Sexting

2016 ◽  
Author(s):  
Emma Bond
Keyword(s):  
Young People ◽  
Public Discourse ◽  
Peer Group ◽  
Public Awareness ◽  
Young Person ◽  
Policy Debate ◽  
Children And Young People ◽  
Awareness Campaigns ◽  
Age Of Consent ◽  
Legal Frameworks

Sexting has recently attracted both media and academic attention. Mostly associated with adolescents, sexting, broadly speaking, refers to the production of and sharing of a naked or semi-naked image or a sexualized message via digital technology. Understanding sexting behaviors, however, is rather more complex and current commonly used definitions do not adequately address the different types of sexting and the different motivations and consequences that sexting behaviors have. Both media and public discourse have centered on the risks of sexting in relation to children and young people, as have policy responses to sexting activity. Concerns over a child being groomed online and being coerced or threatened into sending a naked or semi-naked picture by someone seeking sexual gratification has been the focus of policy debate and many public educational campaigns across the globe. Similarly, other campaigns have depicted the child or young person as a victim who sends a sexualized image to a peer that is then posted on a social media site or shared widely among a peer group causing the sender humiliation and distress. While these are both clear examples of digital abuse that have been the center of public awareness campaigns, it is often argued that current legal frameworks are insufficient to provide an adequate and appropriate response in many sexting cases, as there is considerable diversity in the circumstances and the contexts of sexting behaviors. As such it is argued that the (il)legality of sexting is such that it fails to recognize young people’s agency and that they may be choosing to produce and share images of themselves by choice. While it is legal to have sex with consent in many countries at age 16, it is still illegal to take a photo of either one’s own body or that of another if they are under 18 (even if over 16 and, thus, over the age of consent to have sex in many countries). As a consequence, some young people are being criminalized by the very laws designed to protect them. In reality many young people view sexting (although they do not use such terminology) as a mundane, fairly everyday thing to do, especially when they are in a romantic, intimate relationship and they are sharing the images with each other within the context of a trusting relationship. However, it is usually when that relationship breaks down that the image is more likely to be shared with others or published online with often harmful psychological and emotional consequences for the person depicted in the image. Sadly, some young people have committed suicide as a result of an image being publically shared. While the media, public, and, indeed, academic attention has focused on sexting in relation to children and young people, such behaviors are also experienced by adults who are similarly victims of digital abuse; yet many adult victims fail to receive protection from the criminal justice system when an image or video is published online without their consent. This is more commonly known as revenge pornography.

scholarly journals MAINTAINING CHILDREN'S MENTAL HEALTH IN THE RISKS OF THE 21st CENTURY

2020 ◽  
Vol 14 (2) ◽  
pp. 84-86
Author(s):  
Sergii Boltivets
Keyword(s):  
Mental Health ◽  
Young People ◽  
Social World ◽  
Young Person ◽  
Children And Youth ◽  
Future Generations ◽  
Children And Young People ◽  
Living Things ◽  
The Social ◽  
Mental Abilities

Among the threats and dangers of the future, our duty to the younger and future generations is to develop the instincts, feelings and self-preservation of children and young people, who by their very birth suffer from inventions, conflicts and crises inherited by all previous older generations. The dominants of future self-preservation are in the mental development of children and youth, the main of which we consider mental abilities, development of feelings and especially - a sense of empathy for all living things, as well as - the imagination of every child and young person. her own life and the lives of others. Our common methodology should be to understand that the social world is not simplified, but complicated, and we have a duty to prepare our children and young people to solve these complications.

