Risk

2017 ◽  
Author(s):  
Sophie Hallett
Keyword(s):  
Young People ◽  
Making Sense ◽  
Childhood And Youth ◽  
Risky Behaviours

This chapter explores the different ways that the two groups of participants conceptualised young people’s risky behaviours and risk to CSE. Drawing on the concepts of childhood and youth, the chapter considers the difficulties that the professionals displayed, and talked about themselves, in making sense of young people’s agency and involvement in CSE, and considers how this was different from the ways in which young people made sense of (what is perceived by others as) risks and risky behaviours.

Using poetry to engage the voices of women and girls in research

2018 ◽  
Author(s):  
Zanib Rasool
Keyword(s):  
Young People ◽  
Research Methodology ◽  
Lived Experiences ◽  
Social Research ◽  
Making Sense ◽  
Women And Girls

This chapter considers poetry as a creative or arts-based method within social research. It argues that poetry as a research methodology can elicit thoughts, feelings, and emotions, and can give a platform for marginalised voices, such as women and girls, as it enables those silenced voices to be heard — and heard loudly. Poetry offers one way to capture the knowledge held in communities, particularly among those whose voices have been traditionally marginalised, like young people and women. Poetry provides us with a different lens for making sense of everyday interactions, contradictions, and conflicts. Poetry allows us to express different perspectives of our lived experiences — a mosaic of autonomous voices freed through poetry.

scholarly journals PLAYING ON UNCLE SAM'S TEAM: AMERICAN CHILDHOODS DURING WORLD WAR I

2018 ◽  
Vol 17 (4) ◽  
pp. 677-690 ◽  
Author(s):  
Mischa Honeck
Keyword(s):  
United States ◽  
Twentieth Century ◽  
Young People ◽  
World War I ◽  
Children And Adolescents ◽  
The United States ◽  
World War ◽  
Early Twentieth Century ◽  
Childhood And Youth ◽  
Constructions Of Childhood

If World War I has interested historians of the United States considerably less than other major wars, it is also true that children rank among the most neglected actors in the literature that exists on the topic. This essay challenges this limited understanding of the roles children and adolescents played in this transformative period by highlighting their importance in three different realms. It shows how childhood emerged as a contested resource in prewar debates over militarist versus pacifist education; examines the affective power of images of children—American as well as foreign—in U.S. wartime propaganda; and maps various social arenas in which the young engaged with the war on their own account. While constructions of childhood and youth as universally valid physical and developmental categories gained greater currency in the early twentieth century, investigations of young people in wartime reveal how much the realities of childhood and youth differed according to gender, class, race, region, and age.

scholarly journals Childhood in a digital age: creative challenges for educational futures

2012 ◽  
Author(s):  
Anna Craft
Keyword(s):  
Young People ◽  
Rapid Change ◽  
Virtual Space ◽  
First Century ◽  
Creative Potential ◽  
Digital Gaming ◽  
Digital Revolution ◽  
Childhood And Youth ◽  
Early Twenty ◽  
Educational Futures

The early twenty-first century is characterised by rapid change. Commentators note how permeating digital technologies engage increasing numbers of children, young people and adults as consumers and also producers. In the shifting technological landscape, childhood and youth are changing. Connectivity around the clock, with a parallel existence in virtual space, is seamlessly integrated with actual lives. Young people are skilful collaborators, navigating digital gaming and social networking with ease, capably generating and manipulating content, experimenting virtually with versions of their 'social face'. They are implicit, inherent and immersed consumers. They are digital possibility thinkers posing 'what if?' questions and engaging in 'as if' activity. This paper seeks to theorise such possibility thinking in a digital, marketised age, using two competing discourses: young people as vulnerable and at risk; or alternatively as capable and potent. The former perspective imbues anxiety about the digital revolution; the latter embraces it as exciting and enabling. As education providers seek to re-imagine themselves, neither is sufficient. Local and global challenges urgently demand our creative potential and wisdom. Drawing from work with schools, the paper argues for co-creating with students their education futures through dialogue to nurture the 4 Ps: plurality, playfulness, participation and possibilities.

scholarly journals UNPACKING YOUNG PEOPLE’S NARRATIVES ABOUT THEIR ASPIRATIONS: A BOURDIEUSIAN PERSPECTIVE

2016 ◽  
Vol 7 (3-4) ◽  
pp. 423
Author(s):  
Cara Ng ◽  
Rebecca J Haines-Saah ◽  
Carla T Hilario ◽  
Emily K Jenkins ◽  
Joy L Johnson
Keyword(s):  
Comparative Analysis ◽  
Social Context ◽  
Young People ◽  
Complex Relationship ◽  
Font Size ◽  
Future Health ◽  
Health And Wellbeing ◽  
Making Sense ◽  
Specific Capital ◽  
Instrumental Role

