scholarly journals Concept of and approaches toward a developmental prevention of radicalization: Promising strategies to keep young people away from political, religious, and other forms of extremism

2021 ◽  
Vol 104 (3) ◽  
pp. 298-309
Author(s):  
Andreas Beelmann
Keyword(s):  
Young People ◽  
Developmental Model ◽  
Effect Sizes ◽  
Developmental Perspective ◽  
Intergroup Attitudes ◽  
Violent Extremism ◽  
Identity Problems

Abstract Radicalization and violent extremism in young people are growing problems in almost every society around the globe. This article starts by briefly summarizing the result of several comprehensive reviews on the prevention of radicalization and violent extremism. Based on a new social-developmental model of radicalization, it then introduces the concept of developmental prevention and presents a review of prevention principles, approaches, and programs derived from a developmental perspective within four different fields of proximal radicalization processes. These include (1) identity problems; (2) prejudice and negative intergroup attitudes; (3) extremist narratives, beliefs, and ideologies; and (4) antisocial development. Overall, several approaches and programs reveal promising effect sizes for a developmentally founded prevention of radicalization. However, more sound evaluations are needed to further promote this field.

Radical reform and reforming radicals in Australian schooling

2019 ◽  
Vol 48 (2) ◽  
pp. 156-170 ◽  
Author(s):  
Eve Mayes
Keyword(s):  
Young People ◽  
Design Methodology ◽  
Attorney General ◽  
Young Person ◽  
Social Implications ◽  
Content Type ◽  
Radical Reform ◽  
Violent Extremism ◽  
Radical Education

Purpose The purpose of this paper is to consider historical shifts in the mobilisation of the concept of radical in relation to Australian schooling. Design/methodology/approach Two texts composed at two distinct points in a 40-year period in Australia relating to radicalism and education are strategically juxtaposed. These texts are: the first issue of the Radical Education Dossier (RED, 1976), and the Attorney General Department’s publication Preventing Violent Extremism and Radicalisation in Australia (PVERA, 2015). The analysis of the term radical in these texts is influenced by Raymond Williams’s examination of particular keywords in their historical and contemporary contexts. Findings Across these two texts, radical is deployed as adjective for a process of interrogating structured inequalities of the economy and employment, and as individualised noun attached to the “vulnerable” young person. Social implications Reading the first issue of RED alongside the PVERA text suggests the consequences of the reconstitution of the role of schools, teachers and the re-positioning of certain young people as “vulnerable”. The juxtaposition of these two texts surfaces contemporary patterns of the therapeutisation of political concerns. Originality/value A methodological contribution is offered to historical sociological analyses of shifts and continuities of the role of the school in relation to society.

Threatening criminals and marginalized individuals: Frames and news conventions in reporting of radicalization and violent extremism

2018 ◽  
Vol 12 (3) ◽  
pp. 299-316 ◽  
Author(s):  
Anna Grøndahl Larsen
Keyword(s):  
Young People ◽  
Present Article ◽  
Public Interest ◽  
Judicial System ◽  
Human Interest ◽  
System A ◽  
Violent Extremism ◽  
Politically Motivated Violence ◽  
Foreign Fighters ◽  
Depth Interviews

The phenomenon of so-called foreign fighters has in recent years attracted renewed public interest regarding why young people who have grown up in Western, democratic countries come to accept and engage in politically motivated violence, and these issues have received extensive news attention. Based on analysis of news texts published in four major Norwegian news outlets throughout 2014 and 2015, and supplemented with in-depth interviews with reporters, the present article investigates how radicalization and violent extremism are framed in the news, including how news conventions contribute to shape the ways in which these issues are defined in public debate. The analysis shows that authority definitions prevailed. ‘Radicalized’ individuals were predominantly presented as threats and criminals to be dealt with in the judicial system. A ‘marginalization approach’ was, however, also present in the reporting. This was partly due to reporters’ efforts to bring personalized human-interest stories, which, to some extent, served to broaden the overall range of depictions. Simultaneously, issues pertaining to radicalization were mainly discussed at micro- and mesolevels, and more abstract political or systemic explanations not actualized by specific events or easily concretized through foregrounding specific individuals were largely absent. The article contributes new insights into characteristics of public discourses of radicalization and violent extremism, and how these are constructed in the intersection between news conventions and (elite) sources.

