Pub Date : 2024-09-30DOI: 10.1016/j.childyouth.2024.107943
Allison G. Drabek , Xin Li , Barbara Bolick , Darlene H. Locke , Julie G. Gardner , Gary E. Briers , Jun Wang
Out-of-school time programs are important contexts for youth to gain and grow leadership. The youth leadership development conceptual model (Redmond & Dolan, 2016) identified authentic opportunities, mentor access, motivating endeavors, and mastering endeavors as four core program processes for youth leadership development. Yet few studies have empirically tested the model’s applicability to youth-serving programs. To fill this gap, the current study examines the associations between the four program processes and leadership development in youth participating in the 4-H Foods and Nutrition program. The role of program dosage was also examined. Questionnaire data were collected from 290 youth aged between 11 and 19 years from the 4-H Foods and Nutrition program. The levels of the four program processes were positively correlated with each other and with youth leadership. When modeled together as predictors, authentic opportunities and mastery were significant predictors of leadership. However, when program duration was controlled, none of the program processes remained as significant predictors, despite the model’s overall significance in explaining variances in youth leadership. Further mediation analysis revealed that program dosage predicted youth leadership through authentic opportunities and mastering endeavors. The findings expanded the understanding of the youth leadership development conceptual model and informed its adapted application to the 4-H Foods and Nutrition program.
{"title":"Youth leadership development in the 4-H Foods and Nutrition program","authors":"Allison G. Drabek , Xin Li , Barbara Bolick , Darlene H. Locke , Julie G. Gardner , Gary E. Briers , Jun Wang","doi":"10.1016/j.childyouth.2024.107943","DOIUrl":"10.1016/j.childyouth.2024.107943","url":null,"abstract":"<div><div>Out-of-school time programs are important contexts for youth to gain and grow leadership. The youth leadership development conceptual model (<span><span>Redmond & Dolan, 2016</span></span>) identified authentic opportunities, mentor access, motivating endeavors, and mastering endeavors as four core program processes for youth leadership development. Yet few studies have empirically tested the model’s applicability to youth-serving programs. To fill this gap, the current study examines the associations between the four program processes and leadership development in youth participating in the 4-H Foods and Nutrition program. The role of program dosage was also examined. Questionnaire data were collected from 290 youth aged between 11 and 19 years from the 4-H Foods and Nutrition program. The levels of the four program processes were positively correlated with each other and with youth leadership. When modeled together as predictors, authentic opportunities and mastery were significant predictors of leadership. However, when program duration was controlled, none of the program processes remained as significant predictors, despite the model’s overall significance in explaining variances in youth leadership. Further mediation analysis revealed that program dosage predicted youth leadership through authentic opportunities and mastering endeavors. The findings expanded the understanding of the youth leadership development conceptual model and informed its adapted application to the 4-H Foods and Nutrition program.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107943"},"PeriodicalIF":2.4,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children in residential care have the most complex needs of all children growing up in Out-of-Home care (OOHC), due to complex trauma from pre-care experiences of abuse and neglect, inadequate therapeutic supports while in care and significant placement instability. Some argue that residential care settings are intrinsically criminogenic, as evidenced by significant over-representation of this cohort in youth justice. However, little is known about how children’s experiences of trauma, including removal from family and placement in OOHC, is viewed by lawyers and decision-makers in criminal cases involving children in care. Criminal justice decisions can have long-term ramifications for children in care and custodial sentencing can often be a precursor to ongoing incarceration into adulthood. This qualitative, cross-national study explored the impacts of trauma and placement in residential or congregate care on the criminalisation of children in England/Wales and Australia. In-depth interviews were conducted with 28 legal, youth justice and judicial stakeholders in England, Wales (UK), New South Wales (NSW) and Victoria (Australia). While there are considerable differences in the operation of child protection and youth justice systems between these jurisdictions, thematic analysis using NVivo14 identified. confirmed ongoing systemic factors associated with criminalisation identified in previous literature persists despite attempts to address these through policy and practice reforms. These factors include an absence of therapeutic supports, unstable and unsafe residential care placements, over-reliance on police to respond to minor incidents, increasingly punitive police responses lacking awareness of the impacts of childhood trauma and inappropriate use of custody as an ‘alternative’ placement. These findings suggest the similar systemic processes across these jurisdictions are likely to reflect deeply entrenched ideologies about ‘care’ and ‘protection’ that function to criminalise trauma. The implications of these systemic factors when children are exposed to formal criminal justice decision-making are considered.
