Comparing the educational experiences of adolescents from a variety of 'visible' ethnic minority groups across Europe, and focusing on underprivileged urban contexts, this book reveals the structural inequalities, as well as the often conflicting inter-ethnic relations which develop in classrooms, playgrounds and larger communities.

Normally, our relationships with our brothers and sisters are the longest relationships in our lives, outlasting time with our parents, and most marriages today. The sibling relationship is emotionally powerful and critically important, giving us a sense of continuity throughout life. So what happens when a child loses contact not only with his or her parents, but with siblings too? That is what happens in thousands of cases each year inside the child welfare system. Children are surrendered by parents - or taken by the government - and placed in the foster care system. There, they are often separated and sent to different foster families, or adopted by different couples. In this work, a team of top experts details for us how this added separation futher traumatizes children. This stellar team of internationally known researchers - some of whom are themselves adoptees - shares with us hard, poignant, and personal insights, as well as ways we might act to solve this widespread problem.

Contributors address not only the importance of nurturing sibling bonds and mental health strategies to support those relationships, but also the legal rights of siblings to be together, as well as issues in international adoptions. Emerging and standing programs to encourage and facilitate adoptions that keep siblings together are featured, as are programs that at least enable them to stay in contact.

Taking a sociocultural approach to understanding violence, the authors in this collection examine how norms of gender, culture and educational practice contribute to school violence, providing strategies to intervene in and address violence in educational contexts.

Evidence of widening inequalities in later life raises concerns about the ways in which older adults might experience forms of social exclusion. Such concerns are evident in all societies as they seek to come to terms with the unprecedented ageing of their populations. Taking a broad international perspective, this highly topical book casts light on patterns and processes that either place groups of older adults at risk of exclusion or are conducive to their inclusion. Leading international experts challenge traditional understandings of exclusion in relation to ageing in From Exclusion to Inclusion in Old Age. They also present new evidence of the interplay between social institutions, policy processes, personal resources and the contexts within which ageing individuals live to show how this shapes inclusion or exclusion in later life. Dealing with topics such as globalisation, age discrimination and human rights, intergenerational relationships, poverty, and migration, the book is essential reading for anyone interested in ageing issues.

This book is about how to trigger the capacity to aspire among black youth. Examining the transition out of adulthood and imagined futures of black youth, Maja helps us understand how black youth aspirations might be raised, and how a better future for young people can be achieved. Black Youth Aspirations tracks the journeys of nine black teenagers in South Africa, and how they navigate their way through the final two years of schooling. Maja explores and discovers the maps of the future that youths envision, and investigates how their immediate environments in and out of school serve as instruments that help them interpret, navigate, and manifest those aspirations. Presenting a new conceptual tool, OATS (Objects, Agency, Tools, and Spaces), seeks to provide practical meaning on how to best develop young people's capacity to aspire. Filling it gap in the scholarly literature, and digging deeper than the statistics ever could, this book is a dynamic interaction between research among youth and the application of concepts to make sense of their stories. As the first book that discusses the aspirational pathways of working class black youth in the context of the global south, the theoretical and research approaches on which the book is based make it an exciting and novel addition to the global literature in the area of youth studies.

Ever since the killings at Columbine High School created a renewed focus on the problems of adolescent aggression, professionals in education, criminal justice, and social services have been seeking ways to curb its rising tide. This volume examines adolescent aggression from many perspectives--biological, psychological, and social--and analyzes some of the contributing factors to this growing problem. Written by internationally recognized experts in adolescent psychology, this book not only covers the causes of teen violence but, more important, offers solutions. McCarthy, Hutz, and their contributors reveal the precursors to violent behavior, and provide strategies for working with adolescents to prevent future violence. The symptoms and strategies are described clearly in a way that can be understood and adapted by parents, schools, social service agencies, and criminal justice institutions. Topics include: substance abuse; suicide and self-harm; sexual aggression; anger management and impulse control; gang violence; school violence; bullying; resilience; and increasing critical thinking skills. This book is a must-read for anyone who lives, works, or comes in contact with youth.

Passionately argued, this book articulates a new and urgent case for youth work. Drawing on his extensive experience as a union leader for youth workers in the UK, Doug Nicholls argues for sweeping cultural change within the youth sector, identifying the important things youth workers have achieved and the major changes that must take place if they are to keep up with the radically altered world. Examining a wide range of theories from various practices, government policies, and international scholarship, he speaks to youth workers with wit, wisdom, and warmth about their lives.

