Children & Society最新文献

{"title":"RETRACTED: Behavioural Activation and Inhibition Systems of Fathers, Child Abuse and Childhood Psychopathology: The Mediating Role of Demographics","authors":"Mojtaba Rahimian Bougar,&nbsp;Sayede Hajar Mirahmadi Babaheydari,&nbsp;Siamak Khodarahimi,&nbsp;Nasrollah Mazraeh,&nbsp;Marzieh Sadeghi","doi":"10.1111/chso.12929","DOIUrl":"https://doi.org/10.1111/chso.12929","url":null,"abstract":"<div>\u0000 \u0000 <p>This study aimed to investigate the direct and indirect influences of fathers' behavioural activation/inhibition systems (BAS/BIS) on the abuse and psychopathology of their children about the mediating role of father and child demographics using a structural equation modelling (SEM) in maltreated children. The participants of this study were 384 abused children and their fathers who were selected by a random sampling method within a cross-sectional study. A demographic questionnaire, the Behavioral Activation/Inhibition Systems scale (BAS/BIS), the Childhood Trauma Questionnaire-Short Form (CTQ-SF) and the Achenbach System of Empirically Based Assessment-Teacher's Report Form (ASEBA-TRF) were used for data collection. The fathers' BAS/BIS with the mediating role of father and child demographics altogether explained 54% of variations in the physical, sexual, emotional and neglect dimensions of child abuse, whereas fathers' BAS/BIS with the mediating role of father and child demographics explained 88.1% of variations in all subscales of psychopathology in maltreated children. This conceptual model shows the direct and indirect effects of fathers' BAS/BIS on child abuse and childhood psychopathology with the mediating role of demographic variables.</p>\u0000 </div>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 5","pages":"e1-e8"},"PeriodicalIF":1.6,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144815162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children and young people's access to food, education, play and leisure in times of crisis: An international, integrative review of policy responses, impacts and adaptations during the COVID-19 pandemic","authors":"Lauren Andres,&nbsp;Paul Moawad,&nbsp;Peter Kraftl,&nbsp;Stuart Denoon Stevens,&nbsp;Lochner Marais,&nbsp;Abraham Matamanda,&nbsp;Luciana Bizzotto,&nbsp;Leandro Giatti","doi":"10.1111/chso.12924","DOIUrl":"https://doi.org/10.1111/chso.12924","url":null,"abstract":"<p>The COVID-19 pandemic led to an unprecedented global moment when the core needs of children and young people (rights for education, food, play and leisure) were not adequately addressed, recognised from a policy perspective and to varying extents, ignored. This paper, by bringing scholarship and grey literature together, provides an integrative, international, comprehensive review and analysis of how the pandemic affected children's core needs (and rights) simultaneously. It also reviews and compares adaptations—often local, informal and/or community-led—that attempted to respond to the shortcomings and negative impacts of more formal policy measures, including lockdowns themselves. By doing so, it engages with the question of resilience and calls for children and young people's needs and voices to be heard in the future, particularly considering future forms of crisis-preparedness that can better account for children and young people's needs.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 2","pages":"495-511"},"PeriodicalIF":1.4,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12924","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optimal development for the children of prisoners? How children with a parent in prison are supported and why it matters","authors":"Jane Payler,&nbsp;Victoria Cooper,&nbsp;Stephanie Bennett","doi":"10.1111/chso.12925","DOIUrl":"https://doi.org/10.1111/chso.12925","url":null,"abstract":"<p>This article examines the need and types of support for children with a parent in prison, the measures in place to know who they are and the consequences of associated policies for their development. These are discussed within a cultural-historical child development framework and, within that, questions are raised about optimal development and children's rights. The article is grounded in a mixed-methods study of a support service for children of prisoners in Worcestershire. Parental imprisonment can impact negatively on societal, institutional and personal aspects of children's development. However, when children are supported through family-centred, relationship-focused, strengths-based services, they can engage more fully in the institutions and social situations of their daily lives.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 2","pages":"512-531"},"PeriodicalIF":1.4,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children's perspectives of learning through play in the majority world: Findings from Bangladesh, Colombia and Uganda","authors":"Nikhit D'Sa,&nbsp;Sue Robson,&nbsp;Angela Pyle,&nbsp;Jennifer M. Zosh,&nbsp;Kazi Ferdous Pavel,&nbsp;Carolina Maldonado-Carreno,&nbsp;Eduardo Escallon Largacha,&nbsp;Martin Ariapa,&nbsp;Mauro Giacomazzi,&nbsp;Rachel Hatch,&nbsp;Carina Omoeva","doi":"10.1111/chso.12922","DOIUrl":"https://doi.org/10.1111/chso.12922","url":null,"abstract":"<p>As efforts to use learning through play (LtP) expand globally, it is important to explore how children's perspectives impact the efficacy and experience of this pedagogical approach. LtP has been conceptualized as a spectrum from free play to guided play to teacher-directed play. This spectrum describes different ways in which play happens—with varying levels of adult support—and acknowledges that children's agency is characterized by choice and the ability to direct, participate in, and/or initiate play. Previous research has primarily focused on adult