There has been increasing attention given to the relationship between children’s rights and business due to a greater understanding of the direct and indirect impacts that businesses have on children and youth. Concomitantly, many businesses are involved in charitable work. Do charitable activities performed by businesses provide an entry point for considering children’s rights? Further, do these charitable activities facilitate an opportunity for the amalgamation of corporate social responsibility (CSR) and business and human rights? It is hypothesised that charitable contributions can facilitate a greater understanding of children’s rights and subsequently advance implementation. Accordingly, businesses can recognise their capacity to do more than mitigate their negative impacts, and positively influence the realisation of children’s rights. This can be facilitated through the improved assessment of charitable contributions using a child-rights-based approach. This research paper is informed by qualitative individual interviews with 15 stakeholders from pertinent professional sectors, five focus groups with 38 children and youth, and academic and grey literature reviews. It is concluded that attention to impact assessment offers a valuable avenue forward by which to knit the threads of activity regarding both human rights and corporate social responsibility through accountability. A proposed checklist may stimulate future actions and developments in children’s rights within and outside of businesses.
{"title":"How Businesses Can Assess the Impacts of Their Charitable Activities on the Rights of Children and Youth","authors":"Tara M. Collins, Steven W. Gibson","doi":"10.3390/youth3030059","DOIUrl":"https://doi.org/10.3390/youth3030059","url":null,"abstract":"There has been increasing attention given to the relationship between children’s rights and business due to a greater understanding of the direct and indirect impacts that businesses have on children and youth. Concomitantly, many businesses are involved in charitable work. Do charitable activities performed by businesses provide an entry point for considering children’s rights? Further, do these charitable activities facilitate an opportunity for the amalgamation of corporate social responsibility (CSR) and business and human rights? It is hypothesised that charitable contributions can facilitate a greater understanding of children’s rights and subsequently advance implementation. Accordingly, businesses can recognise their capacity to do more than mitigate their negative impacts, and positively influence the realisation of children’s rights. This can be facilitated through the improved assessment of charitable contributions using a child-rights-based approach. This research paper is informed by qualitative individual interviews with 15 stakeholders from pertinent professional sectors, five focus groups with 38 children and youth, and academic and grey literature reviews. It is concluded that attention to impact assessment offers a valuable avenue forward by which to knit the threads of activity regarding both human rights and corporate social responsibility through accountability. A proposed checklist may stimulate future actions and developments in children’s rights within and outside of businesses.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"427 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84950847","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}
Online social interaction has become integral to contemporary social life, adding new dimensions to how young people learn, interact, and perceive themselves and one another. We present findings from a yearlong ethnographic study within a Scottish state secondary school to explain pupils’ informal social relationships. We particularly investigate how school pupils experience social life inside and outside of school in relation to presenting themselves on social media and consider how they negotiate the overlap between their online (social media) representations and offline (school) encounters with their peers. Our findings evidence that pupils engaged in self-presentation within and across online and offline social contexts, whilst experiencing pressure to ‘keep up appearances’ between the two. The online environment afforded pupils greater control over self-presentation, especially in relation to bodily appearances. Here, pupils had time and tools to construct idealised fronts and to amass online capital. In some circumstances, this capital could have exchange value within offline environments. However, young people were at continual risk of having their carefully constructed identities discredited when in an in-person setting. We explore these issues in relation to pupil health, wellbeing, and learning, and we consider how educators may respond.
