The digital lives of children and young people

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Researching the lives of disabled children and young people

Researching the lives of disabled children and young people

Editorial – Researching the Lives of Disabled Children and Young People Why a Special Issue of Children & Society dedicated to disabled children and young people? The simple answer to that question is ‘because disabled children are children first and foremost’. The vast majority of disabled children and young people in the western world live at home with their families, most attending mainstream schools, and disabled children and young people worldwide have rights to inclusion and equal treatment enshrined in national legislation and international conventions. Yet they often remain left out – from generic children’s research, from policy-making about children’s services and, in their everyday lives, from inclusion in friendship groups and social and sporting activities. Having a Special Issue focusing on disabled children and young people within a generic children’s journal, rather than a disability- specific publication, provides an important opportunity to highlight that their needs, preferences, priorities and aspirations are in many ways the same as those of any other young people, albeit many disabled children will need additional support to achieve their goals. This issue therefore aims to increase awareness of disabled children and young people’s views and experiences and of a range of ways to seek their opinions. It aims to present cutting edge research about disabled children and young people, explore relevant theoretical frameworks and examine current issues and debates at policy level. We hope that in the future many more ‘mainstream’
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Safer children in a digital world : a summary for children and young people

Safer children in a digital world : a summary for children and young people

I Although children and young people are really confident using technology they don’t always know how to judge what information they can trust and what they can’t. You know more about technology than some adults, but at different ages and stages of your development you may not always be able to understand and deal with risks – this is because our brains are still developing throughout childhood.

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Mapping the role of ‘transnational family habitus’ in the lives of young people and children

Mapping the role of ‘transnational family habitus’ in the lives of young people and children

Our research looks at migrant children and young people as members of wider family networks that go beyond the nuclear ones privileged by much family research and thus expand our understanding of transnational youth experiences beyond the prevailing focus on the effects of parent–child separations (Mazzucato and Schans 2011). The real and symbolic transnational engagements are pervasive taken-for- granted aspects of family life. They might vary in intensity from family to family and from time to time, but they remain latent and can be activated or reactivated at various times. Rather than measuring the frequency of such engagements we believe that a more fruitful approach centres on exploring how young people frame their collective relationships in ways that may or may not transcend national borders and the effects that a transnational family habitus might have on their experiences. Contrary to popular perceptions, having a transnational family habitus and being integrated into the receiving society is not a zero-sum game. What we offer in this article is a framework that seeks to depathologize this family experience, seeing it as a potential asset, while at the same time highlighting the stratifying consequences such experience might have for different groups of youths.
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Mapping the role of ‘transnational family habitus’ in the lives of young people and children

Mapping the role of ‘transnational family habitus’ in the lives of young people and children

The young people regarded Family visiting as an important aspect of a transnational family habitus. For Italian young people, especially, it is the main way of ‘doing family’ and keeping strong family ties and the young people derive a positive social value and strong sense of identity from doing these visits Due to the geographical proximity between Italy and UK, Italian young participants noted that they often visited family members in Italy at least three times a year, sometimes more, and have done so throughout their life. They are often spending their entire summer vacations sometimes with their parents and, when they worked, under the care of their grandparents in Italy. The young people saw these family visitsas part of multi- directional and intergenerational caregiving. In addition to the family visits to Italy, the the children and young people were directly involved in other types of care-activities including telephoning or skyping family relatives in Italy, exchanging small gifts with family members, hosting younger kin-members in the UK when they visited from Italy and also attending regular family celebrations with kin in Italy such as birthdays, Christenings etc meals. They generally viewed this type of care-giving as positive, taken for granted and important aspect of their transnational family habitus. Strong family values centred on the maintenance of emotional ties across the generations were fostered during these visits. Interestingly, the issue of free movement within the EU is now under threat as a result of Brexit vote in the UK potentially challenging these practices.
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Children and young people

Children and young people

Do all this using simple and direct language — as outlined above in 5.5.5.1. • 5.5.6 Cross-examination 132 Cross-examination is generally seen by children and young people as the hardest part of the court process. Children and young people find it very difficult to have their motives misconstrued and to be accused of lying. While it is important that a child’s or young person’s evidence is properly tested, it is also important that over-zealous cross-examination does not intimidate the witness into keeping silent, lead them to contradict their response or produce emotional disorganisation and distress. Research has consistently shown that many of the strategies used by lawyers to cross examine children are stress-inducing, developmentally inappropriate, suggestive and evidentially unsafe.
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A scoping review to establish the relationship of community to the lives of looked after children and young people

