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

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.

Related link: Free Email Alerting

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.

This textbook provides a thorough historical overview of the rise of juvenile courts. Considered by reviewers the most complete and readable overview of the juvenile justice field, it is now ready for use in introductory courses in Criminal Justice and Juvenile Justice Administration. This is the edited version of Dorne and Gewerth's American Juvenile Justice (1996).

The at-risk population is a growing segment of the American school population and one demanding the utmost from its teachers and program coordinators. Dr. Peterson's book is a welcome addition - straight forwards, though honest and hopefull of powerful ideas for class use.

Do you remember getting up on a Saturday morning to watch Going Live? A time when scrunchies and curtains were the height of cool? Playing Sonic the Hedgehog on your Sega Mega Drive? Then the chances are you were a child in the nineties. This trip down memory lane will jog the memory of even the coolest 30-year-old, and make you long for the days when Gladiators was on the telly and the Spice Girls spiced up your life.

The concept of time in childhood and youth is discussed in two contradictory ways; first romanticized, as a time of play, innocence, and exploration - of learning through trial and error, and second, as a time restricted by tight societal and generational structures, such as chains of care, institutional and family timetables. Children, Youth and Time reflects on the complex concept of time as perceived and experienced by children and young people in relevant societal and generational contexts. Including empirical and theoretical contributions from around the globe which shed light on time and temporality as it is negotiated by children and young people in distinction to adults, both within the family and in institutional contexts, the chapters in this collection delve into the impact of current global challenges upon children, young people, and families' time. How do critical global concerns such as climate change or the COVID-19 pandemic affect the temporal experience of children and youth? Providing fresh insight at a crucial moment of global disruption, the authors equip us with a stronger awareness of young people's perceptions of the world during periods of crisis. As a vital tool for safeguarding and implementing strategies to support children and young people in an everchanging world, this is a timely resource for researchers interested in the welfare of children and youth.

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.

This book is about learning and ethnography in the context of technologies. Simultaneously, it portrays young people's "thinking attitudes" in computer-based learning environments, and it describes how the practice of ethnography is changing in a digital world. The author likens this form of interaction to "the double helix," where learning and ethnography are intertwined to tell an emergent story about partnerships with technology. Two school computer cultures were videotaped for this study. Separated not only by geography -- one school is on the east coast of New England and the other on the west coast of British Columbia on Vancouver Island -- they are also separated in other ways: ethnic make-up and inner-city vs. rural settings to name only two. Yet these two schools are joined by a strong thread: a change in their respective cultures with the advent of intensive computer-use on the part of the students. Both school communities have watched their young people gain literacy and competence, and their tools have changed from pen to computer, video camera, multimedia and the Internet. Perhaps most striking is that the way they think of themselves as learners has also changed: they see themselves as an active participant, in the pilot's seat or director's chair, as they chart new connections between diverse and often unpredictable worlds of knowledge.

Increasingly children are being seen as competent social agents in their own right, rather than as inchoate versions of adults. This poses questions for how we understand the social worlds of pre-adolescent children and their relationships with each other, as well as adults.
This volume explores children's relationships from a variety of theoretical and methodological standpoint, through the use of a wide range of empirical data. A practical application of the children's social competence model, it focuses on children's social interactions, as opposed to what children's social competence means from the adult perspective of researchers and policy makers. It looks at the ways in which children are allowed, by adults, to be socially competent.

A text which addresses the relationship between childhood, competence and the social arenas of action in which children live their lives. Taking issue with the view that children are merely apprentice adults, the contributors develop a picture of children as competent, sophisticated social agents, focusing on the contexts which both enable and constrain that competence.

This text provides a comprehensive overview of the issues, research and debates relating to children and the experience of childhood in late 20th-century Britain. It addresses such key issues as child poverty, juvenile crime, child protection and childrens' rights and their implications for the development of policy and the provision of services for children. A key feature of the book is its examination of the changing nature of childhood, both in terms of adult and child expectations and perceptions. In addition, the book provides a synthesis of recent empirical research, theory and policy and presents first-hand accounts from children and parents.

