Once a group of young people (reformed street robbers) had a vision. To transform their poor divided community. But the vision was tarnished by harsh reality, violent feuds and factional strife, corrupt and ineffective leaders, and youths involved in networks of criminality.
LTarnished Vision is the story of the rise and fall of a utopian community project told against a background of crime and delinquency in a troubled neighbourhood. This vivid and authentic account of life in Satellite City' is set in the 1980s, a decade when the promises of the enterprise culture failed to deliver, and the conditions were created for a generation hooked on crime.
Tarnished Vision depicts the 1980s inner city cycle of social tragedy followed by inept societal response, followed by social tragedy. But this is not only a story for the 1980s. The message is that programmes to save the inner cities, however well-resoourced, cannot afford to ignore the destructive frustrations of urban male youths wh are involved in crime. Community action programmes can be no more than window dressing to camouflage these realities.

"Adolescent Relationships and Drug Use" explores the communicative and relational features of adolescent drug use. It focuses on peer norms, risk, and protective factors and considers how drugs are offered to adolescents, examining such factors as who makes the offers and how they are resisted, where the offers take place, and what relationship exists between the persons making the offers and the persons receiving them. Unlike other studies of drug resistance, this work examines the communication processes that affect adolescents' ability to effectively resist drug offers. Michelle Miller and her colleagues study how personal qualities, communication skills, and relationships with others affect an individual's ability to resist offers of drugs.
This volume provides a detailed analysis of drug resistance in the context of such factors as relationships, types of drugs, family and peer group relationships, personality, and situations. It places drug use and resistance in a living, relational context, and offers the first comprehensive communication and relational approach to drug resistance. The authors argue for the development of a relational and communication competence model of drug resistance, and suggest unique approaches for future drug prevention efforts.
In describing the social and relational processes of drug resistance and then linking intervention techniques to the adolescents' relational world, this work makes a major contribution toward understanding drug use among adolescents. It informs relationship, communication, and psychology research, assists drug and health research by presenting new ways of considering the issue, and enlightens drug resistance practice by demonstrating a new approach to prevention. As such, it makes an effective and invaluable contribution to the ongoing efforts to reduce drug use among adolescents.

The nature of childhood, the consideration of whether a certain age denotes innocence or not, and the desire to teach good citizenship to our children are all issues commonly discussed by today's media. This book brings together a variety of perspectives on the study of childhood: how this has been treated historically and how such a concept is developing as we move into the next century.
The book is divided into five main sections:
* part one sets the scene and provides the reader with an overview of attitudes towards childhood.
* part two surveys the contribution of literature from the nineteenth and twentieth centuries
* part three examines educational issues such as childrens' play, language acquisition and spiritual development
* part four looks at the representation of children in film, television and other mass media
* part five offers further help for study and research
This book draws on a number of academic disciplines including education, literature, theology, language studies and history. It will be of particular use to those on Childhood studies courses and all those studying for a teacher qualification. Teachers of children aged between 4-12 years old will find its contribution to their continuing professional development extremely helpful.

The nature of childhood, the consideration of whether a certain age denotes innocence or not, and the desire to teach good citizenship to our children are all issues commonly discussed by today's media. This book brings together a variety of perspectives on the study of childhood: how this has been treated historically and how such a concept is developing as we move into the next century. The book is divided into five main sections: * part one sets the scene and provides the reader with an overview of attitudes towards childhood. * part two surveys the contribution of literature from the nineteenth and twentieth centuries * part three examines educational issues such as childrens' play, language acquisition and spiritual development * part four looks at the representation of children in film, television and other mass media * part five offers further help for study and research This book draws on a number of academic disciplines including education, literature, theology, language studies and history. It will be of particular use to those on Childhood studies courses and all those studying for a teacher qualification. Teachers of children aged between 4-12 years old will find its contribution to their continuing professional development extremely helpful.