{"title":"Impact of trauma and placement in residential or congregate care on the criminalisation of children in England/Wales and Australia","authors":"Claire Paterson-Young , Tatiana Corrales , Ian Warren , Patricia McNamara","doi":"10.1016/j.childyouth.2024.107947","DOIUrl":"10.1016/j.childyouth.2024.107947","url":null,"abstract":"<div><div>Children in residential care have the most complex needs of all children growing up in Out-of-Home care (OOHC), due to complex trauma from pre-care experiences of abuse and neglect, inadequate therapeutic supports while in care and significant placement instability. Some argue that residential care settings are intrinsically criminogenic, as evidenced by significant over-representation of this cohort in youth justice. However, little is known about how children’s experiences of trauma, including removal from family and placement in OOHC, is viewed by lawyers and decision-makers in criminal cases involving children in care. Criminal justice decisions can have long-term ramifications for children in care and custodial sentencing can often be a precursor to ongoing incarceration into adulthood. This qualitative, cross-national study explored the impacts of trauma and placement in residential or congregate care on the criminalisation of children in England/Wales and Australia. In-depth interviews were conducted with 28 legal, youth justice and judicial stakeholders in England, Wales (UK), New South Wales (NSW) and Victoria (Australia). While there are considerable differences in the operation of child protection and youth justice systems between these jurisdictions, thematic analysis using NVivo14 identified. confirmed ongoing systemic factors associated with criminalisation identified in previous literature persists despite attempts to address these through policy and practice reforms. These factors include an absence of therapeutic supports, unstable and unsafe residential care placements, over-reliance on police to respond to minor incidents, increasingly punitive police responses lacking awareness of the impacts of childhood trauma and inappropriate use of custody as an ‘alternative’ placement. These findings suggest the similar systemic processes across these jurisdictions are likely to reflect deeply entrenched ideologies about ‘care’ and ‘protection’ that function to criminalise trauma. The implications of these systemic factors when children are exposed to formal criminal justice decision-making are considered.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107947"},"PeriodicalIF":2.4,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1016/j.childyouth.2024.107944
Karrie A. Shogren, Haiying Long, Tyler A. Hicks, Helena R. Ferreira
In the field of special education and transition services, self-determination is understood as a dispositional characteristic whose development can be supported through effective interventions. However, limited research has explored how youth used their self-determination to navigate through the pandemic and barriers they encountered during and after this period. The purpose of this study was to look at self-reported self-determination scores on the Self-Determination Inventory over one year as students with disabilities returned to school after the onset of the COVID-19 public health emergency to inform future research and supports during challenging times. In a sample of 1,128 students with disabilities, we found statistically and practically significant growth in youth self-determination from the Fall of 2020 to the Fall of 2021, overall and particularly on the Decide subscale of the Self-Determination Inventory. Black youth tended to score higher than White youth overall and across all subscales. There were, however, substantial missing data and a lack of information on interventions and supports received. Limitations and implications for future self-determination research to build on student’s strengths and center their strategies to advance their self-determination are discussed.
