دانلود کتاب Handbook of Children’s Risk, Vulnerability and Quality of Life: Global Perspectives

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Contents 1: Handbook of Children´s Risk, Vulnerability and Quality of Life: An Introduction 1.1 The Focus of the Volume 1.2 The Structure of the Volume 1.2.1 Part 1: Concepts of Security, Vulnerability and Quality of Life 1.2.2 Part 2: Children´s Perspectives of Violence and Safety 1.2.3 Part 3: Peer Relationships for Children´s Feelings of Safety and Quality of Life 1.2.4 Part 4: The Quality of Life of Children in Vulnerable Contexts 1.2.5 Part 5: Interventions and Practice Part I: Concepts of Security, Vulnerability and Quality of Life 2: Adversity and Child Well-Being: Exploring Recent Research from Different Fields 2.1 Introduction 2.2 Methodology 2.3 Adversity in Childhood Across Time and Fields 2.3.1 Global Trends in Numbers and Research Fields 2.3.2 Approaches Across Fields 2.3.2.1 Health Sciences 2.3.2.2 Psychology 2.3.2.3 Other Social Sciences 2.3.2.4 Natural and Life Sciences 2.3.2.5 Multidisciplinary 2.3.2.6 Economics 2.3.2.7 Other Sciences 2.3.2.8 Global Overview 2.4 Conclusions and Discussion 2.5 Final Remarks References 3: The Value of Transnational, Qualitative Comparative Research on Children´s Vulnerability: Methodological and Epistemologica... 3.1 Introduction 3.2 Understanding Theories of Vulnerability 3.2.1 The Increasing Interest in Vulnerability in Childhood Research 3.2.2 Ontological Versus Contextual Vulnerabilities 3.2.3 Are Children and Childhood Especially Vulnerable? 3.3 The Value of Qualitative Research on Children´s Vulnerability: The CUWB Methodology 3.4 An Example: Education as Developing Capacities and Creating Vulnerabilities 3.5 Vulnerability and Relational Dependency/Autonomy 3.6 Conclusion References 4: Ideological Constructions of Childhood: Considerations for Children´s Subjective Well-Being 4.1 Introduction 4.1.1 From the Social to the Ideological: The Search for Meaning 4.2 Method 4.2.1 Design 4.2.2 Participants 4.2.3 Data Collection Procedure 4.2.4 Analysis 4.3 Findings 4.3.1 Personal Safety 4.3.2 Social Context 4.3.3 Socio-psychological 4.3.4 Summary of Discourse Analysis 4.3.5 On meaning and Ideology: The Emerging Meanings of Childhood 4.3.5.1 Childhood as a Contested-Consensual Space 4.3.5.2 Intrapersonal Level 4.3.5.3 Interpersonal Level 4.3.5.4 Societal Level 4.3.6 Negotiating a Synthesis: Ideologically Configured Meanings of Childhood 4.3.7 Towards an Ideologically Configured Constructionism 4.4 Concluding Remarks References Part II: Children´s Perspectives of Violence and Safety 5: Well-Being and Safety in Children from Buenos Aires, Argentina 5.1 Introduction 5.1.1 Children´s Well-Being 5.1.2 The Relationship Between Well-Being and Safety 5.1.3 The Situation of Children and Safety in Argentina 5.2 Method 5.2.1 Participants 5.2.2 Instrument 5.2.3 Measures 5.2.3.1 Measures of Subjective Well-Being (SWB) Overall Life Satisfaction (OLS) A Modified Student Life Satisfaction Scale (SLSS) 5.2.3.2 Measures of Safety 5.2.4 Procedure 5.3 Results 5.4 Discussion 5.5 Conclusion References 6: Children´s Perspectives on Safety: The Case of Greece 6.1 Introduction 6.2 Literature Review 6.2.1 Safety and Wellbeing in Young Children: Recent Research Findings 6.2.2 Safety in Maslow´s Theory 6.3 The Study and Methodology 6.4 Findings 6.4.1 Safety and Different Contexts 6.4.2 How Do Support, Respect, Participation Relate to Children´s Sense of Safety At Home and at School? 