perceptions of LtP for preschool children in high-resource contexts. We present the perspectives on LtP of children (3–12 years) in Bangladesh, Colombia and Uganda. We photographed learning activities in community centres and schools that incorporated play-based practices. In group discussions, we used these photographs to elicit children's perspectives on the difference between play and learning in the classroom, the factors that influence their construction of play and learning, and the role that teachers play in these activities. Conceptualizations across the three research sites and ages were similar: Children associated learning with play if the activity was fun and social; distinctions between play and learning were defined by content, modality, materials and location; and teachers were seen as involved in play under limited conditions. We discuss the implications of our findings for the implementation of LtP in majority-world contexts. By moving teachers from a primarily teacher-directed approach to more guided-play approaches, we are not only asking teachers to give up some control but are also asking children to think about adults in fundamentally different ways. This research highlights that we may need to couple professional development for teachers with approaches that support children to change their perceptions of agency and choice in the classroom.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 2","pages":"457-475"},"PeriodicalIF":1.4,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Depression in children: Impact of the father companionship and peer relationship","authors":"Xing Feng,&nbsp;Ding Ding,&nbsp;Di Lu","doi":"10.1111/chso.12923","DOIUrl":"https://doi.org/10.1111/chso.12923","url":null,"abstract":"<p>Reasons for the increased incidence of depression in Chinese children remain poorly understood. Therefore, this study explored the influence of paternal companionship and peer relationships on depression in children based on OLS method using data reported by 2498 children from China (children Mage 10.7; 52.1% girls). We found that both variables could alleviate depression among children, but the effect of peer relationships was significantly greater than that of paternal companionship. This conclusion remains robust after considering gender, age and family structure. Heterogeneity studies have found that paternal companionship significantly impact boys, while peer relationships significantly impact girls. Mechanism analysis demonstrated that both factors can indirectly alleviate depression in children by regulating anxiety. Our research results emphasize the importance of increasing paternal companionship and peer relationships to alleviate depression in children.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 2","pages":"476-494"},"PeriodicalIF":1.4,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial intelligence for children: UNICEF's policy guidance and beyond","authors":"Suyu Liu,&nbsp;Wenjun Ding","doi":"10.1111/chso.12915","DOIUrl":"https://doi.org/10.1111/chso.12915","url":null,"abstract":"<p>This policy review introduces the Policy Guidance on Artificial Intelligence (AI) for Children, produced by the United Nations Children's Fund (UNICEF). This Policy Guidance is the first international-level output to boost the development of child-centred AI and relevant policies. A main contribution of this Policy Guidance is that it outlines the foundations, requirements and specific recommendations for developing child-centred AI and surrounding policies. The shortcomings of this Policy Guidance are also introduced, especially the insufficient gender responsiveness and age sensitivity, plus relatively low representation of the developing world. Possible suggestions for future updates of the Policy Guidance and improving policies on child-centred AI are provided in this review, such as the inclusion of a broader age range of children during the consultation process. The coexistence of contributions and limitations of this Policy Guidance reflects the situation of development of child-centred AI and relevant policies, which is currently immature but promising.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 1","pages":"374-382"},"PeriodicalIF":1.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142862178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking concepts of special educational needs and disability in the primary classroom","authors":"Paula Hamilton,&nbsp;Sarah Matthews","doi":"10.1111/chso.12918","DOIUrl":"https://doi.org/10.1111/chso.12918","url":null,"abstract":"<p>This paper examines the outcomes of a disability awareness programme aimed at rethinking concepts of special educational needs and disability (SEND) with children aged 8–9 years old. Designed specifically for this research study, the work was undertaken in a mainstream primary classroom in England. Although research has been undertaken in this area, it is limited and often focused on children's friendships. Drawing upon a disability studies in education lens, the study contributes to the literature through its use of interactive methods to elicit and deconstruct children's thinking. The findings suggest that many children continue to hold deficit perceptions about SEND, rooted in medical model perspectives. However, carefully designed programmes which enable children to consider first-person experiences, and encourage the deconstruction of ableist discourses, can promote more flexible understanding and progressive attitudes towards SEND in childhood.