{"title":"Self-determination for students with disabilities during challenging times","authors":"Karrie A. Shogren, Haiying Long, Tyler A. Hicks, Helena R. Ferreira","doi":"10.1016/j.childyouth.2024.107944","DOIUrl":"10.1016/j.childyouth.2024.107944","url":null,"abstract":"<div><div>In the field of special education and transition services, self-determination is understood as a dispositional characteristic whose development can be supported through effective interventions. However, limited research has explored how youth used their self-determination to navigate through the pandemic and barriers they encountered during and after this period. The purpose of this study was to look at self-reported self-determination scores on the Self-Determination Inventory over one year as students with disabilities returned to school after the onset of the COVID-19 public health emergency to inform future research and supports during challenging times. In a sample of 1,128 students with disabilities, we found statistically and practically significant growth in youth self-determination from the Fall of 2020 to the Fall of 2021, overall and particularly on the Decide subscale of the Self-Determination Inventory. Black youth tended to score higher than White youth overall and across all subscales. There were, however, substantial missing data and a lack of information on interventions and supports received. Limitations and implications for future self-determination research to build on student’s strengths and center their strategies to advance their self-determination are discussed.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107944"},"PeriodicalIF":2.4,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142415918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1016/j.childyouth.2024.107949
Haidong Liu , Yang Yang , Yunyun Zhang, Qi Gao, Libin Zhang, Wenyu Liang, Yukai Zhou
To better guide school practitioners in identifying and intervening with instances of school refusal, this study employs network analysis to investigate the core manifestations among adolescents of different genders and explores the impact of various ecological factors on these characteristics. In this study, 910 middle school students in China (Mage ± SDage = 13.55 ± 1.06, 48.13 % boys) were recruited to complete a paper-and-pencil survey on school refusal and its related factors. The least absolute shrinkage and selection operator (LASSO) method was used to examine the network characteristics of school refusal and the potential influence of ecological factors on the core characteristics of school refusal. Results revealed that: (1) the core features of Chinese students’ school refusal were “I consider studying a burden”, “I often try to find ways to avoid studying”, and “Studying often makes me feel inwardly tense and anxious”, demonstrating gender consistency; and (2) there were significant gender differences in the underlying ecological factors that influence the core characteristics of Chinese students’ school refusal. Specifically, boys’ school refusal is more related to their parental academic involvement and teacher expectations. The higher the parents’ academic involvement and teacher expectations, the lower the boys’ school refusal. Girls’ school refusal is more related to personal educational values (the value of academic success and the future utility of education). The more girls identify with the value of education, the lower their school refusal. This study utilized network analysis to reveal unique gender differences in school refusal among Chinese adolescents. It also explored the complex interrelationships between individual, familial, and school factors and school refusal, demonstrating how these factors contribute differently in boys and girls. These findings indicated potential theoretical directions for future interventions for school refusal among Chinese students of different genders.
{"title":"Gender differences in Chinese Adolescents’ school refusal: A network analysis to test the contribution of individual, family, and school factors","authors":"Haidong Liu , Yang Yang , Yunyun Zhang, Qi Gao, Libin Zhang, Wenyu Liang, Yukai Zhou","doi":"10.1016/j.childyouth.2024.107949","DOIUrl":"10.1016/j.childyouth.2024.107949","url":null,"abstract":"<div><div>To better guide school practitioners in identifying and intervening with instances of school refusal, this study employs network analysis to investigate the core manifestations among adolescents of different genders and explores the impact of various ecological factors on these characteristics. In this study, 910 middle school students in China (<em>M</em><sub>age</sub> ± <em>SD</em><sub>age</sub> = 13.55 ± 1.06, 48.13 % boys) were recruited to complete a paper-and-pencil survey on school refusal and its related factors. The least absolute shrinkage and selection operator (LASSO) method was used to examine the network characteristics of school refusal and the potential influence of ecological factors on the core characteristics of school refusal. Results revealed that: (1) the core features of Chinese students’ school refusal were “I consider studying a burden”, “I often try to find ways to avoid studying”, and “Studying often makes me feel inwardly tense and anxious”, demonstrating gender consistency; and (2) there were significant gender differences in the underlying ecological factors that influence the core characteristics of Chinese students’ school refusal. Specifically, boys’ school refusal is more related to their parental academic involvement and teacher expectations. The higher the parents’ academic involvement and teacher expectations, the lower the boys’ school refusal. Girls’ school refusal is more related to personal educational values (the value of academic success and the future utility of education). The more girls identify with the value of education, the lower their school refusal. This study utilized network analysis to reveal unique gender differences in school refusal among Chinese adolescents. It also explored the complex interrelationships between individual, familial, and school factors and school refusal, demonstrating how these factors contribute differently in boys and girls. These findings indicated potential theoretical directions for future interventions for school refusal among Chinese students of different genders.