'Street Girls' tells the inspirational story of the Meninadan a Project - a charity established to reach out to the street-girls of Belo Horizonte in Brazil. It will introduce you to the Street Girls themselves and inspire you with stories of how God has brought hope to their lives through Matt Roper and the Meninadanca team. Its personal, readable style coupled with a poignant immediacy make this a uniquely compelling and moving read.

In low-income U.S. cities, street fights between teenage girls are common. These fights take place at school, on street corners, or in parks, when one girl provokes another to the point that she must either "step up" or be labeled a "punk." Typically, when girls engage in violence that is not strictly self-defense, they are labeled "delinquent," their actions taken as a sign of emotional pathology. However, in Why Girls Fight, Cindy D. Ness demonstrates that in poor urban areas this kind of street fighting is seen as a normal part of girlhood and a necessary way to earn respect among peers, as well as a way for girls to attain a sense of mastery and self-esteem in a social setting where legal opportunities for achievement are not otherwise easily available. Ness spent almost two years in west and northeast Philadelphia to get a sense of how teenage girls experience inflicting physical harm and the meanings they assign to it. While most existing work on girls' violence deals exclusively with gangs, Ness sheds new light on the everyday street fighting of urban girls, arguing that different cultural standards associated with race and class influence the relationship that girls have to physical aggression.

The children and grandchildren of South Asian migrants to the UK are living out British identities which go largely unrecognized as dominant voices both inside and outside their communities, seeking to foreground and hold in place alternative positionings of them as primarily Sikhs, Hindus and Muslims or Indians, Pakistanis and Bangladeshis or Panjabi, Gujarati, Hindi, and Urdu speakers. This ignores their everyday low-key Britishness, albeit a Britishness with new inflections. It is this sensibility which marks them as "Brasians."

The New Cockney provides a sociolinguistic account of speech variation among adolescents in the 'traditional' East End of London. Embedded in its social context, it focuses on the interaction and social practices within a single community and highlights some of the possible mechanisms for language change.

This handbook describes evidence-based methods of assessing psychological, educational, behavioral, and developmental problems in children and adolescents. It provides state-of-the-art analyses of leading assessment tools and methods. Chapters provide an overview of childhood assessment issues, diagnostic classification systems, interviewing and report writing, traditional assessment tools and methods, such as Applied Behavioral Analysis (ABA). In addition, chapters address daily living, academic, and social skills, commonly encountered psychological conditions, and developmental disorders, reviewing definitions and etiology, history of assessment and diagnosis, possible comorbid conditions, and current measures and procedures. The handbook also covers specific childhood disorders that often present assessment challenges in children, such as posttraumatic stress disorder, mood disorders, pain, and feeding and eating disorders. Topics featured in this handbook include: Adaptive and developmental behavior scales. Diagnostic classification systems and how to apply them to childhood problems and disorders. Intelligence testing and its use in childhood psychological assessment. Assessment of Attention Deficit Hyperactivity Disorder (ADHD) in persons with developmental disabilities. Self-Injurious behavior in children. Prevalence and assessment of common sleep problems in children. The Handbook of Childhood Psychopathology and Developmental Disabilities Assessment is an essential resource for researchers, graduate students, clinicians, and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.

Nuclear family and kibbutz childrearing practices are compared from a Rawlsian perspective of justice. Based upon the kibbutz educational system, which has reinstituted the family, Geiger and Fischer propose a model of educational change for consideration in the United States. This model is designed to strengthen the nuclear family while improving the prospects of disadvantaged, anomic, and unattached youth.

Geiger and Fischer examine, within a Rawlsian perspective, several child-rearing institutions affecting children. Justice as fairness would consider a child-rearing institution and its inequalities as fair if there are no alternative arrangements under which the prospects of least-advantaged children could be improved. Among these least-advantaged children are those who are neglected, abused, and stripped of self-respect. As the nuclear family disintegrates, the authors ask whether it can fulfill its child-rearing function. Utilizing a self-report study conducted on socialization and delinquency in Israel as well as several other observational studies, the authors demonstrate that in a more egalitarian structure such as the kibbutz, least-advantaged children have more opportunities to develop into autonomous responsible individuals. For Americans, the kibbutz educational system shows new paths for change from nursery school through high school that would allow for greater bonds between the family, school, work, and the community. An emerging sense of community would also stimulate the moral and intellectual growth of disadvantaged youth. This book is recommended to researchers and policy makers in the areas of education, delinquency, and social welfare.

