Health promotion with young people has largely been framed by theories of behaviour change to target 'unsafe', 'unhealthy' and/or 'risky' behaviours. These theories and models seek to encourage the development in young people of reasoned, rational and risk-aware personal strategies. This book presents an innovative and critical perspective on young people and health promotion. It explores the limits and possibilities of traditional health behaviour change models with their focus on reason, risk and rationality by examining the embodied dimensions of meaning-making in health promotion programs. Drawing on an array of critical social theories and approaches to knowledge production the authors identify and engage the aesthetic and affective dimensions of young people's engagement with issues such as road safety, sexualities, alcohol and drug use, and physical and mental health and well-being. The book will appeal to researchers and practitioners in the fields of health promotion and health education, public health, education, the sociology of health and illness, youth studies and youth work.

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 1999. Routledge is an imprint of Taylor & Francis, an informa company.

This open access book maps the youth transitions of descendants of migrants from Turkey living in Amsterdam and Strasbourg, through a comparative mixed-methods research design. As such, it is of interest to discussions in youth sociology, social mobility and second-generation research. The book follows transition trajectories of the second-generation, from school to activity or inactivity in the labour market, to marriage or further study and, deepens our understanding of transitions by unravelling the macro and micro mechanisms behind individual pathways. On the one hand, the author reveals the ongoing significance of distinct macro institutional settings as well as social structures such as social class, ethnicity and gender in shaping the youth transition experience. On the other, she shows that youth transitions are not predestined to social reproduction when institutional and social structures create conditions for the development of resources necessary for social mobility. Therefore, through an examination of how immigrants' descendants develop forms of capital in their social trajectories, in relation to institutional and social structures, the book advances the theoretical discussion on Bourdieu's capital theory. Moreover, in times when native-born descendants of immigrants are at the forefront of public debate being subjected to normative integration demands, the book significantly shifts the lens and draws our attention to the daily challenges and realities faced by ethnic minority youth.

In this book, Stigma, Storytelling, and Adolescent Parents' Children: Nothing to Prove, Eryn N. Bostwick and Amy Janan Johnson utilize previous research to take an in-depth look at how experiences with stigmatization and family storytelling influence how those born to teenage parents view themselves. Bostwick and Johnson contend that historical stigmatization of adolescent parenthood manifests in a sense of self-blame and guilt for their parents' stigmatized status. Additionally, the authors assert that family experiences, like stigmatization and economic struggle, become filters that negatively influence how their children interpret stories their family members tell them. Through exploring these stigmas, the authors explore how they can rid themselves of this guilt and break free of their self-imposed burden. Scholars of communication, sociology, and psychology will find this book of particular interest.

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.

First published in 1983. In the 1980s, as they are today, young people were remaining longer in education, and were leaving better qualified, if only to face unemployment rather than real jobs and progressive careers. Traditional gender divisions and roles are being challenged. In this study, Kenneth Roberts uses evidence from youth and leisure research to examine the ways that young people were responding to these trends. His book combines theories of adolescence, of the role and growth of leisure, and of the sources and consequences of post-war youth cultures. Roberts stresses and explains the persistence of class and gender divisions through trends in clothing, music and hair artistry, and predicts that these patterns will survive changes. He explains why, even during the era of affluent young workers, the freedom of adolescence remained superficial, for most young people at least. The majority had never been granted any real alternative to using their 'free' time and money to embrace traditional class and gender roles. Contrary to popular reputations, Youth and Leisure argues that, on balance, youth cultures exercised a conservative influence and that the more radical styles are nurtured by middle- and not working-class youths. The analysis has policy implications which are drawn together in the final chapter. Practitioners are advised to recognise that youth and leisure services cannot override divisions and tastes grounded in the wider social structure, but this does not mean that these interventions must be ineffective. Roberts explains how leisure education and provision can modify broader patterns and enable all young people to explore the leisure opportunities their circumstances allow.

This comprehensive volume explores the remarkable expansion of higher education systems and institutions in Asia in recent decades, alongside changing forms of consumerism, mobility and global economic conditions. It demonstrates how recent changes in training, education and employment have sparked new aspirations for possible and desirable livelihoods among the younger generation, while also generating fresh problems and tensions. The authors in this volume critically interrogate the links between education and employment; normative understandings about youth and adulthood; as well as personal, national and regional level aspirations for economic 'success'. Comparative chapters on Cambodia, China, Hong Kong, India, Indonesia, Japan, Laos, Nepal, Singapore and Taiwan illustrate how young people are having to forge innovative pathways into the future, while being confronted with ever increasing insecurities. Offering important insights into the kinds of education and employment landscapes that Asian youth are navigating, reworking or trying to avoid, this collection is an essential reference for students and scholars of Asian Studies, Cultural Anthropology, Development Studies, Human Geography and Youth Studies. This book was originally published as a special issue of the journal Children's Geographies.