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107949"},"PeriodicalIF":2.4,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142415910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1016/j.childyouth.2024.107948
Xinwen Zhang , Steven Sek-yum Ngai
Child neglect, a pervasive issue impacting numerous children globally, directly correlates with poorer behavioral outcomes. Drawing on data from 1043 middle and high school students in Jiangsu Province, this study investigates the impact of child neglect on the behavioral development of children in rural China. The stress process model was employed to examine the mediating roles of resilience and peer rejection, with gender as a moderator. Findings reveal that child neglect directly correlates with poorer behavioral development, with resilience and peer rejection serving as significant mediators in this relationship. The analysis further reveals that the effect of resilience on behavioral development is moderated by gender, being more pronounced in boys. By integrating the stress process model, this study enriches the theoretical discourse on child neglect and provides empirical evidence from a neglected demographic, emphasizing the need for nuanced, gender-specific policy and practice interventions. These insights underscore the necessity for targeted interventions that consider the unique challenges posed by child neglect, advocating for strategies that enhance resilience and effectively manage peer relationships.
{"title":"Behavioral development in the Shadow of child Neglect: The roles of resilience and peer rejection","authors":"Xinwen Zhang , Steven Sek-yum Ngai","doi":"10.1016/j.childyouth.2024.107948","DOIUrl":"10.1016/j.childyouth.2024.107948","url":null,"abstract":"<div><div>Child neglect, a pervasive issue impacting numerous children globally, directly correlates with poorer behavioral outcomes. Drawing on data from 1043 middle and high school students in Jiangsu Province, this study investigates the impact of child neglect on the behavioral development of children in rural China. The stress process model was employed to examine the mediating roles of resilience and peer rejection, with gender as a moderator. Findings reveal that child neglect directly correlates with poorer behavioral development, with resilience and peer rejection serving as significant mediators in this relationship. The analysis further reveals that the effect of resilience on behavioral development is moderated by gender, being more pronounced in boys. By integrating the stress process model, this study enriches the theoretical discourse on child neglect and provides empirical evidence from a neglected demographic, emphasizing the need for nuanced, gender-specific policy and practice interventions. These insights underscore the necessity for targeted interventions that consider the unique challenges posed by child neglect, advocating for strategies that enhance resilience and effectively manage peer relationships.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107948"},"PeriodicalIF":2.4,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-29DOI: 10.1016/j.childyouth.2024.107940
Namkee G. Choi , Mark Longley , Karen Smith , Leslie Goldstein , Annabelle Corum , Robina Poonawala , Karen Fingerman
Youth in low-resource communities have limited access to mental health (MH) services. This exploratory study reports community stakeholder feedback for stressors affecting youth MH and development of a volunteer-coach provided behavioral activation (BA) program for youth in a low-resource community. Eight focus groups with youth (n = 7) and adults (n = 35) were conducted during January-September 2023. Data analysis followed the inductive thematic analysis steps. Participants attributed the high prevalence of youth MH problems to high-pressure environment, lack of support, hopelessness about the future, and negative impact of social media. Youth participants expressed mistrust of MH professionals and were hesitant to endorse a volunteer-coached BA program. They stated the non-professionals will be better than professional therapists but mentioned the stigmatization of mental-health help-seeking and related fear of bullying. Adults were more supportive of the program but pointed out such practical barriers as lack of parental support and availability of youth time due to after-school extracurricular activities. Participants also provided suggestions to increase parents’ buy-in of the program. Stakeholder feedback illustrated multiple challenges for developing and implementing an evidence-based MH intervention program for youth in a low-resource community. MH literacy education and alleviation of stigma about MH help-seeking are essential steps.