This scholarly yet highly readable and practical text systematically covers the importance, development, assessment, and treatment of social skills of children and adolescents. Combining scientific rigor with a highly approachable and readable style of writing to create a practical and unique book, this volume provides a comprehensive overview of the increasingly important topic of child and adolescent social skills. A wide variety of tables, figures, and practical step-by-step guides enhance the material presented, making it particularly useful for practitioners while offering an extensive array of recent research and models of interest to researchers. The authors present a solid foundation of scientific knowledge written in a manner accessible to nonscientists and having ample practical implications and examples for educational and clinical practice. The book is divided into two parts--the first features a foundation for conceptualizing and assessing child and adolescent social skills, whereas the second focuses on the arena of intervention. An up-to-date and unique addition to the literature, this volume will be of interest to professionals who work with or study children across several disciplines including school and clinical child psychology, special education, counseling, and social work.
Although many books and other professional materials on the social competence of children and adolescents are presently available, the knowledge regarding these social skills is expanding rapidly, and there is a tremendous need to keep it current. This book helps meet this need by not only synthesizing a great deal of recent work in the field, but also by providing new information and evidence that has not yet been published. It also bridges an important gap that sometimes exists between research and practice. For instance, some books on child and adolescent social skills are clearly written for the academician or researcher, and may have little apparent application for the clinician or practitioner. Other materials are written as practical assessment or intervention guides for the clinician/practitioner, yet sometimes lack supporting evidence and rationale. This book is aimed at both arenas.

This volume demonstrates the power of art therapy as a tool for intervening with children from violent homes. Emphasis is given to the short-term setting where time is at a premium and circumstances are unpredictable - because within this setting, mental health practitioners often experience a sense of helplessness in their work with the youngest victims of abusive families.; In this new edition, the author describes the intervention process from intake to termination, highlighting the complex issues involved at various levels of evaluation and interpretation. The text is augmented with 95 children's drawings, which serve to fill the gap between theory and reality.; Specific topics include: inherent frustrations for therapists working in battered women's shelters; what to include in art evaluation; evaluating child abuse and neglect; group art intervention in shelters; and art expression as assessment and therapy with sexually abused children.

The idea that Britain, the US and other western societies are witnessing the rise of an underclass of people at the bottom of the social heap, structurally and culturally distinct from traditional patterns of "decent" working-class life, has become increasingly popular in the 1990s. Anti-work, anti-social, and welfare dependent cultures are said to typify this new "dangerous class" and "dangerous youth" are taken as the prime subjects of underclass theories. Debates about the family and single-parenthood, about crime and about unemployment and welfare reforms have all become embroiled in underclass theories which, whilst highly controversial, have had remarkable influence on the politics and policies of governments in Britain and the US. This text addresses the underclass idea in relation to contemporary youth. It focuses upon unemployment, training, the labour market, crime, homelessness, and parenting. It should be of interest to students of social policy, sociology and criminology.

"Youth in Prison" tells the story of youths in a "model" juvenile prison program--a program created after a class action lawsuit for inhumane and illegal practices. It captures the lives of these youths inside and outside of prison: from drugs, gangs, and criminal behavior to the realities of families, schools, and neighborhoods. Drawing on experience that encompasses twenty years of juvenile justice research and policy analysis, the authors spent two years scrutinizing the prison's attempts to combine accountability and treatment for youths with protection for the public. Situating these within the larger social and political context, the authors have fashioned a book about all of us: those kept, those charged with their keeping, and the society that condones and demands this imprisonment.

"Hunger and Shame" is a passionate account of child malnutrition in a relatively wealthy populace, the Chagga in Mt. Kilimanjaro, Tanzania. Views of family members, health workers and government officials provide insights into the complex of ideas, institutions and human fallibility that sustain the shame of malnutrition in the mountains.
Discussing the moral and practical dilemmas posed by the presence of malnourished children in the community, the authors explore the shame associated with child hunger in relation to social organization, colonial history and the global economy. Their discussions challenge the reader to ask fundamental questions concerning ethics, the politics of poverty and shame and social relations.

eBook available with sample pages: HB:0415916135

This work examines the way in which personality and identity of the pupil is shaped by his or her experiences in school. The text considers the way in which teachers in secondary schools are working, and to some extent living, with adolescent pupils for the majority of time in their weekday waking lives. The book examines: to what extent teachers provide both positive and negative role models for pupils to follow; the factors restricting the ability of teachers to teach effectively; and conversely, what factors work to their advantage.; The text provides an overview of the debates and research into areas of: teaching children about controversial subjects such as sex and drugs; gender differences; identities; peer groups; relations with adults; and beliefs and values.

