This book describes and explains how digital technologies enter adolescents' everyday life and learning in different contexts and environments. The book is based on research conducted in recent years in the Czech Republic, the results of which are set within a broad theoretical and international framework. The authors consider the theoretical and methodological anchoring of the topic, describing various approaches in an effort to comprehensively describe and understand the learning process of today's pupils. They focus on ways to explore learning in the digital era, domestication of digital technology in families, and parents' approaches to digital technology. Attention is paid to adolescents' competences and autonomy in the use of digital technologies, as well as their views on technology in their lives and learning. The authors summarize the most important results of the research, but also consider the options of empirical research and their own experience with the research of such a complex concept.

This book discusses youth unemployment in post-revolutionary Tunisia, paying particular attention to the so-called skill mismatch. Youth unemployment was one of the major factors triggering the Tunisian revolution, and continues to be a central socio-economic challenge. The Tunisian labour market is marked by a strong increase of higher education graduates while the economic system is dominated by sectors mainly employing a less qualified labour force. This study investigates current labour market trends, and provides insights into the underlying causes of persisting high youth unemployment. The author argues that economic crisis, difficult political conditions since 2011, and inefficient labour market policies did not foster sufficient job creation, and that special attention needs to be paid to the educational causes of the skill mismatch in youth employment in future sustainable development models.

This volume discusses the importance of positive schooling in producing responsible and potentially productive adults. Students are generally more motivated to do well and to realize their full potential in schools that have a positive schooling climate, where they feel safe, included and supported. Nevertheless, the reality in today's schools is very different. This volume discusses the major challenges faced by children and adolescents in schools, including problems with curricula, safety issues, lack of inclusive policies, non-availability of teachers, ineffective teaching, insensitivity towards students' issues, improper evaluation methods, harmful disciplinary measures, and so on. Experts in child psychology and education discuss these issues at length in this volume and offer viable solutions for policymakers, school administrators, teachers and parents to make suitable changes and create a positive atmosphere in educational institutions. This volume further discusses the role of various stakeholders---school principals, teachers, counsellors and psychologists---in addressing these challenges. In addition, it raises other, emerging issues which have not been covered in previous volumes on this topic and offers evidence-based suggestions to address them. The intended readership of the volume is researchers and students of psychology, education, sociology, social work and public health, and school teachers, administrators and teacher-trainers.

How do poverty, youth and crime relate to the concept of being 'cool'? Jonathan Ilan presents a unique, theoretically informed overview of street culture in various parts of the world - its origins, functions, manifestations and appeal - examining both its bearing on criminal lifestyles and on the cultivation of 'cool.' Drawing on contemporary research and original examples to evidence new ways of thinking about street culture - from the favelas of Brazil to housing projects in the USA - the text locates street culture within its particular social, cultural and economic contexts. Covering diverse subjects from brutal violence to contemporary fashion it explores the ways in which street culture is intertwined with processes of social exclusion and inclusion. An in-depth and even-handed guide to understanding the practices, styles and struggles associated with a particular section of the socio-economically disadvantaged, this text stands as an invaluable resource for students and academics across a range of disciplines, including youth studies, urban studies, criminology, sociology, cultural studies and geography.

This book, uncovers the lived experiences of street-frequenting young people in Fiji. Typically viewed as 'out of place', these young people disturb what it means to be young and Fijian. Despite their marginal existence, they through their activities demonstrate the need to belong. The book adopts a critical postmodern perspective to explore this reality and propose ways of engaging with street-frequenting young people. Candidly written, Street-Frequenting Young People in Fiji identifies issues that provoke the conscience of Fijian hierarchy and its leaders. It will appeal to students and scholars across a range of disciplines- including sociology, childhood and youth studies, and social work- as well as practitioners and policy analysts.

Youth Mediations and Affective Relations explores dynamic and expansive possibilities of young people's affective lives as they engage with diverse social media in prolific and specific ways. It addresses the situated embodied and emotional experiences of young people as they actively use media in order to forge communities, play imaginatively, protest injustice, experiment with their identities, make media or explore friendships. Furthermore, it explores the relational and contextual dimensions of their everyday interactions. Against static knowledge and moral panics that abstract youth from the complex and changing worlds in which they grapple with digital media, this book hones in on the layered textures of youth experiences to consider how today's youth think and feel in subtle and unexpected ways.