scholarly journals Whose Norms, Whose Prejudice? The Dynamics of Perceived Group Norms and Prejudice in New Secondary School Classes

2021 ◽  
Vol 11 ◽  
Author(s):  
Luca Váradi ◽  
Ildikó Barna ◽  
Renáta Németh
Keyword(s):  
Young People ◽  
Secondary School ◽  
Social Norm ◽  
Ninth Graders ◽  
Intergroup Attitudes ◽  
Group Norms ◽  
Reference Groups ◽  
Ethnic Prejudice ◽  
School Year ◽  
Multi Level

Ethnic prejudice can lead to exclusion and hinder social integration. Prejudices are formed throughout socialization, and social norms inform individuals about the acceptability of prejudice against certain outgroups. Adolescence is a crucial period for the development of intergroup attitudes, and young people are especially prone to follow the norms they perceive in their reference groups. At the same time, the effect of perceived norms on prejudice in school classes has been rarely studied. In Hungary, where prejudice against the Roma is widespread and there is no clear social norm proscribing prejudiced manifestations, this topic is especially relevant. In the present paper, based on multi-level analyses of panel data from Hungarian ninth-graders, we find that adolescents adjust their attitudes to those they perceive to be dominant among their classmates and that classmates serve as more important reference groups than teachers do. More contact with Roma is found to be associated with less prejudice against them. Looking at school classes, we find that at the beginning of the school year, many students underestimate the rejection of prejudiced expressions in their classes. By the end of the year, many students are found to adjust their own attitudes to the falsely perceived class norm. Based on our findings, we argue that school classes should be treated as important normative contexts for the socialization of intergroup attitudes and should receive special attention from both scholars and practitioners working in the fields of prejudice research and reduction. Furthermore, we suggest that teachers can most successfully hinder prejudices by working on a common, visible, shared class norm rather than “teaching” students that prejudices are not acceptable.

scholarly journals Measuring changes in functional ability in older children and young people with acquired brain injury using the UK FIM + FAM

2017 ◽  
Vol 81 (2) ◽  
pp. 74-81 ◽  
Author(s):  
Dalya Austin ◽  
Tai Frater ◽  
Lorna Wales ◽  
Carolyn Dunford
Keyword(s):  
Brain Injury ◽  
Young People ◽  
Functional Ability ◽  
Acquired Brain Injury ◽  
Effect Sizes ◽  
Older Children ◽  
Children And Young People ◽  
Measurement Tools ◽  
External Responsiveness ◽  
The Uk

Introduction There is a need for validated and responsive measurement tools to demonstrate changes in functional ability. Existing outcome measurement tools have significant limitations for children and young people with acquired brain injury (ABI). Aim This study examines the potential of the UK Functional Independence Measure + Functional Assessment Measure (UK FIM + FAM) to detect clinical change in older children and young people with ABI. Method This is a secondary retrospective pretest–post test analysis of 72 children and young people age 8–17 years. Internal responsiveness was examined using Wilcoxon signed-rank tests and effect sizes indices; external responsiveness was examined in relation to the Neurological Impairment Scale (NIS) using Spearman’s correlation coefficient. Results Highly significant changes were detected from admission to discharge on motor, cognitive and total UK FIM + FAM scores ( p < 0.001). Medium to large effect sizes were found on the total scale indicating good internal responsiveness. There was a significant, negative correlation between UK FIM + FAM change scores and NIS change scores ( p < 0.01) indicating good external responsiveness. Conclusion The UK FIM + FAM was able to detect clinically meaningful change in functional ability in children and young people with ABI over 8 years. Further validity and reliability must be established before recommending its use in this client group.

scholarly journals Tackling exclusion: A pilot mixed method quasi-experimental identity capital intervention for young people exiting homelessness

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0256288
Author(s):  
Naomi S. Thulien ◽  
Andrea Wang ◽  
Caitlin Mathewson ◽  
Ri Wang ◽  
Stephen W. Hwang
Keyword(s):  
Young People ◽  
Mixed Method ◽  
Controlled Trial ◽  
Community Integration ◽  
Intervention Group ◽  
Self Esteem ◽  
Effect Sizes ◽  
Future Research ◽  
Post Intervention ◽  
Moderate Effect