The topic of adolescent development in Europe is one which has received little academic attention in recent years. Developmental Tasks in Adolescence makes an exciting contribution to the field by applying socialisation theory to four major developmental tasks of life: Qualifying, Bonding, Consumption and Participation, arguing that if the tasks in these areas are mastered, then personal individuation and social integration can take place, a prerequisite for the formation of self-identity. In highly developed societies, adolescence encompasses a period of about 15 years on average. Puberty, or the transition from childhood, starts earlier and earlier, and the transition to adulthood is increasingly postponed. Developmental Tasks in Adolescence proposes that the way in which adolescents master the tasks of everyday life has become a pattern of orientation for the life stages which follow because of the new lifestyle requirements that are typical for modern democratic societies. Today, a life full of uncertainties and ambiguities is no longer limited to adolescence, but rather continues into adulthood. Hurrelmann and Quenzel's sociological approach is valuable reading for students and academics in psychology, sociology, education, social work and youth studies, and for those on professional training courses in these fields.

Series Information:
MSU Series on Children, Youth and Families

The articles in this volume discuss the behavioral and social risks that adolescents encounter. In addition, the papers describe both internalizing problems (e.g., depression) and externalizing problems (e.g., substance use and abuse, delinquency, and problems relating to sexual behavior) that are relatively common among adolescents. All of the papers in this volume are grounded in the theoretical belief that adolescent behavior, including risk-taking and problem behavior, as well as positive and healthy behavior, results from complex interactions occurring between the adolescent and the multiple levels of the adolescent's context. Moreover, many of the papers in the current volume emphasize the importance of examining the interactions between the adolescent and his/her context longitudinally since changes in these relations take place as adolescence progresses.

An important underlying theme throughout this volume is diversity. As many of the articles stress, there is wide variation in adolescent behaviors, including problem behaviors, in regard to gender, race, ethnicity, and religiosity. This variation is evident in problem behaviors ranging from internalizing behaviors such as depression, with adolescent girls being much more likely to experience depression than boys; to externalizing behaviors such as precocious sexual activity and pregnancy, with African-Americans adolescents being at a significantly greater risk for experiencing these problems in comparison to adolescents from other racial groups.

The articles in this volume also illustrate the point that during adolescence, problem behaviors tend to co-occur. For example, adolescent substance abusers tend to exhibitadditional problem behaviors such as early sexual activity, delinquency, and depression. Therefore, consistent with recent empirical work, these articles advocate the study of the "whole" adolescent; in contrast to the examination of isolated behaviors.

The underlying ideas presented in this volume have important implications for prevention and intervention. Taken together, they suggest that prevention and intervention programs targeting adolescent problem behaviors should be comprehensive. Such programs need to address the entire system -- the interaction of the "whole" adolescent with his/her context. In addition, these articles suggest that prevention and intervention programs need to encompass variations in behaviors across adolescents, contexts, and time.

Play is a paradox. Why would the young of so many species--the very animals at greatest risk for injury and predation--devote so much time and energy to an activity that by definition has no immediate purpose? This question has long puzzled students of animal behavior, and has been the focus of considerable empirical investigation and debate.
In this first comprehensive and state-of-the-art review of what we have learned from decades of research on exploration and play in children and animals, Power examines the paradox from all angles.
Covering solitary activity as well as play with peers, siblings, and parents, he considers the nature, development, and functions of play, as well as the gender differences in early play patterns. A major purpose is to explore the relevance of the animal literature for understanding human behavior. The nature and amount of children's play varies significantly across cultures, so the author makes cross-cultural comparisons wherever possible.
The scope is broad and the range multidisciplinary. He draws on studies by developmental researchers in psychology and other fields, ethologists, anthropologists, sociologists, sociolinguists, early childhood educators, and pediatricians. And he places research on play in the context of research on such related phenomena as prosocial behavior and aggression.
Finally, Power points out directions for further inquiry and implications for those who work with young children and their parents. Researchers and students will find "Play and Exploration in Children and Animals" an invaluable summary of controversies, methods, and findings; practitioners and educators will find it an invaluable compendium of information relevant to their efforts to enrich play experiences.