This book explores the place of sexuality in a Hungarian vocational school. Building upon ethnographic research using a post-structuralist and intersectional theoretical framework, the author highlights the voices of teachers and students in their everyday environment and gives them the opportunity to speak about themselves and their experiences: in doing so, addressing a significant gap in the market. The author critically discusses key issues concerning schooling and sexuality, addressing such themes as LGBTQ+ youth and teachers, institutional hierarchy, and the role of sexuality in the re/production of social inequalities through education. Through these topics, she sensitively questions what should be expected of schools in preparing their students for the wider world. The intersectional approach employed by the author will appeal to scholars in a wide variety of disciplines, from gender and sexuality studies to the sociology of education and race and ethnicity studies.

Evaluation is an essential element of professional practice. However, there is little in the literature that is designed to help students involve and support young people in evaluating the impact of youth work activities. This comprehensive book explores current thinking about evaluation in the context of youth work and community work and offers both theoretical understanding and practical guidance for students, practitioners, organisational leaders and commissioners. Part 1 provides underpinning knowledge of the origins, purpose and functions of evaluation. It charts the developments in evaluation thinking over the past 50 years, and includes an exploration of 'theory of change'. Concepts such as impact, impact measurement and shared measurement are critically examined to illustrate the political nature of evaluation. Findings from empirical research are used to illuminate the challenges of applying a quasi-experimental paradigm of evaluation of youth and community work. Part 2 introduces the reader to participatory evaluation and presents an overview of the histories, rationale and underpinning principles. Empowerment evaluation, collaborative evaluation and democratic evaluation are examined in detail, including practice examples. Transformative Evaluation, an approach specifically designed for youth and community work, is presented. Part 3 focuses on the 'doing' of participatory evaluation and offers guidance to those new to participatory evaluation in youth and community work and a helpful check for those already engaging. It provides valuable information on planning, methods, data and data analysis and processes for sharing knowledge. This essential text will enable the reader to reconstruct evaluation as a tool for learning as well as a tool for judging value. It provides a comprehensive reference, drawing on a wide range of literature and practice examples to support those involved in youth and community work to develop and implement participatory approaches to evaluating and communicating the meaning and value of youth and community work to a wider audience.

This book examines how the fairy tale is currently being redeployed and revised on the contemporary teen screen. The author redeploys Victor Turner's work on liminality for a feminist agenda, providing a new and productive method for thinking about girlhood onscreen. While many studies of teenagehood and teen film briefly invoke Turner's concept, it remains an underdeveloped framework for thinking about youth onscreen. The book's broad scope across teen media-including film, television, and online media-contributes to the need for contemporary analysis and theorisation of our multimedia cultural climate.

This book offers a rationale for and ways of reading popular culture for peace. It argues that we can improve peacebuilding theory and practice through examining popular culture's youth revolutionaries and their outcomes - from their digital and plastic renderings to their living embodiments in local struggles for justice. The study combines insights from post-structural, post-colonial, feminist, youth studies and peace and conflict studies theories to analyze the literary themes, political uses, and cultural impacts of two hit book series - Harry Potter and The Hunger Games - tracing how these works have been transformed into visible political practices, including social justice advocacy and government propaganda in the War on Terror. Pop culture production and consumption help maintain global hierarchies of inequality and structural violence but can also connect people across divisions through fandom participation. Including chapters on fan activism, fan fiction, Guantanamo Bay detention center, youth as a discursive construct in IR, and the merchandizing and tourism opportunities connected with The Hunger Games, the book argues that through taking youth-oriented pop culture seriously, we can better understand the local, global and transnational spaces, discourses, and the relations of power, within which meanings and practices of peace are known, negotiated, encoded and obstructed.