A scoping review to establish the relationship of community to the lives of looked after children and young people

Few would disagree that an ecological approach to children‟s lives has great potential to enable life chances (43, 44, 47, 98, 105, 117) . The multi-faceted interaction between individual development and context which underpins an ecological perspective is enshrined in statutory guidance for those working with children and families (32) . Notwithstanding the apparent consensus which surrounds the value of an holistic approach to enhancing children‟s lives, much of the research literature about LACYP focuses on „the care experience‟ itself. Strikingly little centrality is given to factors beyond the family, the immediate services being experienced and their overall effects, or their potential for enhancement. In terms of the daily lives of young people who are looked after by local authorities, the roles of context and culture – and thereby community – receive little emphasis.
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Childhood Development Initiative (CDI) Submission to Public Consultation on Improving the Lives of Children and Young People

Childhood Development Initiative (CDI) Submission to Public Consultation on Improving the Lives of Children and Young People

• Through the CDI Healthy Schools programme there was a focus on greater interagency working, which resulted in improved referral mechanisms and communication between schools and agencies; • The CDI How Are Our Families report (2011) demonstrates that where there are affordable and accessible activities available that there is a high level of engagement in out of school activities in Tallaght West. For example, in the household survey parents reported 52% of children were involved in after school activities, the most frequently reported categories being music, dance and drama 30% and sports 26%; 35% of young people aged 12 to 17 years often or always attended an after schools club.
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Poverty, Attainment and Wellbeing : Making a Difference to the Lives of Children and Young People : Final Project Report

Poverty, Attainment and Wellbeing : Making a Difference to the Lives of Children and Young People : Final Project Report

raising awareness of the impact of trauma and ameliorating its impact in children and young people’s lives was not in dispute but what was in dispute was the means of achieving this end. Professor Jane Callaghan provided a strong critique of the ACEs agenda raising concerns about the tendency to individualise and to not take account of the social-cultural and political context which shapes the experience of communities, families and children and which may be a critical factor in the production of ACEs. The general call for poverty to be considered as an ACE was strongly rejected by Dr Morag Treanor on the basis that poverty should be considered as a structural issue which requires a political solution. It may be summed up in the contribution of Sarah Ogdon, former headteacher at Pinkie Primary School, E Lothian, ‘When a flower doesn’t bloom you fix the environment, NOT the flower.’
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Depression in Children and Young People

Depression in Children and Young People

6.2.9.1 Psychological therapies in general The evidence regarding the effectiveness of psychological therapies shows that a number of therapies are effective at treatment endpoint (see below for details), but no psychological therapies have been shown to maintain a significant superiority to non-active control treatments at 1-year (or more) follow-up. The overall conclusion seems to be that while a range of therapies produce gain during treatment which is reasonably well maintained at follow-up, where a minimal treatment comparison group is included, this group tends to catch up over the following several months. An accelerated resolution of depression (by say 6 to 12 months compared with a control group) is a very important achievement for the emotional, social and cognitive life of a child or adolescent. Thus, finding that minimally treated children catch up over time does not mean at all that treatment was not effective. Nevertheless, a significant proportion of children and young people do remain depressed at the end of treatment, or are highly at risk of later relapse, even where group results are encouraging. There is some evidence that treatments that have specifically planned booster or follow-up sessions may be effective in maintaining treatment gains, but there clearly needs to be continuing research on the treatment of ‘resistant’ depression. These findings also argue for maintaining a range of treatments to help those who do not respond to first and even second-line treatments. Thus, for example, an unpublished study (TROWELL) found that a very high proportion of moderately to severely depressed young people offered one of two relatively intensive and long-term treatments (family therapy or individual child psychotherapy) improved and stayed well. This study obviously needs to be replicated to establish for which children or young people longer-term treatment may be needed.
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Sonia Livingstone and Ellen Helsper Gradations in digital inclusion: children, young people and the digital divide

Sonia Livingstone and Ellen Helsper Gradations in digital inclusion: children, young people and the digital divide

---Insert Table 5 about here --- In other words, children from lower SES homes who have home internet access use it just as much as those from higher SES homes: it seems that providing home internet access in low SES households helps to close the gap in use, potentially reducing disadvantage. The same cannot be said for age and gender differences, and so an alternative approach must be taken to reducing differences in use, if such is the policy objective. A 1997 survey of UK children and young people’s computer use showed, similarly, that age and gender differences, but not SES differences, persists in amount of use once home access was equalised (Livingstone, 2002). It appears that, although children from different backgrounds make equivalent use of the internet if they have equivalent access, existing inequalities in access have important consequences:
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“She’s a legend” : the role of significant adults in the lives of children and young people in contact with the criminal justice system

