3: Residential Group Care as a Socializing Environment

Residential group care has often been viewed as antithetical to healthy normalizing development processes for troubled or "at-risk" children and youth, yet it appears in other settings to be the method of choice for leadership preparation for the elite. This chapter examines group care generically and attempts to bring implications from programs in the latter category to bear on those in the former.     

Chapter 8. Listening to At-Risk Youth

Abstract

In this chapter I describe the micro “risk society” of Limerick City and St. Augustine's Youth Encounter Project in terms of the social and cultural background of the interviewees, their perceived family and community identity, and their wider socialisation influences. The project is situated down one of the notorious Limerick lanes made famous in a deftly realized and beautifully written story of a boy coming of age during the 1930s and 1940s in Catholic Ireland, Angela's Ashes, and has been a safe haven for children and youth since 1977. In this chapter I present direct quotations from my young interviewees organised around the risk concept in their own dialect and inflections.

Past and present students of St. Augustine's are viewed in the context of family, school, and community whilst considering three broad questions: What are the important risk factors associated with each setting? What factors at the individual level are associated with resilient outcomes? What mechanisms at the social ecological level promote resilience in individuals?     

Child Abuse and Neglect Reports in Foster Care:

This chapter discusses "false" allegations of child maltreatment in family foster care. What is a "false" report and who reports "falsely" is considered. Foster parent beliefs, experiences and needs are reviewed in relation to how agencies respond when abuse is alleged. Areas of needed change are proposed.     

Son of joe: Continuity and change among white working class adolescents

The present article focuses upon the much-neglected topic of white working class youth — the children of another other America. Based upon the available literature as well as upon a recent program of ethnographic research, the institutional settings — community, family, school — within which working class youth grow up are examined with particular emphasis on their climate and values. Attention is paid to the heterogeneity contained within this segment of the population pointing to four distinct types: collegians, greasers, hippies, and those encapsulated in family life. The article points to factors that promote a potential increase in residential social class homogeneity that, in turn, promotes class values, social and personal expectations, and modal relationships that increasingly diverge from the norms of an urban-industrial middle class society and that in considerable measure either contribute to a growing conservative alienation from the larger society or make adjustments to that society more problematic for its youth. The emergent picture of white working youth in part resembles that of youth in general, but in a more significant measure is much different from that found in either higher or lower social strata.This research was supported by USPHS-NIH Contract 70-511 and USPHS-NICHD Grant No. 04156.Received Ph.D. in Sociology from the University of Chicago. Research interests include post childhood socialization, social change and deviance, and urban social studies.Received Ph.D. in Sociology from the University of Chicago. Main research interest is social change and deviance.Candidate for Ph.D. in Sociology from Northwestern University. Main research interests are social stratification, youth, and social change in an industrial society.     

The growth of political ideas and their expression among young activists

Two studies were conducted. In the first, developmental information was gathered on young people's efforts to construct and elaborate on an ideal society. The subjects were 54 white middle-class boys, equally divided among 8–, 11–, and 16-year-olds. The interview protocols suggested a typology consisting of (1) a personalistic, nongovernmental construction of society, based on the child's own life space, with a concern for biological needs such as food and shelter; (2) a construction of specific but unrelated governmental institutions; (3) a better-organized conception of how institutions are interrelated; (4) a commitment to abstract principles. In the second investigation, the task and typology were applied to the study of high school left-wing activists and nonactivists –93 in all. The activists were not clearly more committed to abstract principles, although they were entertaining utopian possibilities of a society with few laws. But the surprising finding was the activists' resemblance to the youngest children (type I); they too constructed a personalistic society potentially within their own life space and were concerned with biological life-supportive issues.Study I in this paper — carried out by the second author was part of a doctoral dissertation, Conceptions of the Political Regime in the Years 8 to 16, submitted to the Department of Political Science, the University of Chicago, 1971. Study II was done by the first author. The coding manuals for Study I and Study II are available on request from the authors.Received Ph.D. in Human Development from the University of Chicago and took a clinical internship at the University of Illinois College of Medicine. Main interest is in developmental theory and political attitudes.Received Ph.D. in Political Science from the University of Chicago. Main interest is in political theory.     

