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Descriptors:
Adolescents; Ideology; Qualitative Research; Masculinity; Gender Issues; Adolescent Attitudes; Adolescent Development; Psychological Characteristics; Social Structure; Social Theories; Educational Environment; Institutional Characteristics; Youth Opportunities; Youth Problems; Change Strategies; Social Psychology; Social Influences

Abstract:
This study stems from a yearlong qualitative inquiry examining the influence that gender ideologies exercised in the lives of four young men in the high school setting. Utilizing a feminist, post-structuralist perspective (Davies, 1997, 1989; Connell, 1996, 1997, 1989; Martino, 1995), it analyzes how masculinity constructs itself through discursive practices. The study involves four adolescent boys, Michael, Peter, Aiden and Jack, all friends and classmates in a small, Midwestern high school comprised mainly of working class and farming families. This study examines each boy's idiosyncratic positioning within dominant discourses of masculinity, specifically questioning its ability to shape, influence and possibly constrain posture and performance in the classroom setting. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Risk; Internet; Sexual Abuse; School Psychologists; Family Role; Counselor Role; Parent Responsibility; Counseling Services; Mass Media Effects; Mass Media Use; Influence of Technology; Youth Problems; Counseling Techniques; Caseworker Approach; Parenting Skills; Information Policy; Access to Information

Abstract:
As use of the Internet becomes more prevalent in society and daily living, there has been increased attention to the risks, especially threats that young people may face. One of these risks is online sexual solicitation, in which an individual contacts a minor over the Internet, generally with the intent of making face-to-face sexual contact. Today, with social networking sites and other ways for people to communicate, there is much greater access to youth. This access, in addition to reports of actual solicitations, has created a need for information regarding how to prevent threatening interactions and protect young people from the dangers of the Internet. The literature on the topic of online sexual solicitation or online victimization will often include issues related to creation, collection, and distribution of child pornography or even extend to general harassment or cyberbullying. The former is particularly significant to the topic of online sexual solicitation, as it is technically sexual abuse of a child facilitated by the Internet and because it has been proposed that pornography and child pornography may be used in solicitation, which will be discussed presently. However, this article will focus on those who solicit minors for sex via the Internet in an attempt to make face-to-face sexual contact. The article offers both technological and psychoeducational measures that parents should consider, as well as steps that school psychologists can take in addressing the issue. (Contains 6 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Schools; Private Financial Support; Fund Raising; Disadvantaged; Homeless People; Youth Problems; Community Action; Community Coordination; Group Dynamics; Social Services

Abstract:
Twenty-one students were homeless. One student had asked a cafeteria worker on a Friday afternoon for leftover food to take home for the weekend. Those were among the facts that high school English teacher Ann Haugland heard at a professional development event in her Boone, Iowa, Community School District. "I couldn't sleep that night," Haugland said. The next morning, she presented her superintendent with a plan of a one-day fundraiser for needy students in the district. The superintendent gave permission, but said the fundraising had to be separate from the school's own foundation. Haugland quickly found three other teachers--Rhonda Getschman, Jane Dupuis, and Georgiann Hagen--who were willing to help organize a fundraiser the following month. They asked departments in the schools to donate gift baskets to be auctioned. They also ran a coffee shop and bake sale, serving coffee and hot cider in mugs that people could keep. They raised $15,000. Rather than make this a one-time, feel-good event, the teachers saw the potential for doing more. So, they started their own philanthropy. This article describes how this group of teachers leads a community to band together to provide for the urgent needs of its least fortunate students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sexuality; Literacy Education; Media Literacy; Ethnography; Popular Culture; Student Experience; Educational Practices; Critical Literacy; Self Esteem; Critical Theory; Controversial Issues (Course Content); Youth Problems; Classroom Environment; Classroom Techniques; Observation; Interviews; Teacher Student Relationship; Sex Education; Peer Teaching

Abstract:
To date, literacy educators receive little instruction and, indeed, little research exists on facilitating critical discussions about sexuality in classrooms. Addressing these issues with students, however, grows increasingly urgent, particularly in light of critical media literacy efforts and progressive literacy pedagogies that incorporate students' identities and life experiences into the classroom. Given the pervasive nature of sexuality in popular culture and in adolescent lives, such efforts are far less likely to be effective if educators ignore or repress this significant area of student experience. Addressing sexuality, however, is important not only because the current trend to ignore it is "impeding" current critical literacy efforts, but also because sexuality is "itself" an important site for students' critical literacy development. In this article, I draw from my 9-month ethnographic study of a community-based educational program to offer an initial look at what classroom languages and practices for critical discussions of sexuality might look like. At the same time, I illustrate how these critical examinations of sexuality were frequently undermined by competing discourses of self-esteem. Ultimately, I identify implications for educators in public school classrooms, taking into account their differing constraints. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dropout Characteristics; Dropout Rate; Publish or Perish Issue; Family Influence; Family (Sociological Unit); Family Characteristics; Youth Opportunities; Youth Problems; Foreign Countries; Investment; Economic Impact; Family Financial Resources; Occupational Mobility; Economic Development; Immigration; Enrollment Rate; Separation Anxiety; Gender Differences; Financial Support; Employment Opportunities; Data Analysis; Statistical Data; Social Indicators