This work examines the way in which personality and identity of the pupil is shaped by his or her experiences in school. The text considers the way in which teachers in secondary schools are working, and to some extent living, with adolescent pupils for the majority of time in their weekday waking lives. The book examines: to what extent teachers provide both positive and negative role models for pupils to follow; the factors restricting the ability of teachers to teach effectively; and conversely, what factors work to their advantage.; The text provides an overview of the debates and research into areas of: teaching children about controversial subjects such as sex and drugs; gender differences; identities; peer groups; relations with adults; and beliefs and values.

This book provides an introduction to the theory and practice of mentoring, coaching and supervision in the context of early childhood education and care. Written by a team of scholars from the UK, Ireland, South Africa, Australia and the USA the book includes a range of annotated case studies to exemplify important issues from around the world. The chapters are organized around four key principles: * Embedding professional one to one support within the setting * Maximising performance and professional development * Self and collaborative reflection for leadership * Managing and leading change Topics covered include discussion of the differences and similarities between mentoring, coaching and supervision; management and leadership in early childhood settings; safeguarding and child protection. Alongside the annotated case studies each chapter also includes a summary of key points and questions for further discussion.

Since 1992, marijuana use among 8th graders has tripled, among 10th graders it has nearly doubled, and its use among high school seniors has increased by 50 percent. The use of other illicit drugs is also heavily on the rise. Yet, there exists very little research and literature on the etiology and prevention of drug abuse among those most at risk--disadvantaged, inner-city, minority youth. The Etiology and Prevention of Drug Abuse Among Minority Youth is an important first step in remedying this gap in the literature and for getting at the heart of the psychosocial factors that promote and sustain drug use among minority youth.The book's chapters evolved from a program of research funded by the National Institute on Drug Abuse and Cornell University Medical College's Institute for Prevention Research concerning drug abuse prevention with multi-ethnic youth. So that you might learn effective strategies for intervening with at-risk adolescents and teenagers, The Etiology and Prevention of Drug Abuse Among Minority Youth discusses: correlates and predictors of alcohol and drug use community-based skills interventions how youths offset feelings of distress or self-derogation by bonding with deviant peers the advantages of community-oriented outreach programs the role of cultural factors as they shape vulnerability to adolescent alcohol and drug use the role of ethnic identity as a moderator of psychosocial risk for alcohol and marijuana use the needs of youth at high risk for future use preventing gateway drug use drug use among youth living in homeless shelters the conditions of public housing and how they affect the etiology of drug abuseAn essential tool for policymakers, social workers, clinicians, researchers, psychiatrists, and other professionals in chemical dependency and narcotics rehabilitation, The Etiology and Prevention of Drug Abuse Among Minority Youth provides you with vital insight on the causes of drug use among minority adolescents, the strengths and limitations of different intervention approaches, and incentive to find appropriate ways for working with at-risk, minority teenagers.

The Peper Harow residential community was founded in 1970 and gained international repute for its pioneering work with disturbed adolescents. For over 20 years, this remarkable establishment provided a therapeutic environment for teenagers who had often suffered appalling abuse, and yet for whom the state's only remedial provision until then had been in the punitive form of the approved schools. In Transforming Hate to Love Melvyn Rose, the community's founder, assesses Peper Harow's success in managing disturbed behaviour, and offers views on areas where the establishment could have responded more effectively to the needs of its residents. His study is complemented by the testimony of ex-residents helped by Peper Harow to overcome their fears and abandon their disruptive behaviour. The overwhelmingly positive outcome indicates the need for a review of current social policy towards deviant youth and shows how society as a whole would benefit from a psychodynamic view of the causes of criminality and mental ill-health among the young.

Debate ranges over the effects of the growing utilization by the young of interactive screen-based technologies and the effects of these on vulnerable young chldren. This text is based on two years' research on 100 children, with entertainment screen technology in their homes, following them from home to school and examining the difference in culture in the two environments. The question is asked whether children are developing the necessary IT and other skills required from the maturing learner as we approach the 21st century. Issues such as gender, parenting, violence, censorship and the educational consequences of their screen-based experiences are at the forefront of the text's coverage.