“She’s a legend” : the role of significant adults in the lives of children and young people in contact with the criminal justice system

4. Promoting Young People’s Participation and Self-determination as Key Principles through the work of Key Agencies The children and young people interviewed for this research said that it was very important to them to be able to make informed choices about their relationships with significant adults and in turn to be able to determine or strongly influence the choices made about their futures. Part of the reason why they engaged positively with these particular adults, was that they respected young people’s sense of autonomy, offering them choices about what issues they would focus on or which activities they would take part in. Even within the statutory framework, where court orders applied and choice was more limited, workers believed it was important to give young people a sense of control over their own lives, again by allowing them to choose activities or by affording some lenience for young people who slipped up regarding supervision requirements. By encouraging children and young people to play a role in decision-making about their own lives, adults were acting within the spirit of Article 12 of the UNCRC. Clearly, this was balanced with the need to respect Article 3, the Best Interests principle. Sometimes, in their own interests children and young people needed clear direction, or protection from harm, but the young people interviewed in this study, by and large, understood and respected this.
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Poverty, Attainment and Wellbeing : Making a Difference to the Lives of Children and Young People : Research Brief : Schools Focus

Poverty, Attainment and Wellbeing : Making a Difference to the Lives of Children and Young People : Research Brief : Schools Focus

Positive and supportive relationships with, and between, peers, teachers and families are key to feelings of school-belongingness during primary- secondary transitions [22]. Poverty and mental health feature prominently in the concerns of children and young people across the country. Poverty is dispersed across communities. We need to recognise the impact of rural poverty and the experience of children growing up in poverty in affluent areas [23]. There is a need to invest in age-appropriate and timely support in a suitable geographical location for children and young people with acute mental illness and to improve access to CAMHS [24] . However, the key priority for most children and young people is universal services in schools and the community to support wellbeing. Having conversations with children and young people around mental health can reduce the stigma associated with mental illness.
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Living it : children, young people, justice

Living it : children, young people, justice

Child and Adolescent Mental Health services are provided under the NHS. However, unlike other paediatric health services, families are forced to wait without advice or support while their child’s health breaks down before them. Many of the families we work with experience challenging behaviour from their children including aggression and violence. It comes as no surprise that such high numbers of children and young people who offend have underlying, diagnosable mental health conditions. The Scottish Government has pledged that by December 2014, CAMHS waiting times will be 18 weeks or less, but, as a consequence of lack of resourcing and prioritisation of such services, along with an acute shortage of educational psychologists and child and adolescent psychiatrists and increased demand, this is not even close to being achieved by some health boards. Areas like Ayrshire and Arran and Tayside fall short of the current 26 week target by 32% and 29%
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Work with Children and Young People in Islington

Work with Children and Young People in Islington

Do you have a childcare/young people-related vacancy in Islington? Would you like to advertise this vacancy in the FIS's 'Work with Children and Young People in Islington' jobs bulletin for free? If so, please email your vacancy to: fis@islington.gov.uk or alternatively ring the FIS on 020 7527 5959. In order to ensure that the jobs list is sent out promptly each fortnight, all adverts will need to be submitted by the Thursday prior to distribution (though of course late advertisements will be added to the following jobs list). We ask that your advert includes: a description of your setting/organisation; qualifications and experience required; a description of the job responsibilities; closing date; interview date if known; working hours and rate of pay along with how to apply for the vacancy.
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Building a Strategy for Children and Young People

Building a Strategy for Children and Young People

Drugs 2.31 One of the key aims of the Government’s ten-year anti-drugs strategy Tackling Drugs to Build a Better Britain 23 is to help people resist drug misuse in order to achieve their full potential.This includes a target of reducing the number of young people under the age of 25 reporting the use of Class A drugs and to reduce the proportion of young people using the drugs that cause the most harm – heroin and cocaine – by 25% by 2005, and by 50% by 2008. In 1997 we allocated £63m for spending on drug education and prevention services for young people.These include targeted prevention programmes through Health Action Zones and the Healthy Schools Programme. In addition the Confiscated Assets Fund has been used to set up 24 Positive Futures projects, specifically using sport to divert young people from drug misuse and anti- social behaviour. We have now allocated a further £152m over three years on education, prevention and treatment services which will contribute towards implementing a fully-integrated approach to drugs services to incorporate these services within existing children’s services.This war against drugs will never be won by the Government alone but can be won neighbourhood by neighbourhood across the country, so further resources will be announced to support a new anti-drugs campaign, involving prominent figures from the world of business and sport to mobilise communities against drugs.
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Looked-after children and young people