<p style="margin: 0cm 0cm 24pt 36pt;"><span style="mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"><span style="color: #131413; font-family: Times New Roman; font-size: medium;">Drawing from Bourdieu’s theories on habitus, capital, and field, this article explores the complex relationship between social context and youth’s aspirations and perceptions of the future. Based on findings from interviews we conducted with young people in two distinct communities in British Columbia, Canada, we undertook a comparative analysis of the ways in which class and place influence young people’s “imagined futures”. Our findings suggest that family plays an instrumental role in shaping youth’s aspirations in both locations. Perceptions regarding opportunity and mobility varied greatly between the communities, and appeared to be influenced by racialized and gendered inequalities. A few youth had aspirations that resided outside of the narrative parameters mapped out by their peers. We explore the implications of these perspectives for community-level strategies aiming to improve young people’s future trajectories, which could have positive impacts on their current and future health and wellbeing. While Bourdieu’s theories do not explicitly consider adolescent-specific capital, we found them to be helpful in making sense of youth’s narratives about their futures.</span></span></p>

scholarly journals Making Sense of an Unknown Terrain

2016 ◽  
Vol 27 (2) ◽  
pp. 215-225 ◽  
Author(s):  
Nicholas D. Hughes ◽  
Louise Locock ◽  
Sue Simkin ◽  
Anne Stewart ◽  
Anne E. Ferrey ◽  
...  
Keyword(s):  
Young People ◽  
Thematic Analysis ◽  
Sense Of Self ◽  
Family Members ◽  
Sense Making ◽  
Narrative Interviews ◽  
Considerable Effort ◽  
Making Sense ◽  
Self Harm ◽  
The Impact

Self-harm is common in young people, and can have profound effects on parents and other family members. We conducted narrative interviews with 41 parents and other family members of 38 young people, aged up to 25, who had self-harmed. Most of the participants were parents but included one sibling and one spouse. This article reports experiences of the parent participants. A cross-case thematic analysis showed that most participants were bewildered by self-harm. The disruption to their worldview brought about by self-harm prompted many to undergo a process of “sense-making”—by ruminative introspection, looking for information, and building a new way of seeing—to understand and come to terms with self-harm. Most participants appeared to have been successful in making sense of self-harm, though not without considerable effort and emotional struggle. Our findings provide grounds for a deeper socio-cultural understanding of the impact of self-harm on parents.

9. Explaining youth crime and youth justice

Criminology ◽  
2017 ◽  
Author(s):  
Steve Case ◽  
Phil Johnson ◽  
David Manlow ◽  
Roger Smith ◽  
Kate Williams
Keyword(s):  
Young People ◽  
Subsequent Treatment ◽  
Youth Crime ◽  
Youth Justice ◽  
Socially Constructed ◽  
Childhood And Youth ◽  
Crime And Delinquency ◽  
Offending Behaviour ◽  
Over Time

This chapter deals with youth crime and youth justice: offending behaviour committed by children and young people and their subsequent treatment in the justice system. It considers the argument for a bespoke understanding and response to youth and crime as distinct from offending behaviour committed by adults. The discussion begins by looking at how the concepts of ‘childhood’ and ‘youth’ have been theorised and socially constructed over time. The chapter then examines how youth crime and ‘delinquency’ have been explained in individualised, developmental, and agentic terms; how young people may grow into crime, with particular emphasis on the role of culture in deviance; and the link between radicalisation and youth crime. It also describes the dominant formal responses to youth crime before concluding with an overview of progressive, contemporary approaches to delivering youth justice/responding to youth crime, namely, diversion and positive youth justice.

scholarly journals Messy methods: Making sense of participatory research with young people in PE and sport

2020 ◽  
pp. 1356336X2095346
Author(s):  
Hayley Fitzgerald ◽  
Annette Stride ◽  
Eimear Enright
Keyword(s):  
Young People ◽  
Participatory Research ◽  
Participatory Approaches ◽  
Research Experiences ◽  
Making Sense ◽  
Research Challenges

Participatory research with young people has become an approach increasingly adopted by researchers within PE and sport. In this paper, we draw on our research diaries to collectively reflect on our experiences of attempting to work in participatory ways. Although we each work with different young people and have adopted differing participatory approaches, there are similarities in our research experiences. This includes recurring accounts of ‘muddling through’ and messiness occupying our reflections. We are also struck by the absence of concern within the literature to reveal the messiness of research. In light of our shared musings about participatory research with different young people, this paper offers some preliminary thoughts about our experiences of dealing with this messiness. We take as our focus the increasing concerns to support rights-based research that advocates inclusion, participation and empowerment, and draw on our research to explore how these features were worked towards. In these discussions we are open about the limitations of the research, challenges encountered and the resultant messiness arising. Our conclusion turns to what it might mean if researchers were more transparent about the usually unpredictable, messy and confusing situations that arise in the practice of doing participatory research with young people.

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