Even after 20 years of children's rights and new thinking about childhood, children are still frequently seen as apolitical. All over the world there has been a growing emphasis on 'participation', but much of this is adult-led, and spaces for children's individual and collective autonomy are limited. "Children, politics and communication" questions many of the conventional ways in which children are perceived. It focuses on the politics of children's communication, in two senses: children as political actors, and the micropolitics of children's interaction with each other and with adults. It looks at how children and young people communicate and engage, how they organise themselves and their lives, and how they deal with conflict in their relationships and the world around them. These are children at the margins, in various ways, but they are not victims; they are finding ways to take charge of their own lives. The book is also about adults and how they can interact with children and young people in ways that are sensitive to children's feelings, empowering and supportive of their attempts to be autonomous. With international contributions from a range of disciplines, "Children, politics and communication" is timely and relevant for policy makers, practitioners and researchers engaging with children and young people.

In Kids Those Days, Lahney Preston-Matto and Mary Valante have organized a collection of interdisciplinary research into childhood throughout the Middle Ages. Contributors to the volume investigate childhood from Greece to the "Celtic-Fringe," looking at how children lived, suffered, thrived, or died young. Scholars from myriad disciplines, from art and archaeology to history and literature, offer essays on abandonment and abuse, fosterage and guardianship, criminal behavior and child-rearing, child bishops and sainthood, disabilities and miracles, and a wide variety of other subjects related to medieval children. The volume focuses especially on children in the realms of religion, law, and vulnerabilities. Contributors are Paul A. Broyles, Sarah Croix, Gavin Fort, Sophia Germanidou, Danielle Griego, Maire Johnson, Daniel T. Kline, Jenni Kuuliala, Lahney Preston-Matto, Melissa Raine, Eve Salisbury, Ruth Salter, Bridgette Slavin, and Mary A. Valante.

This volume is comprised of empirical research and theoretical papers within three key areas, namely children's well being, children and youth peer cultures, and the rights of children and youth. These empirical studies include children's voices and experiences from four continents (Asia, Europe, North America and South America) and a range of methodological and theoretical orientations. A clear connection to social policy at a national and international level is made in many of these studies. Topics are wide-ranging and include: Praetorian militarization; school mobility; math and reading achievement gaps; dating and the developmental discourse in a summer camp; and, school and social exclusion for urban young people. Altogether, these studies highlight how structure and culture both limit and enable the life chances of children, how children interpret and construct their social relations and environments, and how children view themselves as well as how others view the rights of children. This volume is a further example of how the "Sociological Studies of Children and Youth" series successfully showcases major strands of current thinking on children and youth in our world today.

In recent decades, sociological research has investigated the nature of the school institution and its uneven effects on the progress of families, societies, and the global community. Yet, relatively little comparative research on schooling has dealt in a serious way with links between schooling and the other major contexts of childhood: families and communities. This edition of Research in the Sociology of Education speaks to the diverse contexts in which children function around the world, and to how these contexts shape school experiences and outcomes. The editions authors are international and interdisciplinary. They offer a pastiche of perspectives on a single topic: how the non-school contexts of childhood interact with the school institution to advance modern and not-so-modern forms of virtue, merit, and attainment, in cultural context.
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*Offers qualitative and statistical portraits of children living in Asian and African countries
*Links educationalopportunities to the child's socialization
*Urges social scientists and policy makers to consider a child's surroundings when modeling the modern school system

Concepts of who and what children are and what childhood consists of have changed over time. Our historical and contemporary notions of childhood also change according to the context of the interaction between the child and the state. This book is concerned with various ideas of what childhood consists of where the child is involved with the legal system. An identification of legal concepts of childhood can offer many insights into our treatment of children,the capacities which we expect them (possibly unfairly) to possess and the extent of any protection which they deserve or can expect from those charged with the responsibility for their welfare. Each essay in this collection focuses on a particular legal discipline which centrally involves children whether as litigants, victims or perpetrators of crimes, owners of property, recipients of welfare services etc. The object of the analysis is to assess how children are regarded by lawyers in each discipline; for example, as objects of concern, requiring protection; as autonomous possessors of rights; as lacking in moral consciousness or full mental capacity; or as fully aware of and accountable for their actions. In order to make comparisons with notions of childhood in other contexts, the substantive part of the book will also include essays on the perspectives on childhood at the core of other disciplines including sociology, psychology, philosophy and literature.

Bringing together academic and practitioner points of view, this edited collection shows how violence enters into ordinary, routine practices of childhood and children's experiences. The contributing authors seek to understand how violence is enacted against children in infancy, adolescence, in school, in care, at home and on the street.