Aftercare

2020 ◽  
pp. 299-311
Author(s):  
Kenneth McK. Norrie
Keyword(s):  
Young People ◽  
Child Protection ◽  
Local Authority ◽  
Young Person ◽  
Continuing Care ◽  
Formal Care ◽  
Children And Young People ◽  
Care Leavers ◽  
Industrial Schools ◽  
And Training

Aftercare, the duties owed to young people after they leave formal care, has always been an inherent aspect of the child protection process in Scotland, perhaps more so indeed in the early days when the assumption was that child protection necessitated the permanent removal of the child from the parent’s care. Early aftercare obligations were primarily around assistance in finding employment for young people when they reached school-leaving age, though managers of reformatory and industrial schools also had obligations to supervise the young person who had left their care for three years or until their 21st birthday. Latterly, education and training grants were made available, as were other forms of financial assistance. Finally, the Children and Young People (Scotland) Act 2014 imposed on local authority the obligation of “continuing care” towards young people who had previously been “looked after” by the local authority, and on a range of public bodies to act as “corporate parents” to such care leavers.

scholarly journals Pedagogical Recognition

2010 ◽  
Vol 4 (1) ◽  
Author(s):  
Raquel Ayala
Keyword(s):  
Young People ◽  
Decisive Role ◽  
Young Person ◽  
Educational Activity ◽  
Phenomenological Inquiry ◽  
Children And Young People ◽  
Effective Learning ◽  
Embodied Language ◽  
Personal Worth ◽  
Human World

Pedagogical activity, be it of parents or teachers, continuously requires us to meet children's and youngsters' deep ethical needs. In our daily relationships with them, recognition is one of the most frequent and essential ingredients of our educational activity. But, what does being recognized mean? When does this everyday practice become genuinely pedagogical? This phenomenological inquiry explores pedagogical recognition, an experience of an essentially ethical sense. Through our words, actions, decisions, etc., we offer children and young people effective learning experiences about what is good and right in our human world. Moreover, genuine recognition allows us to discover the personal worth and uniqueness of every child and young person entrusted to us. Recognition deals with the very being of people revealed through their capabilities in action. In this experience, the educator plays the decisive role. Thanks to our pedagogical responsibility and influence, we have the power to recognize; a power that has been given to us by the child and that can be observed when the transformational effect of recognition occurs. Pedagogical authority is the foundation of recognition as well as educational intentionality. The pedagogical significance of this practice requires every educator to evaluate and to improve the ways of doing this effectively, especially by thinking carefully about every person's singularity and by developing awareness of our ethical personality and our embodied language. It may lead us to being recognition.

scholarly journals Gender identity disorder in young people

2000 ◽  
Vol 6 (6) ◽  
pp. 458-466 ◽  
Author(s):  
Domenico Di Ceglie
Keyword(s):  
Young People ◽  
Gender Identity ◽  
Female Body ◽  
Gender Identity Disorder ◽  
Peer Group ◽  
Young Person ◽  
Male Role ◽  
Physical Strength ◽  
True Story ◽  
New Situation

The recent film Boys Don't Cry illustrates in a highly dramatised form the problems that the phenomenon of gender identity disorder can create in an extreme situation. The film is based on the true story of a young person, Brandon, with a female body who perceived himself as a male. In the film we do not know when the issue of his male gender identity first appeared, but we see him living in a male role as a teenager trying to conceal, to his peers, the reality of his female body. (I refer to Brandon as ‘he’ because this is how Brandon presents himself in the film. The dilemma about using ‘he’ or ‘she’ typically confronts professionals in the management of teenagers like Brandon.) The struggles of these concealments are well portrayed, as in the scene when he steals tampons from a shop. He joins in male activities and displays of physical strength as a confirmation of his male role. He is well accepted as a boy within a troubled and troublesome group of young people. He falls passionately in love with a girl, Lana, who accepts him as he is without much questioning, and a close intimate relationship develops, which the peer group seems to accept. The reality of his body is eventually revealed. His girlfriend can accept the new situation, but had she really not known or had she turned a blind eye? Unfortunately, two young men become more and more disturbed by this realisation. It stirs a primitive violence in them, which leads first to Brandon's rape and then to his murder.

scholarly journals Cyberbullying and its impact on young people's emotional health and well-being

2013 ◽  
Vol 37 (5) ◽  
pp. 167-170 ◽  
Author(s):  
Helen Cowie
Keyword(s):  
Young People ◽  
Emotional Disturbance ◽  
Emotional Health ◽  
Peer Group ◽  
Well Being ◽  
Clinical Implications ◽  
Children And Young People ◽  
Safety Issues ◽  
Face To Face ◽  
Health And Well Being