A reassuring, fact-packed book for girls on what to expect when growing up. From Dr Emily MacDonagh, practising NHS doctor and OK! magazine's popular Health and Parenting Columnist. Dr Emily talks about the physical and emotional changes of puberty in a simple and friendly way. Topics include: When and why will your body start to change? How will you feel different and why? What's happening to the boys? Plus expert tips on healthy eating, positive body image, self-esteem, and lots more. With colourful illustrations and useful diagrams. Written in collaboration with a Consultant Paediatrician and School Nurse. Mother of two and step-mother to teenagers, Dr Emily lives with her husband Peter Andre and children in Surrey. Also in Dr Emily's 'Growing Up' series: Growing Up for Boys: Everything You Need to Know

This book provides a sociological examination of young people's pathways into, and out of, substance abuse. Drawing from in-depth, life-history interviews with over sixty young people who have experienced problematic drug use, the author uses participants' narratives to throw light on the relationship between trauma and issues such as homelessness, crime and self-injury. Contesting the view that substance abuse is either a medical issue or individual failing, the book examines the wide variety of factors which lead to youth substance abuse such as extreme poverty and other structural factors. Whilst it does not overlook individual agency, the rich descriptions from young people's oral histories show us that the contexts in which agency was exercised, was often considerably constrained by significant structural forces. The sociological concept of 'situated choice', which is used to explain and understand how people make choices within their individual context, is used throughout the book as we witness young people wrestling to escape intergenerational disadvantage. The book will be of interest to scholars and students of Social Work, Social Policy, Youth Studies, Sociology and Health Studies.

This book explores online resilience and safety from a new perspective, by drawing extensively upon the youth voice. While "online safety" as a concept has now existed for well over ten years, the majority of policy and narrative is driven by preventative and adultist views of ensuring safety from harm. Underpinned by extensive empirical work, this book argues that safety, or freedom from harm, is not an achievable goal and we should refocus upon harm reduction and risk mitigation. Fundamental to this argument is that the youth voice clearly states that they will not disclose, or ask adults for support, because they do not believe they will get help or worse, will be punished as a result of disclosure. The research shows that professionals often bring their own digital value biases into safeguarding decisions, and feel that they should be white knights to young people, rather than listening to them and supporting them in a non-judgemental way. The book will be of great value to researchers and students as well as practitioners, teachers and parents interested in digital resilience and safeguarding, internet security and youth online behaviour and wellbeing.

This book presents the experiences and ideas of a leading black educator, interweaving his autobiography with the stories of contemporary street gang members and former members. Their own words illustrate Gentry's thesis that even the hardest gang members want to get an education and want to find The Hope Factor. In addition, the book offers an approach for dealing with the greatest challenges facing the nation today: urban violence and the miseducation of minority youth.

Gentry begins by outlining his major themes and then examines American urban education, using his own personal history as well as his more than 25 years of experience in the field. He then provides exemplary case studies and proposes practical solutions. The book is addressed to future teachers and administrators as well as to those now in urban schools, and to all concerned with the state of urban and minority education.

Gathering scholars from five continents, this edited book displaces the elitist image of cosmopolitan as well as the blame addressed to aesthetic cosmopolitanism often considered as merely cosmetic. By considering aesthetic cosmopolitanism as a tool to understand how individuals and social groups appropriate the sphere of culture in a global world, the authors are concerned with its operationalization on two strongly interwoven levels, macro and micro, structural and individual. Based on the discussion of theoretical perspectives and empirically grounded research (qualitative and quantitative, conducted in many countries), this volume unveils new insights, on tourism and food, architecture and museums, TV series and movies, rock, K-pop and samba, by providing resources for making sense of aesthetic preferences in a global perspective. Contributors are: Felicia Chan, Vincenzo Cicchelli, Talitha Alessandra Ferreira, Paula Iadevito, Sukhmani Khorana, Anne Krebs, Antoinette Kujilaars, Franck Mermier, Sylvie Octobre, Joana Pellerano, Rosario Radakovich, Motti Regev, Viviane Riegel, Clara Rodriguez, Leslie Sklair, Yi-Ping Eva Shi, Claire Thoumelin and Dario Verderame.

This book explores the relationship between youth labour market marginality and political participation, focusing on the example of Portugal and the role played by austerity policies in shaping patterns of activism. Through integrating primary and secondary empirical evidence with key ideas from classical and contemporary Sociology, the authors illustrate some of the key features of youth unemployment and job precariousness, also highlighting trends in formal and informal activist activities. Central to Youth Unemployment and Job Precariousness is the argument that following the onset of the economic crisis, there has been the birth of what we the authors term 'an austerity generation', comprised of young people facing difficulties in the labour market and uncertain futures. The book also highlights the difficulties young people have in making a political response to austerity, as well as their hopes for the future, including the need to raise consciousness about youth labour market marginalization and to return to more accountable forms of democracy.