Adolescent Sexuality:

This chapter examines recent Supreme Court cases about issues of privacy rights pertaining to adolescent mothers, and also examines various presumptions the Court makes regarding adolescents. These case decisions are viewed in conjunction with a review of perspectives on Black adolescent parents. Overall, we contend that the Court's decisions do not take into consideration cultural differences within our society. Adolescents bear the brunt of this cultural dissonance and cannot look to the courts for understanding or increasing access, Sexuality, possible pregnancy, and childrearing for adolescents require legal provision for the rights of teens so they and their families can make appropriate decisions that respect privacy and cultural identity.     

silent voices: mothers who kill their children and the women’s liberation movement in 1970s Japan

In the early 1970s Japan witnessed the emergence of a new women’s liberation movement that put forward an unprecedented gendered critique of Japanese post-war society. Known as ūman ribu (woman lib) or simply ribu (lib), this movement appeared at a historical time when the numerical increase in cases of mothers who killed their own children prompted the news media to describe maternal filicide as a dramatic social phenomenon. This article explores ribu’s engagement with the increased public visibility of mothers who kill. It contends that the solidarity and support the movement demonstrated for these criminalised mothers radically challenged idealised notions of motherhood, maternal love and the sanctity of the mother–child bond, and deeply questioned the post-war nuclear family as the cornerstone of society. The article investigates the revolutionary potential of ribu’s preoccupation with murderous mothers by framing it in the context of the movement’s call for consciousness transformation and for the pursuance of a more genuine relationality, and it gestures towards an understanding of what might be at stake in reading maternal filicide through the interpretative grid of a revolutionary agenda.     

Edgeworth's Belinda: An Artful Composition

Very early in Maria Edgeworth's Belinda (1801; rev. 1810),1 in a chapter entitled "Masks," the novel's hero, Clarence Hervey, having been accused of courting Belinda, exclaims, "Do you think I don't see as plainly as any of you, that Belinda Portman's a composition of art and affectation?" (26).     

Chapter 7. “Learn What You Like and Like What You Learn”

Abstract

Mark Twain once famously quipped, “I never let schooling get in the way of my education.” Paul Simon, the American folk singer, begins one of his songs “When I think back on all the crap I learned at high school, it's a wonder I can hardly think at all.” These men could just have easily been discussing schooling in Ireland, for this is the way many Limerick children and youth felt about formal school life prior to their involvement with St. Augustine's Youth Encounter Project. But it is prior to their involvement.

This chapter provides a demographic profile of the pupils of that project and explores aspects of the day-to-day life of the project as a child and youth care intervention by examining some of the influences of risk replacement or resiliency projects that have influenced provision of services. This Limerick YEP attempts to alter the approach from one that is risk, deficit, and psychopathology-oriented to one that is protection, strength, and asset focussed. A question posed is, “Has the early intervention enrichment programme assisted the pupils to reintegrate successfully within the community?” By reintegrate I mean the ability to attend a regular school, hold a job, live again with their family and such things. This chapter also explores the establishment of the Youth Encounter Projects in Ireland in the context of an important but largely overlooked study completed by Egan and Hegarty over two decades ago (1984). No official review has been published since.     

Semiotics and lived-spaces: Merleau-Ponty's concept of freedom as a potential goal for community transformation

In Maurice Merleau-Ponty's (1945 Merleau-Ponty, M. (1945/1962). Phenomenology of perception (2nd ed.). New York, NY: Routledge. [Google Scholar]) Phenomenology of Perception, there is a short chapter at the end of the book dedicated to the concept of freedom. Although brief, and often ignored, this chapter arguably presents the central crux of the thesis Merleau-Ponty works to constitute throughout a majority of the text: namely, that any sort of free action is only truly possible should one recognize, in his or her local circumstances, the reasons and conditions necessary for freedom to be considered at all. This current article takes up this concept of freedom, as well as others such as intercorporeity and the lived-body, as imperative points of consideration for both psychologists and child and youth workers who are interested in transforming communities on a local scale. Some examples of recent empirical research on community intervention are discussed in relation to the aforementioned concepts, with an emphasis on the importance of place and embodiment.     

