The representation of children in modern European visual culture has often been marginalized by Art History as sentimental and trivial. For this reason the subject of childhood in relation to art and its production has largely been ignored. Confronting this dismissal, this unique collection of essays raises new and unexpected issues about the formation of childhood identity in the nineteenth century and makes a significant contribution to the development of inter-disciplinary studies within this area. Through a range of stimulating and insightful case studies, the book charts the development of the Romantic ideal of childhood, starting with Rousseau's Emile, and attends to its visual, social and psychological transformations during the historical period from which Freud's psychoanalytic theories eventually emerged. Foremost scholars such as Anne Higonnet, Carol Mavor, Susan Casteras and Linda A. Pollock uncover the means by which children became an important conduit for prevailing social anxieties and demonstrate that the apparently 'timeless' images of them that proliferated at the time should be understood as complex cultural documents. Over 50 illustrations enhance this rich and fascinating volume.

Brain asymmetry for speech is moderately related to handedness but what are the rules?
Are symmetries for hand and brain associated with characteristics such as intelligence, motor skill, spatial reasoning or skill at sports?
In this follow up to the influential Left, Right Hand and Brain (1985) Marian Annett draws on a working lifetime of research to help provide answers to crucial questions. Central to her argument is the Right Shift Theory - her original and innovative contribution to the field that seeks to explain the relationships between left-and right-handedness and left-and right-brain specialisation. The theory proposes that handedness in humans and our non-human primate relations depends on chance but that chance is weighted towards right-handedness in most people by an agent of right-hemisphere disadvantage. It argues for the existence of a single gene for right shift (RS+) that evolved in humans to aid the growth of speech in the left hemisphere of the brain.
The Right Shift Theory has possible implications for a wide range of questions about human abilities and disabilities, including verbal and non verbal intelligence, educational progress and dyslexia, spatial reasoning, sporting skills and mental illness. It continues to be at the cutting edge of research, solving problems and generating new avenues of investigation - most recently the surprising idea that a mutant RS+ gene might be involved in the causes of schizophrenia and autism.
Handedness and Brain Asymmetry will make fascinating reading for students and researchers in psychology and neurology, educationalists, and anyone with a keen interest in why people have different talents and weaknesses.

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Childhood is increasingly saturated by technology: from television to the Internet, video games to 'video nasties', camcorders to personal computers. Children, Technology and Culture looks at the interplay of children and technology which poses critical questions for how we understand the nature of childhood in late modern society. This collection brings together researchers from a range of disciplines to address the following four aspects of this relationship between children and technology:
*children's access to technologies and the implications for social relationships
*the structural contexts of children's engagement with technologies with a focus on gender and the family
*the situatedness of children's interactions with technological objects
*the constitution of children and childhood through the mediations of technology
_ This book represents a substantial contribution to contemporary social scientific thinking both about the nature of children and childhood, the social impacts of technologies and the various relationships between the two.

Dr. Haim Omer builds on his previous work to present a new model of authority for parents, teachers, and community workers that is suitable for today's free and pluralistic societies. This new authority contrasts with traditional authority in that it emphasizes self-control and persistence over control of the child, a network of support over a strict hierarchy, taking mutual responsibility for escalations over holding the child solely responsible, patience over threats, non-violent resistance over physical force, and transparency over secrecy. In addition to a thorough discussion of the underlying theory, The New Authority presents a practical program for families, schools, and communities. Dr. Omer provides specific instructions to combat violence and risky behavior at home and in school, increase parent and teacher interest and support, and implement interventions that increase safety, improve atmosphere, and generate community cohesiveness.

Small Comrades is a fascinating examination of Soviet conceptions of childhood and the resulting policies directed toward young children. This book offers some tentative answers to the questions, 'What did children make of the Revolution?' and 'What did the Revolution make of them?' This project emphasises young children as the subjects of policies and politics in their own right. It draws on work that has been done on Soviet schooling, and focuses specifically on the development of curricula and institutions, it also examines the wider context of the relationship between the family and the state, and to the Bolshevik vision of the 'children of October.'