{"title":"“She’s Pretty in Her Pictures but in Real Life She’s Ugly”: School Pupils Negotiating the Blurred Boundaries between Online and Offline Social Contexts","authors":"Sarah MacIsaac, S. Gray, John Kelly","doi":"10.3390/youth3030058","DOIUrl":"https://doi.org/10.3390/youth3030058","url":null,"abstract":"Online social interaction has become integral to contemporary social life, adding new dimensions to how young people learn, interact, and perceive themselves and one another. We present findings from a yearlong ethnographic study within a Scottish state secondary school to explain pupils’ informal social relationships. We particularly investigate how school pupils experience social life inside and outside of school in relation to presenting themselves on social media and consider how they negotiate the overlap between their online (social media) representations and offline (school) encounters with their peers. Our findings evidence that pupils engaged in self-presentation within and across online and offline social contexts, whilst experiencing pressure to ‘keep up appearances’ between the two. The online environment afforded pupils greater control over self-presentation, especially in relation to bodily appearances. Here, pupils had time and tools to construct idealised fronts and to amass online capital. In some circumstances, this capital could have exchange value within offline environments. However, young people were at continual risk of having their carefully constructed identities discredited when in an in-person setting. We explore these issues in relation to pupil health, wellbeing, and learning, and we consider how educators may respond.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"335 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77394938","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}
Roi Estlein, Ateret Gewirtz-Meydan, K. Mitchell, M. Grinstein‐Weiss
The present study sought to expand the now expansive research on COVID-19 by examining COVID-19-related fear among adolescents in Israel, focusing on demographic variables, COVID-19-related variables (e.g., exposure and vaccination), psychosocial variables (e.g., adolescent wellbeing and perceived social support), and technology usage (e.g., amount of time spent on social media). Data from parents were also collected, reflecting parental attitudes toward the pandemic, anxiety and depression, and wellbeing. A total of 150 youth aged 12–18 and 150 parents participated in the study. Findings indicated that being a female, having a parent who knew someone who had died from COVID-19, and never having tested positive for COVID-19 were positively associated with increased fear of COVID-19. Increased fear of being infected with COVID-19 was also associated with high levels of anxiety and depressive symptomatology in both youth and parents and with low parent subjective wellbeing. Youth who used social media for sharing experiences and for politics also reported such fear. Youth whose parents reported that the media exaggerated COVID-19 risks were less likely to fear something bad would happen to them or to a loved one or fear another outbreak of the virus. Our findings call for paying further scholarly and professional attention to the role intrapsychological, interpersonal, and social aspects play in processes of increased fear and wellbeing in adolescents who constitute a particularly vulnerable group to the mental health consequences of the pandemic.
{"title":"COVID-19-Related Fear among Youth in Israel","authors":"Roi Estlein, Ateret Gewirtz-Meydan, K. Mitchell, M. Grinstein‐Weiss","doi":"10.3390/youth3030057","DOIUrl":"https://doi.org/10.3390/youth3030057","url":null,"abstract":"The present study sought to expand the now expansive research on COVID-19 by examining COVID-19-related fear among adolescents in Israel, focusing on demographic variables, COVID-19-related variables (e.g., exposure and vaccination), psychosocial variables (e.g., adolescent wellbeing and perceived social support), and technology usage (e.g., amount of time spent on social media). Data from parents were also collected, reflecting parental attitudes toward the pandemic, anxiety and depression, and wellbeing. A total of 150 youth aged 12–18 and 150 parents participated in the study. Findings indicated that being a female, having a parent who knew someone who had died from COVID-19, and never having tested positive for COVID-19 were positively associated with increased fear of COVID-19. Increased fear of being infected with COVID-19 was also associated with high levels of anxiety and depressive symptomatology in both youth and parents and with low parent subjective wellbeing. Youth who used social media for sharing experiences and for politics also reported such fear. Youth whose parents reported that the media exaggerated COVID-19 risks were less likely to fear something bad would happen to them or to a loved one or fear another outbreak of the virus. Our findings call for paying further scholarly and professional attention to the role intrapsychological, interpersonal, and social aspects play in processes of increased fear and wellbeing in adolescents who constitute a particularly vulnerable group to the mental health consequences of the pandemic.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"68 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73811606","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}
Positive identity is essential to adolescents’ well-being and a successful transition to adulthood. Understanding factors that contribute to identity formation is important to promote healthy development. The present study applies the Positive Youth Development (PYD) framework to explore associations between adult social support and positive identity among Norwegian high school students (N = 220, Mage = 17.30, SD = 1.12). Reflecting on the ecology of adolescence, the study examined the extent to which family, other significant adults, and school support relate to different dimensions of positive identity (personal power, self-esteem, sense of purpose, and positive view of future). Further, the hierarchy of importance among the support variables was investigated. Cross-sectional data on items measuring the different dimensions of social support and positive identity were analyzed. Findings from regression analyses indicated that adult support in all three ecological contexts (family, neighborhood, and school) was significantly and positively related to positive identity and at least one of its four dimensions (β = 0.15–0.27, p < 0.05). Support from other significant adults emerged as the most important predictor, followed by family and then school support. While future research should also consider support accessed through social media, our findings extend PYD scholarship in the Norwegian context by highlighting the importance of key youth ecological contexts when fostering positive youth identity.