6.4.3 Predictors of Children´s Sense of `Overall´ Safety 6.5 Discussion 6.6 Conclusions References 7: Negotiating Safe Spaces: Children´s Discursive Constructions of Safety and Vulnerability in a Context of Violence 7.1 Children´s Safety in South Africa 7.1.1 Empirical Research on Children´s Subjective Perspectives of Safety in South Africa 7.1.2 Child Vulnerability 7.1.3 Aim of the Study 7.2 Method 7.2.1 Research Design 7.2.2 Research Context 7.2.3 Participants 7.2.4 Data Collection 7.2.5 Data Analysis 7.2.6 Procedure and Ethics 7.3 Findings 7.3.1 Children´s Safety and Vulnerability 7.3.2 Normative Views on Childhood 7.3.3 Influence of Safety on Children´s Subjective Well-Being 7.4 Discussion 7.5 Conclusion and Recommendations: Considerations for Programmes and Social Policy References 8: About the Fear of ``the Other´´: Contributions to Reflecting on Children´s Opinions of Safety from a Political Standpoint 8.1 Introduction 8.2 A Brief About the Context of the Research 8.3 Theoretical Background: An Overview 8.3.1 From Infancy to Childhood 8.3.2 The Concept of Well-Being in the Term Quality of Life 8.3.3 The Concept of Security 8.3.3.1 Security Provided by the State and Its Institutions 8.3.3.2 The Problem of Security as an Aspect of Risk 8.3.3.3 Security in the Urban Area 8.4 Methodology 8.5 Analysis and Interpretation of the Data Collected 8.5.1 Insecurity and Fear in the Children´s Discourses 8.5.2 Otherness as the Base of Insecurity in the City: The Problem of ``the Other´´ 8.5.3 Insecurity and Politics in Cities: Children´s Place 8.6 Conclusion References 9: A Child Standpoint on Issues of Safety in Public Places in Diverse Urban Localities in Eastern Australia 9.1 Introduction 9.2 Children´s Safety in Public Places 9.3 Developing a Child Standpoint on Safe and Supportive Communities 9.3.1 A Child-Centred Methodology 9.3.2 Selecting Communities for the Research 9.4 Towards a Child Standpoint on Communities, Safety, and Social Relationships 9.5 Safety in the Context of Global Pandemic 9.6 Concluding Comments References Part III: Peer Relationships for Children's Feelings of Safety and Quality of Life 10: Influence of Vulnerability on Subjective Well-Being and Self-Perceived Safety Among Bangladeshi Children 10.1 Introduction 10.2 Children´s Life in Bangladesh 10.3 Methodology 10.3.1 Study Area and Sampling 10.3.2 Sample Size 10.3.3 Data Collection Instrument 10.3.4 Ethics 10.3.5 Data Analysis 10.3.6 Measures 10.3.6.1 Independent Variables Control Variables Age Gender Family Structure Religious Majority Region Focal Independent Variables in This Study Economic Vulnerability Vulnerability in Peer-Group 10.3.6.2 Dependent Variables Subjective Well-Being Scale Self-Perceived Safety 10.4 Results 10.4.1 Socio-demographic Characteristics of Children in the Study 10.4.2 Bivariate Analysis 10.4.2.1 Influence of Socio-demographic Factors and Vulnerability on Self-Perceived Safety 10.4.2.2 Influence of Socio-demographic Factors and Vulnerability on Subjective Well-Being 10.4.2.3 Association Between Self-Perceived Safety and Subjective Well-Being 10.4.3 Multivariate Analysis 10.4.3.1 Influence of Vulnerability on Self-perceived Safety 10.4.3.2 Influence of Vulnerability on Subjective Well-Being 10.5 Discussion 10.5.1 Economic Vulnerability and Children´s Self-Perceived Safety 10.5.2 Peer-Group Vulnerability and Children´s Self-Perceived Safety 10.5.3 Economic Vulnerability and Children´s Subjective Well-Being 10.5.4 Peer-Group Vulnerability and Children´s Subjective Well-Being 10.6 Conclusion References 11: Offline and Online Peer Violence: Significance for Child Well-Being in Southeast Europe 11.1 Introduction 11.2 Offline and Online Peer Violence and Their Effects on Child Well-Being 11.3 Offline Peer Violence and Children Well-Being in Southeast Europe 11.3.1 Peer Violence and Child Well-Being in the Southeast Europe: Available Indicators 11.4 Well-Being of Children in the Online Environment: Experiences of Southeast Europe 11.5 Prevalence of Cyberbullying in Southeast Europe 11.6 Conclusion References 12: Understanding Bullying Cases in Indonesia 12.1 Introduction 12.2 The Indonesian Context 