Contents:
Introduction 1. Boy troubles 2. Girl troubles 3. Age differences in adolescent relationships 4. The ideology of age seniority 5. The culture of feminine violence 6. Homophobias: Intra-Gender Policing 7. Summary of findings: The importance of being gendered 8. Analysis, discussion and wild speculation Appendices

Bullying is one of the most destructive but common social practices that young people experience in schools, and one of the most difficult for teachers to manage successfully. Sexual bullying is even more difficult to deal with.
Most adults can recall the important part sexual reputation played in the hierarchies of peer-group popularity during secondary schooling. The significance of this formative period of our sexual identities seems obvious, but is largely ignored by education policy makers and rarely appears in staff training programmes.
This book draws together a number of theories on gender, adolescent behaviour and schooling to examine social interactions in four comprehensive schools. The original research underpinning this book comprises of group and individual interviews with the pupils, case-studies and classroom-practitioner observations over a seven-year period.
This book will stimulate interest amongst all concerned with pupil welfare and social change.

This book is an ethnographic study of a comprehensive school in the south of England. It explores the views of teachers, Asian parents and their children concerning education and schooling. Young people between the ages of 13 and 18 were studied at home and at school and their experiences form the main focus of the study.
The experiences of fifty Pakistani, Bangladeshi and Indian families - mostly of Muslim faith - are studied with a view to discovering what parents expect from their children's school and how the teachers perceive their own role with regard to their students. These young people are the first generation of Asians to be educated in Britain. Their location in terms of their social class positions, gender and ethnicity are inextricably bound together. They describe how they see their past and their future. This is the first study to take account of boys and girls in order to capture the complexity of their lived experiences.

This book is an ethnographic study of a comprehensive school in the south of England. It explores the views of teachers, Asian parents and their children concerning education and schooling. Young people between the ages of 13 and 18 were studied at home and at school and their experiences form the main focus of the study.
The experiences of fifty Pakistani, Bangladeshi and Indian families - mostly of Muslim faith - are studied with a view to discovering what parents expect from their children's school and how the teachers perceive their own role with regard to their students. These young people are the first generation of Asians to be educated in Britain. Their location in terms of their social class positions, gender and ethnicity are inextricably bound together. They describe how they see their past and their future. This is the first study to take account of boys and girls in order to capture the complexity of their lived experiences.

Parenting is attracting more professional and political attention now than ever before. More and more parents need the support of others to acquire the knowledge and skills needed to choose what would be best for their children. A variety of professionals are often involved in contributing to the assessment of parenting and/or setting up programmes for enhancing it. This important guide provides practical information for setting up assessment and parenting programmes for a range of professionals, dealing with parenting issues in historical, socio-economic, gender and ethnic contexts. In this comprehensive book, a team of multi-disciplinary experts offers practical solutions to a variety of challenges faced by parents, and professionals devoted to helping the parents. The chapters explore parenting in relation to common, specific problems such as, hyperactivity in children, behaviour problems, learning difficulties, and stepfamily situations. Enhancing Parenting Skills is essential reading for a range of professionals, including health visitors, social workers, psychologists, probation officers, education welfare officers, teachers, general practitioners and paediatricians. It is also a useful text for students on professional courses such as Social Work, Family Therapy, and Family and Education.

Bringing together the leading researchers on children, adolescents, and the media, this books offers their cutting-edge, 'big picture' ideas for the future of research and scholarship in the field. Individual chapters focus on topics such as the role of big data in media research, digital literacy, parenting in the era of mobile media, media diversity in the digital age, the impact of media on child development, children's digital rights, the implications of 'intelligent' characters and parasocial relationships, and the effectiveness of transmedia for informal education. Several chapters also explore the theoretical and methodological challenges facing children's media researchers. Offering new directions for research, the contributors consider the implications of the changing media landscape for parents, educators, advocates, and producers. Leading scholars from North America, Europe and Asia, grounded in different theoretical and methodological traditions, join forces to discuss the impact of growing up in a media- saturated world, and to stimulate thinking about the field of children and media in unexpected ways. This book was originally published as two special issues of the Journal of Children and Media.

Although pupil disaffection has been a major concern to professionals, policy makers and researchers for quite some time, recent professional books in the area tend to focus on behaviour and exclusion from schools. Despite considerable government funding in both LEA's and schools- to promote new measures to improve school attendance, non-attendance at school is a relatively neglected topic as far as serious researched-based literature is concerned. This book will be the first in several years concerned with non-attendance.
Previously unpublished research material in the book will provide a multi-disciplinary evaluation of practice at LEA, whole school and individual levels.