For anyone studying childhood or families a consideration of the state may not always seem obvious, yet a good critical knowledge of politics, social policy and social theory is vital to understanding their impacts upon families' everyday lives. Accessibly written and assuming no prior understanding, it shows how key concepts, including vulnerability, risk, resilience, safeguarding and wellbeing are socially constructed. Carefully designed to support learning, it provides students with clear guidance on how to use what they have read when writing academic assignments alongside questions designed to support the develop of critical thinking skills. Covering issues from what the family is within a multicultural society, through issues around poverty, social mobility and life-chances, this book gives students an excellent grounding in matters relating to work with children and families. It features: * 'using this chapter' sections showing how the content can be used in assignments; * tips on applying critical thinking to books and articles - and how to make use of such thinking in essays; * further reading.

This anthology brings together for the first time a collection of autobiographical accounts of their childhood by a range of prominent nineteenth-century literary women. These are strongly individualised descriptions by women who breached the cultural prohibitions against self writing, especially in the attention given to psychologically formative incidents and memories. Several offer detailed accounts of their inadequate schooling and their keen hunger for knowledge: others give new insights into the dynamics of Victorian family life, especially relationships with parents and siblings, the games they invented, and their sense of being misunderstood. Most contributors vividly describe their fears and fantasies, together with obsessive religious practices, and the development of an inner life as a survival strategy. This collection makes vital out-of-print material available to scholars working in the field of women's autobiography, the history of childhood, and Victorian literature. The volume will also appeal to general readers interested in biography, autobiography, the history of family life, education, and women's writing: read alongside Victorian women's novels it offers an intriguing commentary on some of their key themes.

The European Convention on Human Rights is the most successful system for the enforcement of human rights in the world. However, to date its full potential for protecting children's rights has not been explored as attention has focused on the UN Convention on the Rights of the Child. This unique book provides the first analysis of the extensive case law of the Commission and the Court of Human Rights on all issues concerning children and their rights. This study is important as a study of the regional protection of children's rights and, moreover, the case law itself can be directly applied in the legal system of nearly every European country, including the UK. The book includes chapters on the rights of the child under the European Convention on Human Rights in relation to education, protection from abuse, the right to identity, child care, juvenile justice, health care and immigration and the family. It also explores the potential of the Strasbourg mechanism for the protection of children's rights and thus provides a practical and vital guide to the study and use of the European Convention in the broad area of children's rights.

Children's imagination was traditionally seen as a wayward, desire-driven faculty that is eventually constrained by rationality. A more recent, Romantic view claims that young children's fertile imagination is increasingly dulled by schooling. Contrary to both perspectives, this Element argues that, paradoxically, children's imagination draws much inspiration from reality. Hence, when they engage in pretend play, envision the future, or conjure up counterfactual possibilities, children rarely generate fantastical possibilities. Their reality-guided imagination enables children to plan ahead and to engage in informative thought experiments. Nevertheless, when adults present children with less reality-based possibilities - via biblical narratives or the endorsement of special beings - children are receptive. Indeed, such imaginary possibilities can infuse their otherwise commonsensical appraisal of reality. Finally, like adults, young children enjoy being absorbed into a make-believe, fictional world but faced with real-world problems calling for creativity, they often need guidance, given their limited knowledge of prior solutions.

Urban authorities and organizations are responsible for providing the basic services that affect the lives of urban children. Cities for Children is intended to help them understand and respond to the rights and requirements of children and adolescents. It looks at the responsibilities that authorities face, and discusses practical measures for meeting their obligations in the context of limited resources and multiple demands. While the book emphasizes the challenges faced by local government, it also contains information that would be useful to any groups working to make urban areas better places for children. Cities for Children begins by introducing the concept, history and content of children's rights and the obligations they create for local authorities. The volume then goes on to look at a variety of contentious issues such as housing, community participation, working children, community health, education and juvenile justice. The final section of the book discusses the challenge of establishing systems of governance that can promote the economic security, social justice and environmental care essential for the realization of children's rights. It follows through the practical implications for the structure, policies and practices of local authorities. Written by the top experts in the field of children's issues, and including a resource section which lists publications and organizations that can provide further information and support, this volume is a must for all involved in planning for, and the protection of, children within the urban environment.