12.3 Theoretical Background 12.4 School Bullying 12.5 Sibling Bullying 12.6 Bullying in Indonesia from a Gender Perspective 12.7 Predictors of Bullying in Indonesia 12.8 Government´s Concern with Bullying 12.9 Intervention to Prevent Bullying Cases 12.10 Discussion and Conclusions References 13: Cyberbullying as a New Form of Aggression: A Theoretical Review and Implications for Adolescent Well-Being 13.1 Introduction 13.2 Bullying and Cyberbullying 13.3 Theoretical Models 13.4 Cyberbullying and Adolescent Well-Being 13.5 Cyberbullying and Mental Health 13.6 Intervention Guidelines 13.7 Conclusion References 14: What Stops a Good Life for Children? An Exploration of Bullying, Poverty and Gender 14.1 Introduction 14.1.1 Impact of Bullying 14.1.2 Predictors of Bullying 14.1.3 Definitions 14.1.3.1 Bullying 14.1.3.2 Quality of Life 14.1.3.3 Risk and Vulnerability 14.1.4 The UK Context 14.2 Data and Methods 14.2.1 The Qualitative Analysis 14.2.2 The Quantitative Analysis 14.2.3 Hypotheses 14.2.4 Measures 14.2.4.1 Subjective Well-being 14.2.4.2 Bullying 14.2.4.3 Socioeconomic Circumstances 14.2.4.4 Relationships with Family and Friends 14.3 Results 14.3.1 The Qualitative Analysis 14.3.1.1 Types of Bullying 14.3.1.2 Impact of Bullying 14.3.1.3 Gender 14.3.1.4 Age 14.3.1.5 The Transition to Secondary School 14.3.1.6 Poverty 14.3.1.7 Anger 14.3.1.8 Violent Neighbourhoods 14.3.1.9 Appearance 14.3.1.10 Friends and Social Competence 14.3.1.11 Family Relationships 14.3.1.12 Summary 14.3.2 The Quantitative Analysis 14.3.2.1 Bullying 14.3.2.2 Socioeconomic Circumstances 14.3.2.3 Children´s Characteristics 14.3.2.4 Family Characteristics 14.3.2.5 Socioeconomic Circumstances 14.3.2.6 Children´s Characteristics 14.3.2.7 Family Characteristics 14.3.2.8 Socioeconomic Circumstances 14.3.2.9 Interactions 14.3.2.10 Structural Equation Modelling 14.4 Discussion 14.5 Conclusion References 15: Victimization by Peers and Subjective Well-being of Romanian School Children 15.1 Introduction 15.1.1 Victimisation: Definition and Types 15.1.2 Correlates of Victimisation 15.1.3 Effects of Bullying and Victimisation in Schools 15.1.4 Victimization by Peers and Well-being of Romanian School Children 15.2 Research Methodology 15.2.1 The Survey and the Sample 15.2.2 Measures 15.3 Results 15.3.1 Levels of Victimization 15.3.1.1 Physical Victimization 15.3.1.2 Verbal Victimization 15.3.1.3 Relational Victimization 15.3.2 Profile of Victimized Child 15.3.3 A Summary of Predictors of Victimization 15.3.3.1 Physical: Gender (Boys), Age (8 Vs 10 and 12), Rural Schools, Material Deprivation 15.3.3.2 Verbal: Age (12 Vs 8), Rural Schools, Material Deprivation 15.3.3.3 Relational: Age (8 Vs 10 and 12), Rural Schools, Material Deprivation 15.3.4 A Synthesis of the Profile of Victimized School Child 15.3.5 Correlations Between Types of Victimization 15.3.6 Victimization and Subjective Well-being 15.4 Conclusions References Part IV: The Quality of Life of Children in Vulnerable Contexts 16: The Wellbeing of Children in the Vulnerable Context of Seasonal Migrant Workers in Turkey 16.1 Introduction 16.2 The Context 16.3 Method 16.4 Findings 16.4.1 Context of Vulnerability: Living and Working Conditions in the Field 16.4.2 Material Wellbeing and Children at Risk 16.4.3 Living Conditions and Health 16.4.4 Education and Child Labour 16.5 Discussion References 17: How Do Working Children Feel about Their Lives? And Why It Matters That We Know 17.1 Background 17.2 The Challenges of Measuring Physical and Psychological Risks 17.3 The Research Methodology 17.4 Results and Their Implications 17.4.1 Working Children Vis-à-Vis Their Peers 17.4.2 The Effect of Education 17.4.3 The Effects of Gender, Age, and Local Culture 17.5 Discussion References 18: The Children of Palestine: Struggle and Survival Under Occupation 18.1 Introduction 