The Transition from Student to Practitioner in Children and Youth Care

The transition from child and youth care student to child and youth care professional can be an anxiety producing experience. The purpose of this chapter is to identify the challenges regularly encountered by beginning practitioners in order to provide a frame of reference for entry into this type of work. Anticipating and preparing for these events may facilitate an easier transition into the world of work. This chapter addresses the following areas: finding work, readiness to practice, defining the child care role, supervision, agency structures and suggestions for the beginning practitioner.     

Chapter 2. From Risk to At-Risk

Abstract

The American economist, Frank Knight (1921), introduced risk as far back as the early 1920s with his analysis of profit legitimisation. In the profession of law, by the latter part of the 19th century risk had entered into mainstream social law in Europe (Ewald, 1991). Risk discourse seems to have regained popularity since the 1970s. Despite the voluminous work published since then with over three thousand books and articles by the end of the 1990s (Renn, 1998) there is no consensus regarding the risk construct itself, as it is approached from so many differing perspectives and disciplines. Many researchers tended, when writing about risk and children and youth, to focus on single variables such as intense interparental conflict that exacerbates maladjustment in children. This has now changed since the introduction of population health child and youth care perspectives. We are now far more interested in co-occurring adversities and the total, or whole, environment of a child. This chapter explores how and why a child or youth might be considered at risk exploring educational environments, the world of insurance, the natural world, medical discourse, and the world of the individual.     

13: Professionalizing Child and Youth Care

This chapter proposes that in order to professionalize child and youth care, we must begin with criteria accepted for professional recognition and develop into a unique profession based upon our own well-founded criteria. This chapter presents a brief historical perspective of professions, an assessment of the current situation, and a delineation of tasks essential to professionalize child and youth care.     

论劳动者安全健康权益的保障

保证生命安全是人的最基本需求。“安全发展”体现了科学发展观“以人为本”的本质特征。目前我国安全生产形势十分严峻,伤亡事故频发、职业危害严重,劳动者安全健康合法权益受到侵害。只有实现安全发展,劳动者的生命安全得到切实保障,社会才能和谐稳定,经济才能持续发展。因此,构建社会主义和谐社会,必须从保障劳动者安全健康切身利益这一现实问题入手。     

The call of the wise baby in Chaplin's The kid

In this study we seek to understand the gendered dynamics of bearing witness, remembering, and mourning in contemporary Israeli society by examining the performative practices of one protest movement, Women in Black (WiB). Our focus is on the Haifa chapter of the movement, whose vigils we observed over a seven-year period. After a brief overview of the literature regarding national remembering and commemoration in Israel, the formation of WiB and its place in Israeli political life and discourse, we move to our analysis of the vigil. We argue that by analyzing WiB's vigil as a performance, we are able to complicate the discussion concerning women, performance and remembrance in general and in Israel in particular. We find that through their performance WiB disrupts the current “economy of memory” in Israel; by remembering and performing that which many would like to remain forgotten – the occupation which followed the 1967 War and its consequences – it engages in a project of “transformative remembering,” which disturbs its audience's equanimity and forces it to review its past.     

Not-Knowing Gives Way to Knowing

One of the few truly reassuring features of not-knowing among youth workers is the realization that not-knowing cannot last forever. Eventually, some feature of the situation shifts, and youth workers move back into the capacity for action. This chapter describes the last of five themes associated with youth workers' experiences of not knowing what to do: Not-knowing gives way to knowing. In addition to presenting the dominant theme, this chapter discusses the three variations on it, as described by youth worker participants: (a) The rousing power of someone else, (b) I have to respond, because no one else will, and (c) The power of winging it.     

Classwork and homework in early adolescence: The ecology of achievement

Recent studies have questioned whether the nation's educational system is adequately preparing children to function productively in today's society. To examine this issue, the present study utilized the Experience Sampling Method to investigate the amount of time young adolescents spent doing classwork and homework, their inner subjective experience while doing so, and their companions while doing homework. The relationship between these variables and students' academic performance was also examined. Results revealed that students spent only 15.5 hours per week engaged in school work and only 6 hours per week doing homework, with increased homework time associated with better academic achievement. In addition, students were found to complete homework primarily alone or in classes, although doing homework with their parents was associated with better academic performance. Lastly, students' affect was found to be relatively neutral when doing classwork, but comparatively more negative while doing homework, particularly when doing homework alone. The implications of these findings for understanding the socializing influence of school are discussed.This research was supported by NIMH grant number MH38324, Stress in Daily Life During Early Adolescence, awarded to Reed Larson. This paper was prepared while the first author was a Schmitt Dissertation Fellow at Loyola University of Chicago.Received her Ph.D. from Loyola University of Chicago, Current Research interest are familial and intrapsychic influences on adolescents' academic performance.Current Research interests are pubertal development, precursors of eating disorders, and the effect of maternal employment on young adolescents.     