Youth Ethnic and National Identity in Bosnia and Herzegovina offers a unique insight into the ethnic relations of contemporary Bosnia and Herzegovina by providing a wealth of new primary data on the Bosnian-Herzegovinian youth attitudes. The study utilizes both quantitative and qualitative research techniques such as large scale surveys, focus groups, interviews and discourse analysis among others. The data are interpreted in accordance with the theoretical models drawn from different academic disciplines including social psychology, cultural studies, linguistics, sociology, anthropology and social and political theory. In exploring the social context of living in post-conflict societies such as Bosnia and Herzegovina and the social and psychological research on the phenomenon of ethnicity, this book reveals a society of sharp, constitution-embedded ethnic divisions, which are maintained through different aspects of social and individual lives; by being politicized, one's ethnicity also became a relevant point of reference in everyday life, focusing people's lives on ethno-driven cognition, emotions, and behaviour. Furthermore, through the study of ethnic identity of youth in Bosnia-Herzegovina, this book analyzes how ethnic identity is constructed through social relations, communication, social perception, and political attitudes among young people.

Prominent studies and opinion polls often claim that young people are disengaged from political institutions, distrustful of politicians, and disillusioned about democracy. Young People, Citizenship and Political Participation challenges these political stereotypes by asking whether young people have been contributing to or rectifying our civic deficit. In particular, it examines the role of civics education in addressing the so-called crisis of democracy. Turning away from conventional suggestions often advocated by politicians and educators that offer civics education as the solution, the book advances an alternate approach to civics - one that acknowledges the increasingly diverse ways in which young people are both engaging and disengaging politically.

Structure and Agency in Young People's Lives brings together different takes on the possible combinations of agency and structure in the life course, thus rejecting the notion that young individuals are the single masters of their lives, but also the view that their social destinies are completely out of their hands. 'How did I get here?' This is a question young people have always asked themselves and is often asked by youth researchers. There is no easy and single answer. The lives that are told, on one hand, and their interpretation, on the other, may have the underlying idea of 'own doing' or the idea of 'social determinism' or, more accurately and frequently, a combination of the two. This collection constitutes a comprehensive map on how to make sense of youth's biographies and trajectories, it questions and reshapes the discussion on the role and responsibility of youth studies in the understanding of how people juggle opportunities and constraints, and contributes to escaping what Furlong and Cartmel identified as the "epistemological fallacy of late modernity", in which young people find themselves responsible for collective failures or inevitabilities. It can thus interest students, researchers and professors, youth workers and all of those who work for and with young people.

What is "normal" sexuality for young people? How do they engage with the pornography that saturates popular culture? Are the panics that swirl around young people's access to pornified culture justified? In Young People and Pornography, Mulholland explores young people's own perspectives on the pornification of their world. The book brings the overlooked voices of young people into the debates over sexuality and the role of explicit sexual content in their lives. In the process she concludes that the explicit now occupies a position in public spaces in ways that construct a new normal. However, countering the claims of panic-fuelled public discourses worrying that "anything goes," she reveals how young people use humor, parody, and the spectacular to negotiate pornography in ways that maintain a distance. In addition, Mulholland reveals how young people create meanings about pornified culture remarkably consistent with historical norms of privacy, respectability, and sexuality.

For all the work on disability in previous years, there had been surprisingly little done on a subject of central importance - the social and psychological needs of teenagers with disabilities. Originally published in 1982, the purpose of this timely book was both to review the literature and to report an extensive study of the nature of the psychological problems, the quality of social life and the adequacy of the services available to a substantial group of teenagers with disabilities in the last years at school, with a follow-up study of half their number a year later. The authors show that many of these teenagers, including those with a mild disability, are often unhappy, worried and isolated from their peers. While the majority of the teenagers with disabilities, whether in ordinary or special schools, made friends at school, these friendships were rarely sustained outside. After leaving school the degree of social isolation is as great, and often worse. Among these teenagers the incidence of psychological problems was three to four times higher than for a control group, the most common being worry, depression, misery, fearfulness and lack of self-confidence and self-esteem. For the most part, the teenagers with disabilities were likely to be immature and ill-prepared to cope with adult life. These findings underline the need for a counselling service while the teenagers are still at school, and supporting services when they have left. Like other teenagers, those in this study were unprepared for the possibility of not having a job, and had not thought how to organize their lives if a job was not available or feasible. The authors draw attention to the large proportion of people with disabilities without occupation after leaving school, and the high dissatisfaction with day centres. Perhaps their most important finding is the need to rationalize the piecemeal and overlapping provision of help for school-leavers with disabilities. In the meantime, their book provides a wealth of information of direct use to those concerned with teenagers with disabilities and their families, whether in school provision, careers advice, work placement and alternatives to work, social services, counselling, medical services and further education. This book is a re-issue originally published in 1982. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.