18.2 A Brief History of Palestine 18.3 Current Conditions in Palestine 18.4 Approach and Data Resources 18.5 Findings 18.5.1 Economy 18.5.2 Justice and Injustice 18.5.3 Education 18.5.4 Health 18.5.5 Mental Health 18.6 Recommendations 18.7 Conclusions References 19: Understanding Relations between Access to Healthcare, Social Capital, and Health-Related Well-Being of Street-Involved Chi... 19.1 Introduction 19.2 Access to Healthcare, Social Capital, and Health of Street Children: Conceptual Perspective and Literature Review 19.3 Methods 19.3.1 Research Design 19.3.2 Data Collection and Sampling 19.3.3 Measures 19.3.4 Data Analyses 19.4 Results 19.5 Discussion 19.6 Conclusion References 20: The Well-being and Inclusion of Children from Africa and the Middle East Living in Malta 20.1 Background 20.2 Methodology 20.2.1 Sample 20.2.1.1 Migrant Children 20.2.1.2 Maltese Children 20.2.2 Instruments 20.2.2.1 Strengths and Difficulties Questionnaire (SDQ, Goodman, 1997) 20.2.2.2 Child and Youth Resilience Measure (Child and Youth versions) (CYRM-28, RRC, 2009) 20.2.2.3 Subjective Well-being Questionnaire (Primary and Secondary Versions) (Rees and Main, 2015). 20.2.2.4 Educational Engagement Questionnaire 20.2.2.5 Access to Services Questionnaire 20.2.2.6 Child Health Questionnaire 20.2.2.7 Mutual Intercultural Relations in Plural Societies, Adapted from the Intercultural Relations Questionnaire used in th... 20.2.3 Data Analysis 20.3 Findings 20.3.1 Language 20.3.2 Socio-economic Level and Accommodation 20.3.3 Educational Engagement and Inclusion 20.3.4 Physical Health 20.3.5 Use of Services 20.3.6 Mental Health and Resilience 20.3.7 Attitudes of Native Maltese Children Towards Children from a Migrant Background 20.4 Discussion and Recommendations 20.4.1 Healthier Physical and Social Spaces for Diverse, Intercultural Communities 20.4.2 More Accessible, Sensitive and Inclusive Services 20.4.3 A More Inclusive and Multilingual Educational System 20.4.4 Removing Spaces to Come Together 20.5 Conclusion References 21: Understanding Factors Challenging Children´s Well-Being in Algeria: A Research Synthesis 21.1 Introduction 21.2 Objectives and Approach 21.3 The Algerian Context: Children´s Rights and Opportunities 21.4 Material Well-Being 21.5 Family Well-Being 21.5.1 Well-being Survey Results 21.6 Friends and Peers 21.7 School Well-Being 21.8 Local Area 21.9 Some Other Life Aspects 21.10 Overall Well-Being 21.11 Discussion and Recommendations References Part V: Interventions and Practice 22: Programs to Promote Children´s Wellbeing: From Data to Practice 22.1 Introduction 22.2 Theoretical Background 22.3 Development: Programs Review 22.3.1 The e-Couch Anxiety and Worry Program (www.ecouch.anu.edu.au) (Calear et al., 2016) 22.3.2 b (``Dot Be´´) Mindfulness in Schools Curriculum (Johnson et al., 2016, 2017) 22.3.3 Maytiv Positive Psychology School Program (Shoshani et al., 2016) 22.3.4 Strong Minds (Burckhardt et al., 2016) 22.3.5 Learning to BREATHE (Bluth et al., 2017) 22.3.6 Holyoake´s DRUMBEAT (Martin and Wood, 2017) 22.3.7 Online Intervention on Emotions (Smith et al., 2018) 22.3.8 Mindfulness Meditation (Kang et al., 2018) 22.3.9 Promoting Alternative Thinking Strategies (PATHS) Curriculum (Panayiotou et al., 2019) 22.3.10 BePART-Be Positive, Ambitious, Resilient and Thoughtful (Putwain et al., 2019) 22.3.11 Intervention Based on the Core Reflection Approach (Ruit et al., 2019) 22.3.12 Gratitude Intervention (Bono et al., 2020) 22.3.13 Living Mindfully Programme, UK (Amundsen et al., 2020) 22.4 Discussion and Conclusion References 23: Exploring After-School Activities by Socio-Demographic Characteristics and Subjective Well-Being 23.1 Introduction 23.1.1 Time Use and Subjective Well-Being 23.1.2 The Current Study 23.1.3 Research on Albanian Children After-School Time 23.1.4 