{"title":"Community stakeholder feedback for development of a volunteer-coached behavioral activation for youth in a low-resource community","authors":"Namkee G. Choi , Mark Longley , Karen Smith , Leslie Goldstein , Annabelle Corum , Robina Poonawala , Karen Fingerman","doi":"10.1016/j.childyouth.2024.107940","DOIUrl":"10.1016/j.childyouth.2024.107940","url":null,"abstract":"<div><div>Youth in low-resource communities have limited access to mental health (MH) services. This exploratory study reports community stakeholder feedback for stressors affecting youth MH and development of a volunteer-coach provided behavioral activation (BA) program for youth in a low-resource community. Eight focus groups with youth (n = 7) and adults (n = 35) were conducted during January-September 2023. Data analysis followed the inductive thematic analysis steps. Participants attributed the high prevalence of youth MH problems to high-pressure environment, lack of support, hopelessness about the future, and negative impact of social media. Youth participants expressed mistrust of MH professionals and were hesitant to endorse a volunteer-coached BA program. They stated the non-professionals will be better than professional therapists but mentioned the stigmatization of mental-health help-seeking and related fear of bullying. Adults were more supportive of the program but pointed out such practical barriers as lack of parental support and availability of youth time due to after-school extracurricular activities. Participants also provided suggestions to increase parents’ buy-in of the program. Stakeholder feedback illustrated multiple challenges for developing and implementing an evidence-based MH intervention program for youth in a low-resource community. MH literacy education and alleviation of stigma about MH help-seeking are essential steps.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107940"},"PeriodicalIF":2.4,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142415917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to explore the perceptions of Afghan women about existing and desired child and family services in Finland. Data was collected through interviews with 13 participants and was analyzed by Content analysis. From the perceptions expressed of the existing child and family services two themes emerged: I) Laws and Practices, and II) Providing Information. The point of view of the Afghan women on the desired child and family services were also identified in two themes: I) Increasing life skills and economic support, and II) Improving communication between service users and service providers. The social impact of this research is related to the acute need to strengthen family and children services for the welfare of immigrant children.
{"title":"Existing and desired child and family services from Afghan women’s point of view in Finland","authors":"Laleh Golamrej Eliasi , Hadi Farahani , Merja Anis , Anniina Kaittila","doi":"10.1016/j.childyouth.2024.107946","DOIUrl":"10.1016/j.childyouth.2024.107946","url":null,"abstract":"<div><div>This study aimed to explore the perceptions of Afghan women about existing and desired child and family services in Finland. Data was collected through interviews with 13 participants and was analyzed by Content analysis. From the perceptions expressed of the existing child and family services two themes emerged: I) Laws and Practices, and II) Providing Information. The point of view of the Afghan women on the desired child and family services were also identified in two themes: I) Increasing life skills and economic support, and II) Improving communication between service users and service providers. The social impact of this research is related to the acute need to strengthen family and children services for the welfare of immigrant children.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107946"},"PeriodicalIF":2.4,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142415903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-29DOI: 10.1016/j.childyouth.2024.107941
Claire Paterson-Young , Ecem Karlıdağ-Dennis , Emma Egging , Richard Hazenberg
Background
Over thirteen million people in the UK are currently living in poverty, and over four million are children (Department for Work and Pensions, 2022; Child Poverty Action Group, 2023). The Youth Futures Foundation (2021) argue that many young people do not have access to support or appropriate information to find employment or apply to further or higher education.