Education, Exclusion and Citizenship provides a hard-hitting account of the realities of exclusion, examining the behaviour which typically results in exclusion, and asks questions about a society which communally neglects those most in need.
Permanent exclusions from schools continue to rise. As schools compete with neighbouring schools for 'good' pupils, managers and heads are choosing to exclude disruptive pupils who might affect school image.
The book looks at the experience of excluded children, the law regulating exclusion, the obligations of the LEAs, and focuses on prevention and early intervention strategies.

We often see children engaging with media - playing videogames, trading Pokemon cards, or acting out superhero fantasies. But what do we know about children's self-directed play in the context of their media cultures? This book provides in-depth analyses of children's media-referenced play on two primary school playgrounds in different cities in the UK. Drawing on ethnographic accounts of children's media-referenced play in UK playgrounds, as well as historical documents and contemporary media products, this book sets out an in-depth analysis of the current state of children's playground experiences. The aim of the book is to provide in-depth case studies of several genres of children's play as well as making connections to broader theories. The analyses consider a wide range of concepts including learning, fantasy, communication and issues relating to identities. As such the book appeals to a large audience covering a variety of disciplines including folklore, media and cultural studies, education, sociology, and childhood studies.

The goal of this volume is to discuss--in depth--the ways in which various "deviations" from "traditional" family styles affect childrearing practices and child development. Each of the contributors illustrates the dynamic developmental processes that characterize parenting and child development in contexts that can be deemed "nontraditional" because they do not reflect the demographic characteristics of the traditional families on which social scientists have largely focused. The contributors deal with the dynamics and possible effects of dual-career families, families with unusually involved fathers, families characterized by the occurrence of divorce, single parenthood, remarriage, poverty, adoption, reliance on nonparental childcare, ethnic membership, parents with lesbian or gay sexual orientations, as well as violent and/or neglectful parents. By doing so, the authors provide thoughtful, literate, and up-to-date accounts of a diverse array of "nontraditional" or traditionally understudied family types. All the chapters offer answers to a common question: How do these patterns of childcare affect children, their experiences, and their developmental processes? The answers to these questions are of practical importance, relevant to a growing proportion of the families and children in the United States, but also have significant implications for the understanding of developmental processes in general. As a result, the book will be of value to basic social scientists, as well as those professionals concerned with guiding and advising clients and public policy.

From Subculture to Drug Culture offers a unique insight into the role drug use now plays in British youth culture. The authors present the results of a five year longitudinal study into young people and drug taking. They argue that drugs are no longer used as a form of rebellious behaviour, but have been subsumed into wider, acceptable leisure activities. The new generation of drug user can no longer be seen as mad or bad or from subcultural worlds - they are ordinary and everywhere. Illustrated throughout with interview material, From Subculture to Drug Culture shows how drug consumption has become normalised, and provides a well-informed analysis of the current debate.

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This book of essays by legal scholars from the United Kingdom, Eire, Israel and Palestine explores the extent to which the recognition of the concept of children's rights is affected by adherence to religious, cultural and ethnic traditions. The aim is twofold: first, to illuminate the interface between internationally-agreed norms of conduct regarding children and national and cultural determination to preserve traditional approaches; and secondly, to reflect upon the conflicts within societies between different cultural and religious groups in their attempts to determine whether 'liberal/secular' or 'conservative/religious' norms predominate in attitudes to children's upbringing. This is the first collection of papers covering and comparing the UK and Israeli/Palestinian jurisdictions. The particular blends of social, religious and cultural diversity in both regions, mingled with the political factors operating as well, render these jurisdictions of special interest as case-studies in the reception of 'western/liberal' norms and values. Moreover, Israel and Palestine, despite their manifestly different cultures as compared with Britain, have been influenced by the colonial legacy of the common law, rendering this particular east-west comparison of special interest.