Aims and methodThe upsurge of cyberbullying is a frequent cause of emotional disturbance in children and young people. The situation is complicated by the fact that these interpersonal safety issues are actually generated by the peer group and in contexts that are difficult for adults to control. This article examines the effectiveness of common responses to cyberbullying.ResultsWhatever the value of technological tools for tackling cyberbullying, we cannot avoid the fact that this is an interpersonal problem grounded in a social context.Clinical implicationsPractitioners should build on existing knowledge about preventing and reducing face-to-face bullying while taking account of the distinctive nature of cyberbullying. Furthermore, it is essential to take account of the values that young people are learning in society and at school.

scholarly journals 366 The ED young person’s wellbeing guide – a novel approach to psychosocial risk assessing children and young people in the emergency department

2020 ◽  
Vol 37 (12) ◽  
pp. 850.1-850
Author(s):  
Lauren Fraser ◽  
Ayia Al-Asadi
Keyword(s):  
Young People ◽  
Lived Experience ◽  
Youth Violence ◽  
Young Person ◽  
Psychosocial Risk ◽  
Iterative Approach ◽  
Children And Young People ◽  
Novel Approach ◽  
Charitable Organisation ◽  
Sources Of Support

Aims/Objectives/BackgroundThe 2019/20 RCEM National QIP ‘Care of Children in the ED’ recommends use of a recognised tool (eg HEEADSSS) to psychosocial risk assess 12–17 year olds seen in the ED. Northwick Park’s ED team collaborated with the Young Harrow Foundation (YHF), a local charitable organisation, to coproduce the ED Young Person’s Wellbeing Guide with the aim of addressing this standard whilst also meeting the needs of ED staff and the children and young people (CYP) that we care for.Methods/DesignYHF’s Change Champions, a dynamic group of local 15–25 year olds with lived experience of areas such as youth violence and mental health, worked with the ED team and fed back that they wouldn’t necessarily expect (or welcome) ED staff enquiring about such personal topics (particularly if presenting with an unrelated issue) but valued access to reliable support and advice for themselves or their peers. ED staff, similarly, often felt awkward approaching such sensitive subjects with CYP if the presentation was with a seemingly unrelated complaint or when departmental pressures prohibited development of a meaningful doctor-patient rapport. The Wellbeing Guide was therefore coproduced to provide CYP with links to trusted sources of support (based on the HEEADSSS categories) as well as allowing the ED clinician to broach such conversations by asking whether any issues raised in the Guide resonated with the young person and whether further support or advice was required.Abstract 366 Figure 1Results/ConclusionsThe Wellbeing Guide will be piloted, and offered to all 12–17yo’s attending the ED, in the next few weeks. Using an iterative approach the document will be further developed through feedback from CYP. We are also developing a complementary document containing links to resources for parents concerned about their child. We aspire to an online version of both documents, accessible via the Trust’s website, in the next few months.

scholarly journals HEALTH-RELATED FAMILY QUALITY OF LIFE WHEN A CHILD OR YOUNG PERSON HAS A DISABILITY

2018 ◽  
Vol 9 (4) ◽  
pp. 49-74 ◽  
Author(s):  
Margaret R. Kyrkou
Keyword(s):  
Quality Of Life ◽  
Young People ◽  
Emotional Health ◽  
Family Members ◽  
Young Person ◽  
Family Quality Of Life ◽  
Children And Young People ◽  
People With Disability ◽  
Health Related

Parents of a child or young person with disability face not only the same challenges as parents of typically developing children and young people, but also the extra challenges of supporting the child or young person with disability in such a way as to maximise both their own quality of life (QOL) and family quality of life (FQOL) for all family members. Health-related quality of life (HRQOL) encompasses not only physical health but also mental and emotional health, equally important for FQOL. This article builds on information from previous publications, and illustrates relevant issues and the innovative methods parents, caregivers, and professionals have devised to enhance the HRQOL for children and young people with disability, and to improve FQOL. The author draws upon her personal lived experiences of having two daughters, the eldest an adult with disability, as well as being the medical consultant and manager of a newly created health unit tasked with supporting students with disability, who often have high health needs, in educational settings. The health conditions selected are those that have a major impact, not only on the young person with disability but also on family members. Vignettes, all deidentified true stories, will be included to illustrate the multiple issues faced by children and young people with disability, their families and extended families, and treating clinicians. These stories will hopefully resonate with families in particular.

