47668315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1080/13575279.2023.2199191
P. Mayock
ABSTRACT Homelessness is frequently assumed to be a fixed state that suspends people in time and space as they enter into contexts and environments where they struggle to exert control over their lives and their futures. Furthermore, a multitude of negative identities are ascribed to people who are homeless based on their lack of stable housing. A growing literature has contributed to a more nuanced understanding of the identity “work” engaged in by youth who experience homelessness. Nonetheless, most studies have examined the construction of identity cross-sectionally; in many cases, exclusively or primarily through the lens of youths’ experience of street and shelter life. Additionally, while the home has long since been argued to provide a secure base around which identities are constructed and ontological security attained, the intersection of identity with ontological security has, hitherto, not been adequately addressed within the youth homelessness literature. This paper examines the identity journeys of homeless young people based on selected findings from a six-year biographical longitudinal study of homeless youth in Dublin, Ireland. The analysis—which is organised according to the themes of rupture, the interruption of trust, and the (re)assembling of self—builds on existing studies by engaging with the concept of ontological security alongside an examination of young people’s accounts of, and reflections on, their journeys through and, in some cases, out of homelessness. The paper concludes by discussing the importance of understanding the identity stories of homeless youth through longitudinal biographical narration and addresses the policy implications arising from the findings presented.
{"title":"(Re)assembling the Self: Homeless Young People’s Identity Journeys and the Search for Ontological Security","authors":"P. Mayock","doi":"10.1080/13575279.2023.2199191","DOIUrl":"https://doi.org/10.1080/13575279.2023.2199191","url":null,"abstract":"ABSTRACT Homelessness is frequently assumed to be a fixed state that suspends people in time and space as they enter into contexts and environments where they struggle to exert control over their lives and their futures. Furthermore, a multitude of negative identities are ascribed to people who are homeless based on their lack of stable housing. A growing literature has contributed to a more nuanced understanding of the identity “work” engaged in by youth who experience homelessness. Nonetheless, most studies have examined the construction of identity cross-sectionally; in many cases, exclusively or primarily through the lens of youths’ experience of street and shelter life. Additionally, while the home has long since been argued to provide a secure base around which identities are constructed and ontological security attained, the intersection of identity with ontological security has, hitherto, not been adequately addressed within the youth homelessness literature. This paper examines the identity journeys of homeless young people based on selected findings from a six-year biographical longitudinal study of homeless youth in Dublin, Ireland. The analysis—which is organised according to the themes of rupture, the interruption of trust, and the (re)assembling of self—builds on existing studies by engaging with the concept of ontological security alongside an examination of young people’s accounts of, and reflections on, their journeys through and, in some cases, out of homelessness. The paper concludes by discussing the importance of understanding the identity stories of homeless youth through longitudinal biographical narration and addresses the policy implications arising from the findings presented.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":"29 1","pages":"297 - 318"},"PeriodicalIF":1.9,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43237489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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