Based on research about after-school experiences and dilemmas conducted over a four-year period with employed parents and their children, this book draws on the stories these parents and children told--often using their actual words--to emphasize the wide variety of children's after-school arrangements, children's movement over time in and out of different arrangements, and the importance to children of multiple facets of their after-school arrangements, not simply the presence or absence of an adult caretaker. The book also emphasizes that children are not randomly assigned to after-school arrangements. Rather, parents and children struggle to reach optimal solutions to what are often difficult child care dilemmas. To understand these dilemmas, and the diverse strategies that families adopt, one must attend to the individual situations of children as family members understand them.
This book was written to contribute to the development of new family and work policies and practices by illuminating the difficulties families face and their consequences for children. Written for psychologists, sociologists, and other social scientists who study families, maternal employment, child care, or child development, it will also be useful for parents, educators, community leaders, and public policymakers concerned about the well being of children whose parents are employed.

First published in 1998.This text reviews current knowledge and research in key areas of adolescent sexuality, focusing on the implications of this for young people's sexual health. The book includes chapters on adolescent sexual knowledge, teenage relationships and sexual behaviour, HIV/AIDS education, sexual identity, peer education and the prevention of teenage pregnancy. The book is aimed at all those who work with young people, including those involved in health education, youth work, sex education and those in youth organisations. The book is written in straightforward language, with the aim of disseminating relevant research to all those who work with young people. The focus of the book is on understanding the implications of research in this area for young people's sexual health, risk reduction and education.

Gangs are growing in many different social, economic, and political environments coupled with an alarming breakdown of public order. Failures to contain or reduce gang crime in European, Asian, South American, African, and North American cities may be symptoms of fundamental problems threatening the fabric of many societies. The spread of gangs to suburbia and remote locations is a palpable, worldwide threat. But despite nearly a century of scholarly inquiry into street gangs and youth subcultures, no single work systematically reflects on comparative international experiences with gangs. Gangs and Youth Subcultures takes up this challenge.

Kayleen Hazlehurst and Cameron Hazlehurst argue that theories of gang behavior in immigrant communities and the influence of transnational crime syndicates are better tested in more than one host society. Similar phenomena would be better understood if placed in a comparative context. To this purpose, the editors assembled expert scholars and policy advisers from North America, Europe, South Africa, and Australasia. Gangs and Youth Subculture lays the groundwork for an explanation of why gangs continue to grow in strength and influence, and why they have spread to remote locations.

Kayleen Hazlehurst and Cameron Hazlehurst present new findings and innovative preventive strategies in a clear, concise fashion. No other work brings together experts on gangs and youth subcultures from so many countries. As such, this trailblazing book will interest scholars and teachers of criminology and sociology, justice system administrators, as well as law enforcement officers and youth workers internationally.

Using the examples of attachment theory and language development, part one of this book elaborates a cultural approach to early development. Part two considers children's emerging capacities for empathy, perspective taking and social understanding, exploring how young children negotiate, talk about and play out relationship themes. The way children learn through relationships is examined in Part three - which covers topics such as "scaffolding" learning, and how children learn to collaborate with each other. Part four returns to the issue of cultural variation, asking how far textbook accounts of early social relationships reflect particular cultural beliefs and practices, and taking examples from such diverse contexts as Cameroon, Guatemala, Italy, Japan and the United States.

In the burgeoning research literature on adolescents, the relative paucity of work examining ethnic variations in developmental processes is a glaring gap, particularly because approximately one third of American young people now come from an ethnic minority background. A primary factor in this research imbalance has been the lack of training in methods and research instruments needed to properly study ethnically diverse populations. This book was developed in response to this need.
Its chief objective is to present recent theoretical, conceptual, and methodological advances in the study of ethnicity and development during adolescence. The chapters address fundamental and enduring issues concerning the incorporation of ethnicity into research designs. Topics such as demographics, "ethnicity-friendly" research paradigms, and practical challenges that arise throughout the research cycle are addressed by scholars who have "been there" and learned how to successfully study the effects of race and ethnicity on developmental processes and outcomes. Established scholars and newcomers to research, working both in academic and applied settings with adolescents as their focus, will find this book a valuable resource.