A Just System? How Punitive Youth Justice Systems Increase the Risk of Crime

2017 ◽  
Vol 42 (4) ◽  
pp. 233-239 ◽  
Author(s):  
Julie Edwards
Keyword(s):  
Criminal Justice ◽  
Young People ◽  
Criminal Justice System ◽  
Justice System ◽  
Young Person ◽  
Youth Justice ◽  
Children And Young People ◽  
Australian Institute ◽  
Justice Systems ◽  
Amp Clay

For children and young people who offend, contact with the justice system can lead to life-long offending, with evidence showing that the younger a child enters the justice system the more likely he/she is to have sustained contact and go on to reoffend (Australian Institute of Health and Welfare (AIHW), 2017). Local and international youth justice approaches that aim to rehabilitate or resocialise the child or young person often have more success in preventing reoffending (Elwick, Davis, Crehan, & Clay, 2013). So, what is it that makes an effective youth justice system, and how can we ensure that children and young people are diverted from the criminal justice system effectively and that those who offend do not continue into a life of crime?

scholarly journals “I Don’t Like to Make a Big Thing out of It”: A Qualitative Interview-Based Study Exploring Factors Affecting Whether Young People Tell or Do Not Tell Their Friends about Their IBD

2020 ◽  
Vol 2020 ◽  
pp. 1-11 ◽  
Author(s):  
Bernie Carter ◽  
Alison Rouncefield-Swales ◽  
Lucy Bray ◽  
Lucy Blake ◽  
Stephen Allen ◽  
...  
Keyword(s):  
Young People ◽  
Social Connectedness ◽  
Identity Management ◽  
Romantic Partners ◽  
Young Person ◽  
Children And Young People ◽  
Self Identity ◽  
Factors Affecting ◽  
Inflammatory Bowel ◽  
Positive Experiences

Inflammatory Bowel Disease (IBD) describes a group of conditions that includes Crohn’s disease and ulcerative colitis. Unlike some chronic conditions, to a greater or lesser extent, IBD is hidden from or invisible to others which enables concealment of the condition, especially when stigma is associated with the condition. Concealment or nondisclosure allows a means of identity management. Disclosure of a chronic condition is not a single event, and it is dependent on many factors. There is little literature that specifically addresses stigma and/or disclosure in relation to children and young people with IBD. An in-depth qualitative study was undertaken, framed by Interpretive Description and using interviews, friendship maps, and photographs within a participatory framework. Public and patient involvement and engagement (PPIE) was undertaken throughout (inception to dissemination) the study. Young people aged 14-25 years with IBD who had participated in the survey phase of the larger study self-selected to participate in interviews that focused broadly on friendship and feelings of social connectedness. Data were analysed using an iterative, interpretive approach. Preliminary themes were developed and these were explored further, and then tentative theoretical connections about friendship were developed. One superordinate theme focused on disclosure. Thirty-one young people (16 males, 15 females, mean age 18.7 years; 24 Crohn’s, 7 colitis) participated in the interviews (of these, five created friendship maps and six utilised photographs). Three discrete, but interlinked, themes were generated, revealing young people’s experiences of disclosure: to tell or not to tell; controlling the flow: the who, when, what, and how of telling; and reactions and responses to telling: anticipated and actual. Decisions about telling friends about having IBD are challenging for many young people. Having control over disclosure is not always possible, and the potential consequences can feel risky. However, most young people had positive experiences of disclosure and gained support from friends and romantic partners. Most young people downplayed the seriousness of their IBD, revealing some facets of their condition, aiming to sustain their self-identity. Only one young person had been given professional support to disclose. Provision of support and opportunities to discuss whether, when, who, and how to tell friends and what the risks and benefits may be is something that could be woven into an ongoing and wider person-centred dialogue between young people and health professionals within routine clinic visits.

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