One of the issues at the end of the 20th century in Europe is the process of Europeanization, including the widening of Europe to the East. This book draws upon a variety of sources to show how different ideas of youth were constructed in East and West Europe in the course of modernization under both Communism and welfare capitalism. Modern concepts of youth, the book argues, have been de-constructed and re-constructed by changes in state policies, the labour market, education and popular culture so that it is no longer so clear who youth are or how they can be helped. The book is aimed at departments of sociology (courses in education, youth and the family), social policy and politics.

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 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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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.

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.

Research conducted in schools over the past two decades has found that youth shape who they are in ways that do not simply mirror class, race, and gender discourses organizing life in schools. Instead, educators have learned that youth play active roles in shaping who they are on a daily basis, challenging dominant meanings and practices as they move through school. New insights in these directions now compel those in educational circles to talk differently about youth identity formation than they did nearly two decades ago. While sound research on male identity formation in educational contexts has illustrated boys' socialization processes in school, there still is much to learn about girls' social lives and meaning-making processes, particularly in the relatively unexplored arenas of private education and single-sex schooling.

Probing beneath the surface, this book explores one year in the lives of thirty-four adolescent girls in Best Academy, a historically elite, private, single-sex high school, as female students construct their identities in an educational context. Through the eyes of these students, we find that the private school is less of a homogenous and stable culture along class and race lines than educators have understood it to be.

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?

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

Full Contributors:
Susan Grieshaber, Queensland University of Technology, Anna M Bower, Queensland University of Technology, Keith Gilbert, Queensland University of Technology, Virginia Casper, Harriet K Cuffaro, Steven Schultz, Jonathan G Silin and Elaine Wickens, all at Bank Street College of Education, New York, Ann Farrell, Queensland University of Technology, Lyn Martinez, Principal Education Officer, Equity Programs Unit, Queensland, Bronwyn Davies, James Cook University, Australia, Glenda McNaughton, University of Melbourne, Australia, Susan Danby, Queensland University of Technology, Kathy Lowe, Teacher, Australia, Margaret White, Macquarie University, Australia

The formation of identity in adolescence is the most central concept in psychological and sociological studies of young people. Most theories to date assume that adolesence share the same conditions under which their identities are formed. Personality Development in Adolescence is a collection of work by leading researchers that considers different contexts affecting personality and identity development. Three main contexts are considered: cultural, family and life-span development.
Of central importance to developmental psychologists, this collection will also be valuable to social workers, teachers, nurses and all those whose work involves young people

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What factors influence adolescents to take up smoking? Why do more girls smoke than boys? In contrast to medical orthodoxy, Smoking in Adolescence looks at smoking from the adolescents' own points of view. What emerges is that regular smokers are seen as fun-loving and nonconformist; cigarettes are a passport to a fashionable, popular and 'hard' identity.
Young people create, and are influenced by, complex images of smokers and nonsmokers. Barbara Lloyd and Kevin Lucas explore the psychological dimensions such as social environment, family, peers, stress and coping, body image, mood and pleasure. They suggest how anti-smoking interventions should be re-evaluated to take account of this new evidence throughout the school curriculum.
Smoking in Adolescence will be of practical interest to teachers, youth workers, health professionals and parents as well as students of psychology.

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Children as Consumers explores how children become socialised into the consumer society, how they respond to advertising and other sales promotions, what they like and dislike, what they believe and disbelieve, and whether they need to be protected through special legislation and regulation.
Children as Consumers will have wide appeal to students of psychology, sociology and media studies. It will also be useful to professionals inadvertising and marketing, media commentators and business studies students.

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Recently, the roles of fathers and husbands in families have been recognized as important issues. They appear in legislation aimed at deadbeat dads, social movements including the Million Man March and Promise Keepers, in the development of advocacy groups, and in think tanks. Therefore, contemporary research on men in family relationships has very mixed results. Some studies show that fathers have small effects on child development and in preventing antisocial behavior, whereas others suggest no effects. Other research claims that the primary importance of men in families is in their role as providers. Although some studies state that the husbands' and fathers' most vital work occurs in new families, others indicate that it is when their offspring reach adolescence. Confusing the issue even further, labor market trends predict that men's family roles may diminish. Based on the presentations and discussions from a recent national symposium on men in families held at The Pennsylvania State University, this book addresses these issues.
This is the only book that deals with men's involvement in families in a comprehensive way. Although several books focus on fathers alone or on a broader family perspective, this is the first book that deals with a variety of family roles on an interdisciplinary basis. Although most of the writers are psychologists or sociologists, there are key figures in history and anthropology who also make important contributions. As such, this volume will be useful to scholars, students, policy specialists, and family program administrators.

The recent review of the Diploma in Social Work highlighted the fact that children and young people who are in care have less successsful records of educational achievement than their peers. Social Work with Children encourages students to view the educational experiences of the young people they will work with seriously and to provide them with the necessary information to do so with confidence and authority. It takes account of the problems asssociated with inter-agency and inter-professional work drawing upon the authors own practical experience and research. Illustrative case studies are provided.

Weaving personal narrative with a synthesis of feminist mothering theory and psychoanalytic theories of narcissism, Isaac D. Balbus describes his effort to share in the care of his daughter during her first four years. "Emotional Rescue" is a poignant reflection on the connections between the problems in his child-rearing practice and the development of his child-rearing theory.