Objective
The purpose of this paper is to analyse young people’s experiences in a youth programme, adopting a Capabilities Approach (CA), to showcase how developing social and emotional learning (SEL) skills and competencies translates to tangible and powerful change in young people’s agency in their decisions.
Participants and Setting.
The research adopts a structured methodology focusing on the experiences of young people engaged in the programme in addition to parents, stakeholders and teachers. It investigated the benefits of the youth programmes, delivered across England and Wales in partnerships with other reputable organisations, for young people participating in the programme.
Methods
Thematic analysis was used to analyse data collected from semi-structured interviews and focus groups with 66 individual participants. This analysis led to the development of two themes: ‘improving young people’s confidence and aspiration’ and ‘preparing young people for the future’.
Results
Empowering young people through a programme developing SEL contributes to enhancing their capabilities, which is essential in preparing young people for transition from education to work. Adopting this type of approach requires innovation and flexibility to ensure challenges (for example, COVID-19) do not derail progress and, instead, contribute to the development of safe environments and secure relationships.
Conclusions
Organisations who create a safe space and offer long-term SEL support, give young people the confidence to interact, access opportunities outside of the classroom and put forward their views and set aspirations for their future. This promotes a capability approach, which illustrates the importance of providing young people with opportunities for repeated active involvement in activities (or interventions) in creating active citizens who understand/recognise their aspirations and worth.
{"title":"Enhancing agency and empowering young people: The transformative impact of social and emotional learning programmes","authors":"Claire Paterson-Young , Ecem Karlıdağ-Dennis , Emma Egging , Richard Hazenberg","doi":"10.1016/j.childyouth.2024.107941","DOIUrl":"10.1016/j.childyouth.2024.107941","url":null,"abstract":"<div><h3>Background</h3><div>Over thirteen million people in the UK are currently living in poverty, and over four million are children (Department for Work and Pensions, 2022; Child Poverty Action Group, 2023). The Youth Futures Foundation (2021) argue that many young people do not have access to support or appropriate information to find employment or apply to further or higher education.</div></div><div><h3>Objective</h3><div>The purpose of this paper is to analyse young people’s experiences in a youth programme, adopting a Capabilities Approach (CA), to showcase how developing social and emotional learning (SEL) skills and competencies translates to tangible and powerful change in young people’s agency in their decisions.</div><div>Participants and Setting.</div><div>The research adopts a structured methodology focusing on the experiences of young people engaged in the programme in addition to parents, stakeholders and teachers. It investigated the benefits of the youth programmes, delivered across England and Wales in partnerships with other reputable organisations, for young people participating in the programme.</div></div><div><h3>Methods</h3><div>Thematic analysis was used to analyse data collected from semi-structured interviews and focus groups with 66 individual participants. This analysis led to the development of two themes: <em>‘</em>improving young people’s confidence and aspiration’ and<!--> <!-->‘preparing young people for the future’<em>.</em></div></div><div><h3>Results</h3><div>Empowering young people through a programme developing SEL contributes to enhancing their capabilities, which is essential in preparing young people for transition from education to work. Adopting this type of approach requires innovation and flexibility to ensure challenges (for example, COVID-19) do not derail progress and, instead, contribute to the development of safe environments and secure relationships.</div></div><div><h3>Conclusions</h3><div>Organisations who create a safe space and offer long-term SEL support, give young people the confidence to interact, access opportunities outside of the classroom and put forward their views and set aspirations for their future. This promotes a capability approach, which illustrates the importance of providing young people with opportunities for repeated active involvement in activities (or interventions) in creating active citizens who understand/recognise their aspirations and worth.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107941"},"PeriodicalIF":2.4,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142416073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-26DOI: 10.1016/j.childyouth.2024.107921
Ueliton Peres de Oliveira , Rubia Fernanda Quinelatto , Willian Lazaretti da Conceição
This article seeks to unveil Brazilian Public Policies in the establishment of norms, which in practice act as mechanisms of violence and social exclusion, and are not welcoming to those who are socially marginalized. A qualitative analysis with documental bias revealed Education and Socioeducation actions through secondary source documents, namely, the Individual Service Plan (o Plano Individual de Atendimento − PIA). Four thematic markers were identified which deal with school, work, gender and family. The results revealed that the absence of a political-economic structure can generate family disorders which negatively impact school performance, concluding that the variables are related to the offending behavior of adolescents.