Originally published in 1980, this was the first book to provide a wide-ranging discussion of social work with adolescents, and is composed of linked original papers by the Social Work Group and their associates at the University of Bath. The contributors discuss adolescent development and the experience of adolescents and focus on what social workers might actually do with and for these young people. Following a general discussion of social work method, using the framework provided by systems theory, there is exploration of counselling with the adolescent and his family, group work and neighbourhood work with adolescents, and the residential care of adolescents. In addition, the book examines issues of interprofessional co-operation between the services provided for adolescents, and discusses some of the personal issues which confront the social worker who works with young people.

Based on the study of a large number of young people ranging in age from eleven to seventeen, Relationships in Adolescence, originally published in 1974, proposes a new model of adolescent development, described as the 'focal' model, which makes a valuable contribution to the greater understanding of adolescence for all who have contact with this age group. The book contains an examination of three different approaches to adolescence, an outline of the research project, and a discussion of the empirical evidence concerning identity and self-image, heterosexual and parental relationships, and large group situations. Comparisons are made between age levels and between boys and girls with respect to the whole range of relationships, and the evidence illustrates significant and at times dramatic differences between groups. Of particular importance are some of the changes which occur with age, such as the degree of conflict with parents and attitudes to sexuality. Based on Dr Coleman's findings is his fresh 'focal' model of adolescent development. This model stresses the elements of growth and change in adolescence, with special emphasis on the normal anxieties and conflicts that occur at different stages of the developmental period. Today it can be read and enjoyed in its historical context.

Originally published in 1941 and written in an attempt to dispute the popular assumption at the time that a 'bit of discipline' is what is needed for the correction of young men who show delinquent tendencies, this book is much more than that. Basically an account of a kind of voluntary Borstal Institution of which the author was head from 1936 to 1940, its interest on reissue in 1967 lay in the fact that it contained the germinal ideas of most of the day's newest methods in penal treatment, not just as ideas, but in practice. Here is the therapeutic community in embryo, here are the beginnings of group therapy, of inmate participation in treatment, of therapy through relationships. None of them are mentioned by name - the names had not been invented; but anyone who wanted to understand the trends in the treatment of delinquent and maladjusted people at the time would find it all here in simple untechnical English. The book is also an account of an enthralling experience, exciting and interesting in itself, apart from any social significance. Just before the camp started, Alec Paterson said to David Wills, 'Do you really think you can run a place of this kind without the use of punishment?' Wills said he didn't know, but looked forward to trying. Readers of this book may judge for themselves how far he succeeded. A particularly interesting feature of this edition is the account of the subsequent lives of the many boys who were at Hawkspur.

A story of everyday life in an American junior high school, originally published in 1983, this book demonstrates the ways in which the school culture of early adolescence both supports and denies the cultural and economic requirements of the parent society that surrounds it. It explores this school culture in relation to the local and national in political economy, to class, race and gender, and to the needs of the state. The author approaches the work of students in school as a labor process in the context of an advanced capitalist society. He describes such typical junior high activities as 'goofing off' and 'bugging the teacher' by examining the meaning of these activities to the students engaged in them, and brings acute observation and sensitivity to bear on the forms of resistance that arise among the students, showing that this resistance is a form of power which students exercise in the face of their estranged status. The nature and consequences of this resistance are examined in detail, especially as they relate to the context of a society in which estranged labor, in one form or another, is the dominant characteristic for most members. Throughout the book, the subtle pressures, the cliques, the vitality, the boredom and the ever-present humor of school life are explored. By integrating the insights of Habermas with the theories of Marx, the author is able to examine the tension between the 'reified knowledge' of the school and the 'regenerative knowledge' of the students in a sensitive ethnography which captures the student world in ways which have been missed in the past.