{"title":"Positive Youth Identity: The Role of Adult Social Support","authors":"Agnieszka Jankowska-Tvedten, N. Wiium","doi":"10.3390/youth3030056","DOIUrl":"https://doi.org/10.3390/youth3030056","url":null,"abstract":"Positive identity is essential to adolescents’ well-being and a successful transition to adulthood. Understanding factors that contribute to identity formation is important to promote healthy development. The present study applies the Positive Youth Development (PYD) framework to explore associations between adult social support and positive identity among Norwegian high school students (N = 220, Mage = 17.30, SD = 1.12). Reflecting on the ecology of adolescence, the study examined the extent to which family, other significant adults, and school support relate to different dimensions of positive identity (personal power, self-esteem, sense of purpose, and positive view of future). Further, the hierarchy of importance among the support variables was investigated. Cross-sectional data on items measuring the different dimensions of social support and positive identity were analyzed. Findings from regression analyses indicated that adult support in all three ecological contexts (family, neighborhood, and school) was significantly and positively related to positive identity and at least one of its four dimensions (β = 0.15–0.27, p < 0.05). Support from other significant adults emerged as the most important predictor, followed by family and then school support. While future research should also consider support accessed through social media, our findings extend PYD scholarship in the Norwegian context by highlighting the importance of key youth ecological contexts when fostering positive youth identity.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"64 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79680656","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}
Sports and physical activity organizations around the world have expressed concern that the COVID-19 pandemic has significantly impacted girls and young women’s participation, with relatively fewer young women returning to sport post-lockdowns than their male counterparts. The purpose of this research is to understand how young women’s experiences of sport and physical activity were impacted by extended and repeated lockdowns, considerable social disruption, and ongoing risks of contagion. Our research draws upon interviews and focus groups with 44 young women (16–24 years) living in Aotearoa New Zealand during the pandemic. Recognizing that young women’s opportunities and experiences of sport and fitness (before, during and after the pandemic) vary considerably based on a range of socio-cultural factors, our sample was intentionally diverse, inviting young women from different ethnic and religious backgrounds, from rural and urban settings, and with a range of pre-pandemic sport and fitness experiences. Engaging an intersectional and affective sensibility, we reveal the complex ways that the pandemic impacted the young women’s embodied, relational and affective experiences of sport and fitness. Contrary to recent concerns about young women dropping out from sport and physical activity, our research reveals the varied ways the pandemic shifted young women’s relations with their own and others’ moving bodies, transforming their relationships with sport and fitness, with renewed understandings of the importance of physical activity for joy, connection, and wellbeing.