本文试图揭示巴西在制定规范方面的公共政策，这些规范实际上充当了暴力和社会排斥的机制，并不欢迎那些被社会边缘化的人。通过二手资料文件，即个人服务计划（o Plano Individual de Atendimento - PIA）进行的带有文件偏见的定性分析揭示了教育和社会教育行动。确定了四个主题标记，分别涉及学校、工作、性别和家庭。研究结果表明，政治经济结构的缺失会导致家庭失调，从而对学习成绩产生负面影响。
{"title":"On the edge of the image: Guiding the lenses to the individual service plan","authors":"Ueliton Peres de Oliveira , Rubia Fernanda Quinelatto , Willian Lazaretti da Conceição","doi":"10.1016/j.childyouth.2024.107921","DOIUrl":"10.1016/j.childyouth.2024.107921","url":null,"abstract":"<div><div>This article seeks to unveil Brazilian Public Policies in the establishment of norms, which in practice act as mechanisms of violence and social exclusion, and are not welcoming to those who are socially marginalized. A qualitative analysis with documental bias revealed Education and Socioeducation actions through secondary source documents, namely, the Individual Service Plan (<em>o Plano Individual de Atendimento</em> − <em>PIA</em>). Four thematic markers were identified which deal with school, work, gender and family. The results revealed that the absence of a political-economic structure can generate family disorders which negatively impact school performance, concluding that the variables are related to the offending behavior of adolescents.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107921"},"PeriodicalIF":2.4,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142356959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-25DOI: 10.1016/j.childyouth.2024.107939
Sulemana Fuseini
Social workers in child welfare practice encounter dilemmas, tensions, contradictions, ambiguities, and ambivalence as they attempt to meet the competing demands of the Tri-sphere — the formal child welfare system, the professional theories and values guiding practice, and the child welfare service recipients. This study explored how these encounters result in worker burnout and how that is managed. The study used a constructivist grounded theory approach. Data were collected in St. John’s, NL, Canada, employing in-depth individual interviews with 18 frontline child welfare social workers. Findings reveal that child welfare social workers regularly experience varied feelings and emotions of burnout and utilize a variety of self-care strategies to manage. Recommendations include a call for child welfare agencies to provide opportunities for workers to feel heard and acknowledged about any negative feelings and emotions, strengthen positive peer supports, and promote essential self-care practices such as offering reduced membership cost for physical activities.
{"title":"“Suffering in silence”: How social workers in child welfare practice experience and manage burnout","authors":"Sulemana Fuseini","doi":"10.1016/j.childyouth.2024.107939","DOIUrl":"10.1016/j.childyouth.2024.107939","url":null,"abstract":"<div><div>Social workers in child welfare practice encounter dilemmas, tensions, contradictions, ambiguities, and ambivalence as they attempt to meet the competing demands of the Tri-sphere — the formal child welfare system, the professional theories and values guiding practice, and the child welfare service recipients. This study explored how these encounters result in worker burnout and how that is managed. The study used a constructivist grounded theory approach. Data were collected in St. John’s, NL, Canada, employing in-depth individual interviews with 18 frontline child welfare social workers. Findings reveal that child welfare social workers regularly experience varied feelings and emotions of burnout and utilize a variety of self-care strategies to manage. Recommendations include a call for child welfare agencies to provide opportunities for workers to feel heard and acknowledged about any negative feelings and emotions, strengthen positive peer supports, and promote essential self-care practices such as offering reduced membership cost for physical activities.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"166 ","pages":"Article 107939"},"PeriodicalIF":2.4,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号