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 2","pages":"383-401"},"PeriodicalIF":1.4,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12918","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond infantilization and adultification: The binary representations of child migrants in the United States and how they harm young migrants","authors":"Daysi Ximena Diaz-Strong,&nbsp;Ivόn Padilla-Rodríguez,&nbsp;Stephanie Torres","doi":"10.1111/chso.12919","DOIUrl":"https://doi.org/10.1111/chso.12919","url":null,"abstract":"<p>The arrival of migrant children at the US–Mexico border has prompted vigorous debates about how to handle their admission and manage their access to resources. Portrayals of child migrants often draw on dominant conventional notions of childhood, creating binary representations that simultaneously infantilize and adultify them. This binary representation either strips children of their agency or criminalizes their actions and denies them protection. This paper exposes the inadequacies of the infantilization and adultification binary to represent and understand the experiences of child migrants, particularly youth who immigrate as teenagers, through a transdisciplinary approach. Integrating original historical analysis via archival research with contemporary social scientific analysis from qualitative research, this paper examines the longstanding binary representations of migrant children and their harmful impacts. The historical analysis shows that infantilization and adultification have defined the US response to child migrants since the mid-1960s. Making connections to the present, through the stories of two unaccompanied teenage arrivals, we show how the binary is experienced and how Deferred Action for Childhood Arrivals (DACA) reflects and reinforces the binary. The paper also highlights how young people, who do not fit neatly into the binary, come to subjectively feel adult, elucidating the need for an alternative narrative that embraces child migrants' agency and advocates for support and protection for all youth.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 2","pages":"423-439"},"PeriodicalIF":1.4,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12919","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medicalisation, development and adult power: Exploring the contributions of the medical system to child disenfranchisement in theory and society","authors":"Luke Alford","doi":"10.1111/chso.12917","DOIUrl":"https://doi.org/10.1111/chso.12917","url":null,"abstract":"<p>The marginalisation of children globally is frequently justified by appeal to medical, developmental science. While childhood has increasingly become recognised as a social construct, this research has focused largely on education and legal structures, leaving this medicalisation unexamined. This essay closes that gap by examining the medicalisation of childhood and the contribution of the medical system to adult power. These are approached in separate sections. The first portion of this essay addresses the theoretical and rhetorical manner in which children are medicalised, using Piaget's theories as examples of a trend to over-state the universality of childhood deficiencies and assume adult competences. Latour's work on the scientific black-box is combined with Halliday's assessment of scientific language to examine how these theories are transformed from specific psychological findings, into assumed objective truths, carrying disenfranchising assumptions about children into public discourse. The essay's second part examines the practical role of the medical system in mobilising adultist discourses and disempowering children, through the operation of scientific management. This is built up from discussions of childbirth and adolescence to wider issues of medical power as it permeates educational, legislative and media spaces through Samuel's concept of biocertification. Finally, these two parts meet in highlighting the role of medicalisation in maintaining the hegemony of adult power through its veil of objectivity and expansive reach. I contend anthropological works referenced throughout the essay show that medicalised narratives of childhood are insufficient but culturally contingent and thus open to revision.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 2","pages":"402-422"},"PeriodicalIF":1.4,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Rutting stags’ and ‘sly foxes’: Gender positioning boys and girls through social, emotional and behavioural work on the school playground","authors":"Peter Wood","doi":"10.1111/chso.12920","DOIUrl":"https://doi.org/10.1111/chso.12920","url":null,"abstract":"<p>In recent years, there has been an increased focus on the development of children's social, emotional and behavioural skills in schools, via a swathe of classroom-based schemes and more general, relational and emotional approaches to pedagogy. With a now established but growing evidence base focusing upon the outcomes of such social, emotional and behavioural work for schools and children, calls have been made for research that makes a gender critical analysis of such work. This article is grounded in a conceptual framework that positions gender as socially constructed and performative and draws on qualitative data gathered in a series of focus group and individual interviews with primary school practitioners. The findings demonstrate how gender binary beliefs influence perceptions of the behaviours displayed by boys and girls in play-based situations as well as the social, emotional and behavioural work carried out by staff in response. The implications of these findings, in terms of the positioning of, and responses to the social, emotional and behavioural difficulties presented by boys and girls on the schoolyard are discussed and suggestions for future practice are made.</p>","PeriodicalId":47660,"journal":{"name":"Children & Society","volume":"39 2","pages":"440-456"},"PeriodicalIF":1.4,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143404815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}