{"title":"“If You Didn’t Exercise during Lockdown, What Were You Even Doing?”: Young Women, Sport, and Fitness in Pandemic Times","authors":"H. Thorpe, G. O’Leary, Nida Ahmad, M. Nemani","doi":"10.3390/youth3030055","DOIUrl":"https://doi.org/10.3390/youth3030055","url":null,"abstract":"Sports and physical activity organizations around the world have expressed concern that the COVID-19 pandemic has significantly impacted girls and young women’s participation, with relatively fewer young women returning to sport post-lockdowns than their male counterparts. The purpose of this research is to understand how young women’s experiences of sport and physical activity were impacted by extended and repeated lockdowns, considerable social disruption, and ongoing risks of contagion. Our research draws upon interviews and focus groups with 44 young women (16–24 years) living in Aotearoa New Zealand during the pandemic. Recognizing that young women’s opportunities and experiences of sport and fitness (before, during and after the pandemic) vary considerably based on a range of socio-cultural factors, our sample was intentionally diverse, inviting young women from different ethnic and religious backgrounds, from rural and urban settings, and with a range of pre-pandemic sport and fitness experiences. Engaging an intersectional and affective sensibility, we reveal the complex ways that the pandemic impacted the young women’s embodied, relational and affective experiences of sport and fitness. Contrary to recent concerns about young women dropping out from sport and physical activity, our research reveals the varied ways the pandemic shifted young women’s relations with their own and others’ moving bodies, transforming their relationships with sport and fitness, with renewed understandings of the importance of physical activity for joy, connection, and wellbeing.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"27 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79676489","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}
I. Faber, J. W. de Greeff, Arnoud Bostelaar, N. Schipper-van Veldhoven
It appears to be a challenge to keep young adolescents involved in sports, while motivation has been confirmed as a key determinant for sport participation. Consequently, the aim of this study was to get a better insight into the motivational aspects and barriers of young adolescents while paying attention to the various contexts of youth sports in the Netherlands (i.e., club, commercial and urban sports). In total, 741 young adolescents (ages 12–15) filled in a questionnaire about the motivation and barriers to participate in sports and starting a new sport. The most important motivational factor in all sports contexts appears to be ‘fun/pleasure’. Additionally, they like the atmosphere of sports, and are motivated by learning new skills and becoming better at sports. Furthermore, young adolescents value a positive atmosphere, a skilled trainer and being able to participate at their own level (with others) when starting a new sport. Identified barriers are ‘liking other activities’, ‘a lack of time’, and that ‘sport is not fun anymore’. Nevertheless, the young adolescents surveyed, even those not active in sports, generally do not experience a high degree of barriers to participate in sports. The findings provide directions for developing future interventions that improve sport participation and prevent dropout.
{"title":"What Moves Youth?—A Survey to Explore the Motivation and Barriers of Dutch Young Adolescents (12–15 Years) to Participate in Sports","authors":"I. Faber, J. W. de Greeff, Arnoud Bostelaar, N. Schipper-van Veldhoven","doi":"10.3390/youth3030054","DOIUrl":"https://doi.org/10.3390/youth3030054","url":null,"abstract":"It appears to be a challenge to keep young adolescents involved in sports, while motivation has been confirmed as a key determinant for sport participation. Consequently, the aim of this study was to get a better insight into the motivational aspects and barriers of young adolescents while paying attention to the various contexts of youth sports in the Netherlands (i.e., club, commercial and urban sports). In total, 741 young adolescents (ages 12–15) filled in a questionnaire about the motivation and barriers to participate in sports and starting a new sport. The most important motivational factor in all sports contexts appears to be ‘fun/pleasure’. Additionally, they like the atmosphere of sports, and are motivated by learning new skills and becoming better at sports. Furthermore, young adolescents value a positive atmosphere, a skilled trainer and being able to participate at their own level (with others) when starting a new sport. Identified barriers are ‘liking other activities’, ‘a lack of time’, and that ‘sport is not fun anymore’. Nevertheless, the young adolescents surveyed, even those not active in sports, generally do not experience a high degree of barriers to participate in sports. The findings provide directions for developing future interventions that improve sport participation and prevent dropout.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"19 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82388281","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}
E. Christodoulides, O. Tsivitanidou, G. Sofokleous, D. Grecic, Jonathan K Sinclair, A. Dana, S. Ghorbani
Despite its importance, physical literacy has received scant scholarly attention, notwithstanding the obvious link between physical activity and health promotion (including but not limited to mental health). The purpose of this study was threefold: first, to explore the self-perceived physical literacy, the self-reported physical activity, and the mental health status of adolescents who study in secondary education schools in Cyprus and the potential association of those variables; second, to explore any potential statistically significant gender differences across the variables under examination; and third, to explore whether there is a mediating role of physical activity in the relationship between adolescent Cypriots’ physical literacy and their mental health in the post-quarantine period. A total of 285 students, aged 13–18, from regular middle and high schools in Cyprus participated in this study. Physical literacy was measured using the Perceived Physical Literacy Instrument (PPLI). The Depression, Anxiety, and Stress Scale-21 (DASS-21) was utilized to measure mental health status. Physical activity was measured using the Physical Activity Questionnaire for Adolescents (PAQ-A). Independent sample t-tests were computed to analyze gender differences. The Pearson correlation test was used to compute bidirectional associations between research variables. Structural equation modeling was used to assess structural associations between research variables. The findings revealed statistically significant differences among boys and girls on depression (p = 0.0032), anxiety (p = 0.008), and stress levels (p = 0.003). Statistically significant and negative correlations had been found among PL and depression, anxiety, and stress levels (all p < 0.001), while PL was significantly and positively associated with physical activity (p < 0.001). Despite having only indirect effects on mental health (b = 0.51, T = −10.11, p < 0.001), physical literacy was found to have substantial direct effects on physical activity levels (b = 0.46, T = 8.66, p < 0.001). In addition, physical activity has significant indirect effects on mental health (b = 0.19, T = 5.48, p < 0.001). In summary, physical activity has significantly mediated the associations between physical literacy and mental health. Given these findings, it is important to put strategies in place to build up physical literacy and increase physical activity among Cypriot adolescents.