This book is devoted to identifying the precursors of adolescents' health problems and risk taking behaviors and the developmental processes that accompany them. It presents data on lay conceptions of health and illness, physical maturity, causes of mortality and morbidity, and patterns of utilization of medical and psychosocial health care services. Developmental changes in risk perception, self-disclosure behavior, and in dealing with nudity are linked with doctor-patient communication to illustrate the typical obstacles health experts are faced with when trying to assess diagnostic information in this age group. Developmental barriers that hinder adolescents' compliance are highlighted and factors accounting for their aversion to counseling are reviewed.
This book also presents findings on typical stressors occurring during adolescence and their effect on health status as well as factors mediating the effect of stress on health. Throughout, readers gain valuable insight into gender differences, physical and psychological symptoms, and help-seeking behaviors. Special attention is directed to deficits in coping behavior, social support, and network structure of distressed adolescents and the current state of research relative to coping with chronic illness in adolescence is reviewed. Implications of these findings for the development of intervention strategies or for improving the health care of chronically ill adolescents and particularly troubled adolescents are detailed.
This volume will appeal to clinical and school psychologists, psychiatrists, physicians, counselors or other healthcare professionals working with adolescents as well as researchers in the field of adolescent health. It also serves as a text in graduate level courses on adolescent health, psychopathology, and developmental pediatrics.

This innovative book finally takes seriously the need for anthropologists to produce in-depth ethnographies of children's play. In examining the subject from a cross-cultural perspective, the author argues that our understanding of the way children transform their environment to create make-believe is enhanced by viewing their creations as oral poetry. The result is a richly detailed 'thick description' of how pretence is socially mediated and linguistically constructed, how children make sense of their own play, how play relates to other imaginative genres in Huli life, and the relationship between play and cosmology.
Informed by theoretical approaches in the anthropology of play, developmental and child psychology, philosophy and phenomenology and drawing on ethnographic data from Melanesia, the book analyzes the sources for imitation, the kinds of identities and roles emulated, and the structure of collaborative make-believe talk to reveal the complex way in which children invoke their experiences of the world and re-invent them as types of virtual reality. Particular importance is placed on how the figures of the ogre and trickster are articulated. The author demonstrates that while the concept of 'imagination' has been the cornerstone of Western intellectual traditions from Plato to Postmodernism, models of child fantasy play have always intruded into such theorizing because of children's unique capacity to throw into relief our understanding of the relationship between representation and reality.

These ground-breaking works led the way to an authoritative understanding of how social interaction moulded young people. Careful observation of vulnerable and troubled children helped the leading sociologists, whose works are included here, to investigate how aggression, discipline, the struggle for recognition and the need to rebel shaped the personalities of the young. These are important texts for practitioners, students and teachers in health and social welfare.

Converting research evidence into practice is an issue of growing importance to many fields of policy and practice worldwide. This book, by a leading implementation specialist in child welfare and mental health, addresses the frustrating gap between research conducted on effective practices and the lack of routine use of such practices. Drawing on implementation science, the author introduces a model for reducing the gap between research and practice. This model highlights the roles of social networks, research evidence, practitioner/policymaker decision-making, research-practice-policy partnerships, and cultural exchanges between researchers and practitioners and policymakers. He concludes with a discussion of how the model may be used to develop more widespread use of evidence-based practices for the prevention and treatment of behavioural and mental health problems in youth-serving systems of care, as well as partnerships that promote ongoing quality improvement in services delivery.

Focused on the importance of play in evaluating and treating children with disabilities, PLAY IN OCCUPATIONAL THERAPY FOR CHILDREN, 2nd Edition presents play theories and assessments along with the theories and assessments reached from research conducted by occupational therapists and occupational scientists. This edition also includes five new chapters that reflect the latest developments in the areas of autism, play assessment, play for institutionalized toddlers, school-based play, and play and assistive technology in an early intervention program to provide you with the most up-to-date information available. Case Studies highlighted in special boxes provide snapshots of real-life situations and solutions to help you apply key concepts in the clinical setting. Clinical trials and outcome studies emphasize evidence-based practice. Key Terms, Chapter Objectives, and Review Questions help you assess and evaluate what you've learned. A clean two-color format highlights learning points to emphasize important concepts. Additional Evolve Resources include video clips for clinical assessment, web links, references, and assessment forms found in the book provide you with additional learning tools.