进城务工人员在二元劳动力市场中的地位与工会的维权思路

在我国社会双重转型时期,劳动力资源配置方面呈现两大特征:一是农村人口城镇化速度加快;二是在城镇形成二元劳动力市场。大量进城务工人员滞留在下层的“次属劳动力市场”,成为“新型工资劳动者”,其合法权益不断受到严重侵犯。其后果是,在全社会劳动力职业结构趋于高级化的同时,城镇底层劳动力群体扩张并构成“沉淀”的劳动力供给群。为促进建立和谐、稳定的劳动关系,工会要站在促进城乡整体协调发展、维护职工长远利益的高度积极推动政府加快配套改革,稳步有序地消除进城务工人员融入城镇、公平就业竞争的制度性制约因素。     

active women and ideal refugees: dissecting gender,identity and discourse in the Sahrawi refugee camps

Since the Moroccan invasion in 1975, official reports on visits to Sahrawi refugee camps by international aid agencies and faith-based groups consistently reflect an overwhelming impression of gender equality in Sahrawi society. As a result, the space of the Sahrawi refugee camps in Algeria and, by external association, Sahrawi society and Western Sahara as a nation-in-exile is constructed as ‘ideal’ (Fiddian-Qasmiyeh, 2010, p. 67). I suggest that the ‘feminist nationalism’ of the Sahrawi nation-in-exile is one that is employed strategically by internal representatives of the Popular Front for the Liberation of Saguia el-Hamra and Río de Oro (POLISARIO), the Sahrawi Arab Democratic Republic (SADR) and the National Union of Sahrawi Women (NUSW), and by external actors from international aid agencies and also the colonial Moroccan state. The international attention paid to the active role of certain women in Sahrawi refugee camps makes ‘Other’ Sahrawi invisible, such as children, young women, mothers, men, people of lower socio-economic statuses, (‘liberated’) slave classes and refugees who are not of Sahrawi background. According to Elena Fiddian-Qasmiyeh (ibid.), it also creates a discourse of ‘good’, ‘ideal’ refugees who are reluctant to complain, in contrast to ‘Other refugees’. This feminisation allows the international community not to take the Sahrawi call for independence seriously and reproduces the myth of Sahrawi refugees as naturally non-violent (read feminine) and therefore ‘ideal’. The myth of non-violence accompanied by claims of Sahrawi secularity is also used to distance Western Sahara from ‘African’, ‘Arab’ and ‘Islamic’, to reaffirm racialised and gendered discourses that associate Islam with terrorism and situate both in the Arab/Muslim East. These binaries make invisible the violence that Sahrawis experience as a result of the gendered constructions of both internal and external actors, and silence voices of dissent and frustration with the more than forty years of waiting to return home.     

The Impact of Birth Order on Intergenerational Transmission of Attitudes from Parents to Adolescent Sons: The Israeli Case

This study deals with birth order and its impact on intergenerational transmission of parental attitudes to adolescent sons in Israeli society. The sample included 294 participants (including 98 mothers, 98 fathers, and 98 sons). The attitudes chosen were key issues of concern in Israeli society: gender role attitudes, ethnic stereotypes, and attitudes toward immigrants from the former USSR (disposition toward contact and empathy toward immigrants). The findings indicate that birth order impacts on intergenerational transmission of attitudes from parents to adolescents, although the nature of this impact is different for mothers and fathers. The correlation between fathers' attitudes and those of their sons were strongest for the firstborn, and decreased according to birth order. The reverse trend was found for mothers. In addition, firstborns expressed greater willingness to approach immigrants than did middle and younger children. Regarding gender role attitudes and ethnic stereotypes, no impact was found for birth order. Compared with other family members, mothers expressed the most liberal gender role attitudes, and children expressed the least stereotyped attitudes toward ethnic groups, especially compared with their fathers.