尽管身体素质很重要，但它很少得到学术关注，尽管身体活动与促进健康(包括但不限于心理健康)之间存在明显联系。本研究的目的有三个方面:首先，探讨塞浦路斯中学学习青少年的自我感知身体素养、自我报告的身体活动和心理健康状况，以及这些变量之间的潜在关联;其次，在被检查的变量中探索任何潜在的统计上显著的性别差异;第三，探索在隔离后时期，体育活动是否在塞浦路斯青少年的身体素养与其心理健康之间的关系中起中介作用。共有285名13-18岁的学生参加了这项研究，他们来自塞浦路斯的普通中学和高中。使用感知身体素养量表(PPLI)测量身体素养。采用抑郁、焦虑和压力量表21 (DASS-21)测量心理健康状况。身体活动采用青少年身体活动问卷(PAQ-A)进行测量。采用独立样本t检验分析性别差异。使用Pearson相关检验来计算研究变量之间的双向关联。结构方程模型用于评估研究变量之间的结构关联。研究结果显示，男孩和女孩在抑郁(p = 0.0032)、焦虑(p = 0.008)和压力水平(p = 0.003)方面存在统计学上的显著差异。PL与抑郁、焦虑和压力水平呈显著负相关(均p < 0.001)，而PL与身体活动呈显著正相关(p < 0.001)。尽管身体素质对心理健康只有间接影响(b = 0.51, T = - 10.11, p < 0.001)，但发现身体素质对身体活动水平有实质性的直接影响(b = 0.46, T = 8.66, p < 0.001)。此外，体育活动对心理健康有显著的间接影响(b = 0.19, T = 5.48, p < 0.001)。综上所述，体育活动在身体素质和心理健康之间具有显著的中介作用。鉴于这些发现，重要的是制定战略，以提高塞浦路斯青少年的体育素养和增加体育活动。
{"title":"Does Physical Activity Mediate the Associations between Physical Literacy and Mental Health during the COVID-19 Post-Quarantine Era among Adolescents in Cyprus?","authors":"E. Christodoulides, O. Tsivitanidou, G. Sofokleous, D. Grecic, Jonathan K Sinclair, A. Dana, S. Ghorbani","doi":"10.3390/youth3030053","DOIUrl":"https://doi.org/10.3390/youth3030053","url":null,"abstract":"Despite its importance, physical literacy has received scant scholarly attention, notwithstanding the obvious link between physical activity and health promotion (including but not limited to mental health). The purpose of this study was threefold: first, to explore the self-perceived physical literacy, the self-reported physical activity, and the mental health status of adolescents who study in secondary education schools in Cyprus and the potential association of those variables; second, to explore any potential statistically significant gender differences across the variables under examination; and third, to explore whether there is a mediating role of physical activity in the relationship between adolescent Cypriots’ physical literacy and their mental health in the post-quarantine period. A total of 285 students, aged 13–18, from regular middle and high schools in Cyprus participated in this study. Physical literacy was measured using the Perceived Physical Literacy Instrument (PPLI). The Depression, Anxiety, and Stress Scale-21 (DASS-21) was utilized to measure mental health status. Physical activity was measured using the Physical Activity Questionnaire for Adolescents (PAQ-A). Independent sample t-tests were computed to analyze gender differences. The Pearson correlation test was used to compute bidirectional associations between research variables. Structural equation modeling was used to assess structural associations between research variables. The findings revealed statistically significant differences among boys and girls on depression (p = 0.0032), anxiety (p = 0.008), and stress levels (p = 0.003). Statistically significant and negative correlations had been found among PL and depression, anxiety, and stress levels (all p < 0.001), while PL was significantly and positively associated with physical activity (p < 0.001). Despite having only indirect effects on mental health (b = 0.51, T = −10.11, p < 0.001), physical literacy was found to have substantial direct effects on physical activity levels (b = 0.46, T = 8.66, p < 0.001). In addition, physical activity has significant indirect effects on mental health (b = 0.19, T = 5.48, p < 0.001). In summary, physical activity has significantly mediated the associations between physical literacy and mental health. Given these findings, it is important to put strategies in place to build up physical literacy and increase physical activity among Cypriot adolescents.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89820540","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}