This book offers an analysis and summary of the uses, abuses and limitations of attachment theory in contemporary child welfare practice. Analysing the primary science and drawing on the authors' original empirical work, the book shows how attachment theory can distort and influence decision-making. It argues that the dominant view of attachment theory may promote a problematic diagnostic mindset, whilst undervaluing the enduring relationships between children and adults. The book concludes that attachment theory can still play an important role in child welfare practice, but the balance of the research agenda needs a radical shift towards a sophisticated understanding of the realities of human experience to inform ethical practice.

That black young people have been subject to unequal treatment in the youth justice system has been the belief of some individuals and groups, reinforced, at best, by anecdotal evidence. Negative Images: A Simple Matter of Black and White? provides not only evidential weight to uphold this view but also provides some insights into the processes by which it comes about. Findings of a case study detailed in the book demonstrate how in one youth court black youths were over-represented amongst those receiving high-tariff sentencing and that this over-representation could not be explained by seriousness or persistence of offending. Whilst responsibility for differential sentencing has often been laid at the door of Magistrates, this study reveals how social work court report practice may be contributing to the situation.

In 1836, an enslaved six-year-old girl Named Med was brought to Boston by a woman from New Orleans who claimed her as property. Learning of the girl's arrival in the city, the Boston Female Anti-Slavery Society (BFASS) waged a legal fight to secure her freedom and affirm the free soil of MassachuSetts. While Chief Justice Lemuel Shaw ruled quite narrowly in the case that enslaved people brought to MassachuSetts could not be held against their will, BFASS claimed a broad victory for the abolitionist cause, and Med was released to the care of a local institution. When she died two years later, celebration quickly turned to silence, and her story was soon forgotten. As a result, Commonwealth v. Aves is little known outside of legal scholarship. In this book, Karen Woods Weierman complicates Boston's identity as the birthplace of abolition and the cradle of liberty, and restores Med to her rightful place in antislavery history by situating her story in the context of other writings on slavery, childhood, and the law.

The articles in this volume shed light on some of the major tensions in the field of children's rights (such as the ways in which children's best interests and respect for their autonomy can be reconciled), challenges (such as how the CRC can be made a reality in the lives of children in the face of ignorance, apathy or outright opposition) and critiques (whether children's rights are a Western imposition or a successful global consensus). Along the way, the writing covers a myriad of issues, encompassing the opposition to the CRC in the US; gay parenting: Dr Seuss's take on children's autonomy; the voice of neonates on their health care; the role of NGO in supporting child labourers in India, and young people in detention and more.

Many deny that racism remains pervasive in America today. How can we open eyes to the continuing disadvantages that keep many people of color from fulfilling their potential, and having an equal chance to achieve the American Dream ?By presenting the impact of racism on the most innocent and powerless members of society children of color in the form of statistics, this book aims to change attitudes and perceptions. Children have no say about where they are born or what school they attend. They have no control over whether or not they get medical treatment when they fall ill. They can t avoid exposure if their home is in a community blighted by pollution. The questions this book poses are: What responsibility do we expect children to take for their life circumstances? Do those conditions blight their futures? If they aren t responsible, who is? Are some in society privileged and complicit in denying people of color the advantages and protections from harm most of us take for granted? Through the cumulative effect of official statistics rather than the more usual reliance on anecdote by taking a show me the numbers approach this book will open minds, start conversations, and even prompt readers to take action. While the numbers are official they are often hard to find because they are scattered across so many sources. Art Munin has not only done the research, but shows the reader how to locate data on racial and socio-economic disparities, and develop her or his own case or classroom project."Color by Number" takes as its metaphorical point of departure the familiar children s activity of that name. Art Munin has painstakingly researched and gathered the numbers, and has filled in the spaces to reveal the hidden picture of racism in America from the perspectives of health, the environment, the law, and education.This book is intended as a fact-based, antiracism text for diversity and social justice courses, and as a resource for diversity and social justice educators as they craft their race, racism, and White privilege curricula. Art Munin s multidisciplinary approach drawing on scholarly work from medicine, law, sociology, psychology, and education provides the reader with a comprehensive way to understand the pervasiveness of racism."