The past decade brought forth a wave of excitement and promise for researchers and practitioners interested in community practice as an approach based on social justice principles and an embrace of community participatory actions. But, effective community practice is predicated on the availability and use of assessment methods that not only capture and report on conditions, but also simultaneously set the stage for social change efforts. This research, therefore, serves the dual purpose of generating knowledge and also being an integral part of social intervention. Research done in this way, however, requires new tools. Photovoice is one such tool - a form of visual ethnography that invites participants to represent their community or point of view through photographs, accompanied by narratives, to be shared with each other and with a broader community. Urban Youth and Photovoice focuses on the use of this method within urban settings and among adolescents and young adults - a group that is almost naturally drawn to the use of photography (especially digital and particularly in today's era of texting, facebook, and instagram) to showcase photovoice as an important qualitative research method for social workers and others in the social sciences, and providing readers with detailed theoretical and practical account of how to plan, implement, and evaluate the results of a photovoice project focused on urban youth.

This unique research tool will lead researchers and practitioners to published materials and documents that can provide answers needed for making informed decisions regarding issues related to today's children. Comprised of approximately 1,400 entries, this guide reflects an interdisciplinary approach citing sources from the fields of psychology, education, sociology, medicine, law, home economics, and the arts. Chapter 12, with its focus on creativity, is unique in its coverage of drama, dance, art, and music. The bibliography of music resources by Marian Ritter is the first of its kind.

Appropriate for a wide range of users, this book is designed for students just beginning to seek answers to questions concerning children, as well as professionals with years of experience in dealing with childhood problems. It will also be helpful for those wishing to learn about using databases in the literature searching process. A carefully organized table of contents and complete subject index allow for ease of entry location.

The "Handbook of Sociology of Aging" is the most comprehensive, engaging, and up-to-date treatment of developments within the field over the past 30 years. The volume represents an indispensable source of the freshest and highest standard scholarship for scholars, policy makers, and aging professionals alike.

The "Handbook of Sociology of Aging "contains 45 far-reaching chapters, authored by nearly 80 of the most renowned experts, on the most pressing topics related to aging today. With its recurring attention to the social forces that shape human aging, and the social consequences and policy implications of it, the contents will be of interest to everyone who cares about what aging means for individuals, families, and societies.

The chapters of the "Handbook of Sociology of Aging" illustrate the field's extraordinary breadth and depth, which has never before been represented in a single volume. Its contributions address topics that range from foundational matters, such as classic and contemporary theories and methods, to topics of longstanding and emergent interest, such as social diversity and inequalities, social relationships, social institutions, economies and governments, social vulnerabilities, public health, and care arrangements. The volume closes with a set of personal essays by senior scholars who share their experiences and hopes for the field, and an essay by the editors that provides a roadmap for the decade ahead.

The "Handbook of Sociology of Aging" showcases the very best that sociology has to offer the study of human aging.

As social scientists, we are called to investigate society. A powerful component of understanding society can be found when researching the lives of children and youth. "There can be no keener revelation of a society's soul than the way in which it treats its children" stated Nelson Mandela. This volume provides a glimpse into the lives of children and youth; thus, The Soul of Society: A Focus on the Lives of Children & Youth.

With today's availability of Social Security and Medicare, we typically think of the older years as a stage in life where people are supported financially. However, of the more than 40 million old adults currently living in the US, many are struggling financially living below or near the poverty line. They are lacking the assets necessary to see them through a period of life that is often longer than expected and that requires more health and long-term care. While financial vulnerability can be most pronounced in old age, it is often created across decades, revealing itself in later years when there is little opportunity to reverse a lifetime of disadvantage. The concept of Financial Capability refers to both an individual and structural idea that combines a person's ability to act with their opportunity to act in their best financial interests. In Financial Capability and Asset Holding in Later Life: A Life Course Perspective the concept of Financial Capability is used to underscore the importance of acquiring knowledge and skills while also addressing policies and services than can build financial security. The volume assembles the latest evidence on financial capability and assets among older adults using a life course perspective, arguing that older adults need financial knowledge and financial services in order to build secure lives, and that this process needs to begin before it is too late to make effective changes and choices. Broken into three parts, the chapters in this book written by leading experts in the field blend together empirical findings, economic and social theory, and case studies. Part 1 opens the book with a conceptual and empirical overview of financial capability and assets among older adults using a life course perspective. Part 2 presents chapters addressing financial vulnerability of diverse racial and ethnic groups, people with disabilities, and immigrants. Part 3 includes chapters describing current policies, programs, and innovations, including a review of important issues of working and caregiving in later life, and a detailed assessment of age-friendlybanking principles, banking products, services, and policies.