The aim of this paper is to analyse and discuss how learning is experienced by young, newly arrived immigrants in Germany. In particular, it addresses the connection between their experiences and the expectations of the German education system, as well as the connection between different kinds of learning experiences (formal and informal) in the context of adolescence. Adolescence is understood as an intergenerationally shaped psycho-social space of developmental opportunities. It is always affected and formed by aspects of social inequality such as milieu, gender, and race. Research shows that when migration takes place during adolescence, young people must cope with a “doubled transformation requirement” (King and Schwab). This paper discusses whether adolescent immigrants face even more transformation requirements—again, interwoven with learning—than two. Based on cases taken from two qualitative-interview-study samples, I reconstruct how coping strategies in terms of psycho-social development can be associated with different kinds of learning. Finally, I emphasise the responsibility of formal education as a supportive framework and stabilising factor for child and adolescent immigrants after they reach Germany.
{"title":"Learning to Adapt? Leave and Arrival as Major Psycho-Social Challenges for Newly Arrived Adolescent Immigrants in Germany","authors":"Anke Wischmann","doi":"10.3390/youth3030052","DOIUrl":"https://doi.org/10.3390/youth3030052","url":null,"abstract":"The aim of this paper is to analyse and discuss how learning is experienced by young, newly arrived immigrants in Germany. In particular, it addresses the connection between their experiences and the expectations of the German education system, as well as the connection between different kinds of learning experiences (formal and informal) in the context of adolescence. Adolescence is understood as an intergenerationally shaped psycho-social space of developmental opportunities. It is always affected and formed by aspects of social inequality such as milieu, gender, and race. Research shows that when migration takes place during adolescence, young people must cope with a “doubled transformation requirement” (King and Schwab). This paper discusses whether adolescent immigrants face even more transformation requirements—again, interwoven with learning—than two. Based on cases taken from two qualitative-interview-study samples, I reconstruct how coping strategies in terms of psycho-social development can be associated with different kinds of learning. Finally, I emphasise the responsibility of formal education as a supportive framework and stabilising factor for child and adolescent immigrants after they reach Germany.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"168 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83533086","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}
The purpose of this literature review is to inform and examine how foster children were affected by the COVID-19 pandemic. Many children enter and exit the child welfare system every day, and this did not stop due to the COVID-19 pandemic. There were many challenges that ranged from providing adequate services, seeing youth in person, visiting youth in facilities and foster homes, biological parents exercising their rights to visitation, court proceedings, and not to mention the stress for all parties involved, such as the child(ren), biological parents, foster parents, social workers, and other qualified professionals. The child welfare professionals had to figure out how to lessen the impact of trauma by thinking outside of the box until the pandemic was closely controlled and the sense of normalcy was restored.