Epidemiological surveys have provided key information about the prevalence and degree of seriousness at different ages of a wide array of problem behaviors such as delinquency, substance use, early sexual involvement, and mental health disorders. Knowledge of the extent of these problems and changes in their course over time is important. In its absence, interventions and health planning in general can be difficult. Understanding which risk and protective factors are relevant to which problem behaviors is also essential for the formulation of theories that constitute the basis of intervention. This book draws on the results of the major Pittsburgh Youth Study complemented by follow-up tracking of juvenile court records for more than six years, to address the following questions: *What is the prevalence and age of onset of delinquency, substance use, and early sexual behavior for three samples of boys age 8, 11, and 14? What are the average mental health problems for these ages? How strong are the relationships among these problem behaviors in each of the samples? *Which variables best explain individual differences among the boys in their manifestations of delinquency, substance use, early sexual behavior, and mental health problems? To what extent do explanatory factors vary with age? How accurately can boys with different outcomes be identified by risk scores based on hierarchical multiple regressions? *To what extent are explanatory factors associated with one outcome that are also associated with other outcomes? Are explanatory factors that are especially characteristic of a multiproblem group of boys--who display many different problem behaviors--different from explanatory factors associated with boys with few problems? *Do the results fit a general theory of juvenile problem behaviors, or is a differentiated theory more applicable?

In answering these questions, Janet Sayers highlights the revolution wrought in both sexes' psychology by adolescence, particularly by its fantasies of divided selves and loves and of 'boy crazy' grandiosity and romance.
Illustrated throughout with fascinating examples from a groundbreaking study of adolescent memories and dreams, Boy Crazy presents an engaging account of this little-researched period of human development. Sayers also draws on her own work as a therapist, and weaves in vignettes from fiction and film, to demonstrate the significance we attach in adulthood to our experiences as adolescents. She suggests that men and women respond differently to the sexual awakening that takes place during their teens, and to their own memories of that part of their life. In relating the findings of her research the author also explores to what extent the theories of Freud, Jung and feminism shape our understanding of the formative effect of adolescent experiences and emotions.
Boy Crazy provides a fascinating insight into the repercussions of adolescence on our adult lives and loves and will appeal to the general and specialist reader alike.

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The problems of studying families arise from the difficulty in studying systems where there are multiple elements interacting with each other and with the child. How should this system be described? Still other problems relate to indirect effects; namely the influence of a particular dyad's interaction on the child when the child is not a member of the dyad. While all agree that the mother-father relationship has important bearing on the child's development, exactly how to study this--especially using observational techniques--remains a problem. While progress in studying the family has been slow, there is no question that an increase in interest in the family systems, as opposed to the mother-child relationship, is taking place. This has resulted in an increase in research on families and their effects.
This volume, by leading figures in child development on families, attests to the growing sophistication of the conceptualization and measurement techniques for getting at family processes. The third in a series that aims to address topics relevant to the developmental problems and developmental disabilities of retardation, this volume is divided into two parts. Section 1 presents basic family processes and approaches for describing family dynamics. It deals with these issues from a broad perspective, including studying families at dinner, families in different cultural contexts, and the understanding of family in nonhuman primates. Section 2 looks at family processes in the service of studying families at-risk. The risk factors include poverty, malnutrition, and developmental delay and retardation. The study of family processes in these contexts provides data on family dynamics as well as how these dynamics impact on the children's developing competence. This volume will be informative for researchers, clinicians, and educators from a variety of disciplines and settings. The editors' aim is to bring a greater clarity to issues concerning the family life of children and highlight new research and possibilities for intervention.

This work explores the ways in which young children perceive themselves and are viewed by others in terms of their gendered identities as individuals and as members of society. It considers research from a variety of perspectives in the context of home/family and school. Topics covered include: the construction of gender from the time the child is conceived; the politics of category membership; analyses of play and art making; young children's experiences with technology; the influence of popular culture on the body image; gender equity policies in early childhood education; and understanding sexual orientation.;An examination and reflection of the issues will enable educators to improve their practice and have a greater understanding of the families and the children whom they teach. The diverse range and content of the research should make this book useful for all those interested in the education of young children. It examines the issue of gender expectations of children with disabilities, and also discusses young children's experiences with technology and the ways in which they feel about their bodies.; This book should be of interest to all early childhood educators who are conc