Looked-after children and young people

suggests that this is even more important for disabled looked-after children and young people who generally have a strong wish to access services alongside their able-bodied peers. Evidence statement C3.8 Early interventions that focus on preventing adverse behaviours such as offending behaviour, substance misuse, smoking, obesity, and bullying are key to improving children and young people's health and wellbeing in the future. Evidence suggests that activities and interventions that positively promote health and wellbeing – such as diet, exercise, emotional health and forming friendships, are the most engaging and successful. Such interventions are delivered to varying degrees in schools and universal settings with all children, but often, looked-after children and young people miss out on sessions or do not benefit from the consistent approach to these issues from a school, due to their frequent moves during care or the periods of school absence they experienced prior to coming into the care system.
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Psychosis and schizophrenia in children and young people

Psychosis and schizophrenia in children and young people

Person-centred care This guideline offers best practice advice on the care of children and young people with psychosis or schizophrenia. Service users and healthcare professionals have rights and responsibilities as set out in the NHS Constitution for England – all NICE guidance is written to reflect these. Treatment and care should take into account individual needs and preferences. Service users should have the opportunity to make informed decisions about their care and treatment, in partnership with their healthcare professionals. If someone does not have the capacity to make decisions, healthcare professionals should follow the Department of Health's advice on consent and the code of practice that accompanies the Mental Capacity Act and the supplementary code of practice on deprivation of liberty safeguards. In Wales, healthcare professionals should follow advice on consent from the Welsh Government.
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Children and young people tool kit

Children and young people tool kit

Health care staff should not prohibit children and young people making appointments and seeing a doctor without an accompanying adult. Although there are circumstances in which it is reasonable for doctors to want a parent present – because, for example, the child has a serious condition and needs help in complying with a treatment regime – a rule prohibiting young patients attending alone could lead to a complaint against the doctor and is also not good practice. Establishing a trusting relationship between the patient and doctor at this stage will do more to promote health than if doctors refuse to see young patients without involving parents. Both ethically and contractually, GPs, for example, are required to provide
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Children, young people and coeliac disease

Children, young people and coeliac disease

78 | P a g e was their parent. I am also a part time youth worker and therefore have contact with young people often. I think this helped me in carrying out my analysis, as I had current interactions with children and young people at work which helped to contextualise some of the issues people were describing. I do not have CD but do have close friends who have food intolerances. One friend in particular was hospitalised for a substantial amount of time before she was diagnosed, and I witnessed her anger and confusion at being unwell. I felt helpless watching my friend suffer, but at the same time tried to engage in practical tasks to reduce the visibility of her illness. I would be naïve to think that these were not in my mind during both data collection and analysis. At the start of this project I didn’t know I was actually intolerant to both cow’s milk and yeast, and toward the end of the project I had to omit these from my diet. I was shocked, frustrated and then felt resigned to living without these things in my diet. Consequently I went through transcripts again to see whether, as a result of this, I would have picked out any different ideas (whether phenomenological or interpretative in nature); I didn’t, but I felt a stronger connection to the data and a greater desire to do justice to it. I’m particularly interested in motivation for certain behaviours and this relates in this study to adherence to the GFD, and during the study I began to question my own assumptions about the ease of maintaining a specific diet when others around you were not.
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Cycling and Children and Young People A review

Cycling and Children and Young People A review

The arguments for public policy to engage in promoting non-school cycle travel by children and young people are not as strong as for the school trip, for all the reasons considered above. But they are still strong. Many journeys are made to friends, out-of-school activities and leisure destinations. Given this – and also the amount of recreational cycling by children and young people in parks and open spaces, in woodlands, on cycleways and elsewhere – the invisibility of these trips compared to the school run is a missed opportunity. While non- school trips may have less potential to reduce peak-hour congestion, they are just as significant as school trips in promoting healthy physical activity. They may be even more significant than the school run as a first step in taking up cycling as a travel mode. The issue of cycling in parks and open spaces may be worthy of further examination. These public spaces offer children the chance to learn to cycle and to develop their skills in a traffic-free setting. But there is also potential for conflict between cyclists and other user groups. In many parks this has led to bans or severe restrictions on cycling, limiting their potential as a safe venue for child cycling. Sport-related cycling may be another area worth giving focused policy attention to, given the growing popularity of off-road cycling and other forms of competition.
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