{"title":"The Impact on Foster Care Children and Working with Their Families during and after COVID-19","authors":"Notashia P. Crenshaw-Williams","doi":"10.3390/youth3030051","DOIUrl":"https://doi.org/10.3390/youth3030051","url":null,"abstract":"The purpose of this literature review is to inform and examine how foster children were affected by the COVID-19 pandemic. Many children enter and exit the child welfare system every day, and this did not stop due to the COVID-19 pandemic. There were many challenges that ranged from providing adequate services, seeing youth in person, visiting youth in facilities and foster homes, biological parents exercising their rights to visitation, court proceedings, and not to mention the stress for all parties involved, such as the child(ren), biological parents, foster parents, social workers, and other qualified professionals. The child welfare professionals had to figure out how to lessen the impact of trauma by thinking outside of the box until the pandemic was closely controlled and the sense of normalcy was restored.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"14 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90339000","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}
S. Kiperman, N. Brown, Olivia Kelly, Rebecca Treisman
Family acceptance is one of the strongest predictors of mental health in youth with diverse sexual orientations and genders (LGBTQ+) In Latinx communities, where the values of familismo, machismo, and religion may present as both strengths and barriers to facilitating family acceptance, culture-responsive programming can encourage LGBTQ+ youth acceptance. This study uses an exploratory evaluation case study design to learn how using participatory culture-specific intervention modeling (PCSIM) methods can facilitate Latinx maternal acceptance of LGBTQ+ youth and to identify the successes and challenges researchers encountered throughout the process to inform future intervention implementation efforts. A total of n = 16 Latinx community members participated in the brief psychoeducational programming. The participants were Latinx women—predominately mothers—and ranged in age from 14 to 55 years old. All the participants spoke Spanish and n = 4 also spoke English. The study presents the PCISM process and mothers’ evaluation of their experience and perceptions using mixed methods. The maternal reports indicated favorable qualitative acceptability and efficacy findings but demonstrated minimal statistical significance. This study conveys how researchers implemented the PCSIM approach to yield brief, culture-responsive programming with Latinx mothers to facilitate their openness towards accepting LGBTQ+ children in their homes and communities. The researchers reviewed how the practices from this current study can be used or amended in future culture-responsive programming that partners with Latinx mothers and community centers collaborating with this community to facilitate acceptance of LGBTQ+ youth to yield more generalizable and sustainable program development.
{"title":"An Exploratory Evaluation Case Study on Latinx-Maternal Acceptance Promotion of LGBTQ+ Youth Using Participatory Culture-Specific Intervention Modeling (PCSIM) Methods","authors":"S. Kiperman, N. Brown, Olivia Kelly, Rebecca Treisman","doi":"10.3390/youth3030050","DOIUrl":"https://doi.org/10.3390/youth3030050","url":null,"abstract":"Family acceptance is one of the strongest predictors of mental health in youth with diverse sexual orientations and genders (LGBTQ+) In Latinx communities, where the values of familismo, machismo, and religion may present as both strengths and barriers to facilitating family acceptance, culture-responsive programming can encourage LGBTQ+ youth acceptance. This study uses an exploratory evaluation case study design to learn how using participatory culture-specific intervention modeling (PCSIM) methods can facilitate Latinx maternal acceptance of LGBTQ+ youth and to identify the successes and challenges researchers encountered throughout the process to inform future intervention implementation efforts. A total of n = 16 Latinx community members participated in the brief psychoeducational programming. The participants were Latinx women—predominately mothers—and ranged in age from 14 to 55 years old. All the participants spoke Spanish and n = 4 also spoke English. The study presents the PCISM process and mothers’ evaluation of their experience and perceptions using mixed methods. The maternal reports indicated favorable qualitative acceptability and efficacy findings but demonstrated minimal statistical significance. This study conveys how researchers implemented the PCSIM approach to yield brief, culture-responsive programming with Latinx mothers to facilitate their openness towards accepting LGBTQ+ children in their homes and communities. The researchers reviewed how the practices from this current study can be used or amended in future culture-responsive programming that partners with Latinx mothers and community centers collaborating with this community to facilitate acceptance of LGBTQ+ youth to yield more generalizable and sustainable program development.","PeriodicalId":46087,"journal":{"name":"Journal of Youth Development","volume":"20 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89747004","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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