Background Longitudinal studies examining the life trajectories of young people after they have exited homelessness have identified concerns with persistent social and economic exclusion, struggles to shake off identities of homelessness, and housing instability. This pilot study sought to explore the feasibility of improving socioeconomic inclusion outcomes by bolstering identity capital (sense of purpose and control, self-efficacy and self-esteem) among young people who had experienced homelessness. Methods Nineteen individuals (aged 18–26) who had transitioned out of homelessness within the past three years participated in a six-week, six-session program focused on building identity capital. The study employed a mixed method prospective cohort hybrid design with an intervention group (Group One) and a delayed intervention comparison group (Group Two). Participants were interviewed every three months until nine months post-intervention. Results None of the youth who began the intervention dropped out of the program, with the exception of one participant who moved across the country and was unable to continue. Immediately after participating in the intervention, Group One had statistically significant improvements (p < .05) and large to very large effect sizes in self-esteem (d = 1.16) and physical community integration (d = 1.79) compared to changes in Group Two over the same period, which had not yet begun the intervention. In the pooled analysis, small to moderate effect sizes in hopelessness, physical community integration, and self-esteem were observed at all post-intervention time points. Notably, at six- and nine-months post-intervention, statistically significant improvements (p < .05) and moderate effect sizes in hopelessness (d = -0.73 and d = -0.60 respectively) and self-esteem (d = 0.71 and d = 0.53 respectively) were observed. Youth shared they appreciated the normalizing (vs. pathologizing) of strategies they needed to learn and spoke of the importance of framing new skills as something one needs “to have a better life” vs. “to get better.” Conclusions These early findings signal that targeting identity capital is feasible and may be a promising approach to incorporate into a more complex intervention that includes housing, education, and employment supports to help youth transition out of homelessness. Future research could build on these findings through a sufficiently powered randomized controlled trial.

scholarly journals Lovleg – fra venn til uvenn til bestevenn. En filosofisk analyse

2020 ◽  
pp. 191-205
Author(s):  
Per Bjørnar Grande
Keyword(s):  
Young People ◽  
The Other ◽  
Main Character ◽  
Human Relationships ◽  
Mimetic Desire ◽  
Best Friend ◽  
Identity Problems

In this article, I attempt to investigate human relationships in light of the French philosopher René Girard’s theory on mimetic desire. In the Norwegian TV series called “Lovleg”, produced by NRK, we follow a group of young people in their ongoing desire to be accepted by the other. Among the teenagers living in digs in Sandane, we are introduced to a wealth of identity problems that, more or less, all stem from desire, according to the others. Friendship in “Lovleg” is something very unstable and tinged with crass rivalry. However, even if the series reveals and highlights the competitive aspects of relationships, we witness a development where the main character, Gunnhild, despite her own problems, attempts to escape the tangled web of negative desire and sacrifices herself for the benefit of her best friend.

scholarly journals Competitive Readiness: Developmental Considerations to Promote Positive Youth Development in Competitive Activities

2019 ◽  
Vol 14 (1) ◽  
pp. 48-69 ◽  
Author(s):  
Jillian Kochanek ◽  
Alysha Matthews ◽  
Emily Wright ◽  
Justin DiSanti ◽  
Michelle Neff ◽  
...  
Keyword(s):  
Young People ◽  
Youth Development ◽  
Positive Youth Development ◽  
Developmental Perspective ◽  
Youth Leaders ◽  
Ongoing Process ◽  
Developmental Factors ◽  
The Individual ◽  
Competitive Activities ◽  
Over Time

Competitive experiences have the potential to empower youth. Understanding the conditions under which young people can grow through competition is necessary to identify how competitive experiences can optimally support youth as engaged participants and people. This paper serves as a novel integration of previous research aimed toward practitioners. The purpose of this paper is to provide adult (and youth) leaders with empirically-based, practically meaningful guidance to integrate practices that support competitive readiness for youth development. To clarify the youth competitive readiness debate, this paper adopts a process-oriented, developmental perspective. We first define and provide background on youth development. Second, we put forth guiding postulates and their application to practice for organized competitive experiences for positive youth development promotion. We argue that youth are “ready” to compete not just when they can survive competitive experiences, but thrive through them. Interactions between individual, contextual, and developmental factors over time influence fluctuations in a young person’s state of competitive readiness. In this way, competitive readiness is an ongoing process that encompasses the individual needs of the child in relation to the environment.

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