Aims of the Research 23.2 Methods 23.2.1 Participants and Procedure 23.2.2 Measures 23.2.2.1 Socio-Demographic Variables 23.2.2.2 Child Centered Material Deprivation Scale 23.2.2.3 After-School Time 23.2.2.4 Children´s Satisfaction with Time Use 23.2.2.5 Children Subjective Well-Being 23.2.3 Analysis 23.3 Results 23.3.1 Time Use by Different Groups of Children 23.3.1.1 Age 23.3.1.2 Gender 23.3.1.3 Residence 23.3.1.4 Ethnicity 23.3.1.5 Material Deprivation 23.3.2 Multiple Hierarchical Regressions to Predict Children Subjective Well-Being 23.4 Discussion 23.4.1 Age and Gender 23.4.2 Residence 23.4.3 Material Deprivation and Ethnicity 23.4.4 Time Use and Subjective Well Being 23.5 Conclusions and Future Research References 24: Children´s Standpoint on Vulnerability: Implications for Social Work Practice with Children and Young People 24.1 Introduction 24.2 Methodology and Method 24.2.1 Children´s Understandings of Well-Being (CUWB) Study 24.2.2 Children´s Standpoint on Well-Being Study 24.3 Vulnerability and Children´s Well-Being 24.3.1 Rule Safety 24.3.2 Metaphorical Safety 24.4 Self-Determination and Children´s Well-Being 24.4.1 Self-Determination and Practical Care 24.4.2 Self-Determination and Abstract Care 24.5 Discussion 24.6 Conclusion References 25: Family Foundations: Improving our Understanding of What Neglect in Adolescence Means, the Harm it Causes and how to Respond 25.1 Introduction 25.2 Context: What Is Known about Adolescent Neglect 25.2.1 The Scale of Adolescent Neglect 25.2.2 Impacts of Adolescent Neglect 25.2.2.1 Physical Health 25.2.2.2 Mental Health and Subjective Well-being 25.2.2.3 Cognition / Education 25.2.2.4 Externalising Behaviours and `Delinquency´ 25.2.3 Links Between Different Outcomes of Neglect and Longer Term Impact 25.3 Why Little Is Known about the Impacts of Adolescent Neglect 25.4 Conceptualisation and Definition: What Is `Adolescent Neglect´? 25.4.1 Neglect in Child Protection Practice 25.4.2 Neglect in Research on Child Maltreatment 25.5 Normative Features of Adolescent Development and Experience and how they Affect the Role of Parents: A Further Challenge ... 25.5.1 Adolescent Development-Transformation and Transition 25.5.2 Risk in Adolescence 25.5.3 Vulnerability in Adolescence 25.5.4 Risk, Vulnerability and the Parenting of Adolescents 25.6 Parental Care and Support during Adolescence 25.6.1 Neglect as a `Parenting Style´ 25.6.2 The Part Played by Young People in how they Are Parented-Or its Effects 25.7 How Adolescents Define Neglect 25.8 How Should we Understand Adolescent Neglect? 25.9 How Can we Respond to Adolescent Neglect? Suggestions for Research, Policy and Practice 25.10 Conclusion References 26: Specificities of the Subjective Quality of Life of Children Involved with the Child Welfare System 26.1 Introduction 26.2 Protection, Participation and Well-being of Children: A Collective Responsibility 26.3 Sources and Methodology of Data Collection 26.4 The Experiences of Placement and Separation: The Children´s Viewpoint 26.5 The Well-being of Children in Care 26.6 The Role of Attachment in the Well-being of Children in Care 26.7 Links Between Well-being and the Placement of Protected Children 26.8 Conclusion 26.9 Implications for Future Practice References 27: A Quality of Life Perspective on Vulnerability: The Case of Young People in Flemish Youth Care 27.1 Introduction 27.2 Youth Care in Flanders 27.3 From Risk-Management Towards Enhancing Quality of Life 27.4 Vulnerability and Youth Care: Overcoming the Decontextualized Narrative 27.4.1 Addressing the Structural Context of Everyday Life 27.4.2 Starting from the Lived Experiences of Young People 27.5 The Precarious Position of Youngsters in Vulnerable Situations during COVID-19 27.6 A Shift from Labels to Contextualized Layers of Vulnerability 27.7 Conclusion References