Abstract:
We analyze school attrition among youth in Kanchanaburi province, Thailand. We find that family investments in schooling are shaped by both household and local community contexts. There is an enrollment advantage for girls across different households and communities. We find that youth whose mothers have migrated and youth in immigrant households are at greater risk of leaving school. Attrition is negatively associated with household educational and economic resources. The local labor market, especially the supply of professional and managerial work, positively affects family investment in children's education. For girls, but not boys, the odds of leaving school are lower in communities dominated by manufacturing and services occupations, which disproportionately employ young women. Our findings highlight the obstacles to achieving universal secondary schooling completion in societies characterized both by entrenched inequalities as well as new inequalities brought about by uneven development, feminization of labor, migration, and other processes related to globalization. (Contains 6 footnotes, 3 tables, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vignettes; Praxis; Critical Theory; Activism; Educational Practices; Child Care; Youth Opportunities; Youth Problems; Context Effect; Inquiry; Caring; Indigenous Knowledge; Politics of Education; Educational Theories; Educational Philosophy; Educational Research; Theory Practice Relationship

Abstract:
Like many others seeking to make room for alternative voices in the narrow canon of CYC theory and practice, our work is steeped in theoretical and activist perspectives on colonialism, neoliberalism, normativity, social power, and social change. This critical, multidisciplinary lens is too often cast outside the realm of authentic CYC. In this article, we share our simultaneous struggles with and passion for our work and the CYC field and consider what can be gained from a critical ethic of practice, research, and activism. Our transtheoretical framework, drawn from Indigenous, postcolonial, queer, feminist, and poststructural perspectives, helps us unpack how coming together critically, hopefully, productively enables us to trouble exclusionary notions of CYC. We present vignettes from our practice and research that explicitly challenge the assumption that critical practice is somehow less effective and less responsive to the realities of the diverse children, youth, families, and communities with whom we work. (Contains 4 figures and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Community Relationship; Graduate Students; Child Care; Youth Opportunities; Youth Problems; Context Effect; Professional Identity; Praxis; Values; Critical Theory; Educational Philosophy; Educational Theories; Educational Practices; Theory Practice Relationship

Abstract:
The intent of this article is to follow deconstruction as a way to think about the questions that are currently being asked in Child and Youth Care (CYC). As a graduate student in the School of Child and Youth Care at the University of Victoria (SCYC), I am challenged to think my position and identity in terms of my location within, or on the borders of, a CYC community. In this article I bring together deconstruction and contemporary issues in CYC to propose a way forward in terms of conceptualizing CYC identities. The first part of this follows deconstructive thinking through an analysis of CYC as a context and the practice of "contextualizing" in CYC. The second movement of the article weaves in the notions of community, community identities, tradition(s) and relationships to demonstrate how linguistic representations may limit our possibilities for theory and practice. I end by proposing hospitality (Derrida, 2000) as a way to negotiate the borders of CYC and open toward a "Child and Youth Care To-Come." This article is specifically engaged with the conversations sparked at the Child and Youth Care in Action III Conference and the subsequent special issue of the "International Journal of Child Youth and Family Studies," 3(2-3). I situate this critical analysis within the current conversations of my local CYC community and explore how deconstruction can help to open our community to its own future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Needs; Needs Assessment; Disadvantaged; Foster Care; Interviews; Foreign Countries; Phenomenology; Predictor Variables; Holistic Approach; Transitional Programs; Health Conditions; Change Strategies; Intervention; Disadvantaged Youth; Youth Opportunities; Youth Problems; Youth Programs; Barriers; Participant Characteristics; Semi Structured Interviews; Health Behavior

Abstract:
Care-leavers are considered amongst the most vulnerable and disadvantaged group of young people with worse health outcomes than their peers. However, there is limited evidence to suggest how this can be improved, particularly from the perspective of the young people themselves. The aim of this study was to explore the health priorities of young people leaving care. Nine young people were interviewed (aged 16-21 years) from two local authorities in England using an interpretive phenomenological approach. Participants experienced variable planning arrangements for the transition from care and a limited focus on emotional and psychological preparation. Some participants reported deterioration in health after leaving care and others referred to difficulties with motivation, self-esteem and loneliness. The findings highlighted a polarisation between dependence and independence when leaving care and demonstrated the "structural disadvantage" experienced with no family safety net or extended support. The study showed the need for a more holistic and flexible approach to the transition out of care and considered the adoption of a resilience framework for transition planning. Current priorities for further research and the need to evaluate strategies and interventions to improve the health and resilience of young people leaving care were highlighted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Caring; Young Adults; Youth Problems; Adults; Altruism; Adolescent Development; Well Being; Social Responsibility

Abstract:
As caring adults in the lives of youth, many people are privileged to witness young people discover an aspect of themselves that gives them joy and energy, and propels them toward exploration and expression. When this aspect of their lives--their "spark"--is connected to people and places that encourage it, people also witness something amazing. People see the emerging self in a nurturing context where a young person has the opportunity and courage to choose a healthy path--in essence, to thrive. In this article, the author calls for moving beyond a preoccupation with what is wrong with today's youth to build the relationships and environments where all young people can thrive and flourish. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Trauma; Cognitive Restructuring; Behavior Modification; Coping; Youth Problems; Safety; Trust (Psychology); Allied Health Personnel; Statistical Data; Outcomes of Treatment; Counseling Techniques

Abstract:
Objectives: Many youth develop complex trauma, which includes regulation problems in the domains of affect, attachment, behavior, biology, cognition, and perception. Therapists often request strategies for using evidence-based treatments (EBTs) for this population. This article describes practical strategies for applying Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for youth with complex trauma. Methods: TF-CBT treatment phases are described and modifications of timing, proportionality and application are described for youth with complex trauma. Practical applications include (a) dedicating proportionally more of the model to the TF-CBT coping skills phase; (b) implementing the TF-CBT Safety component early and often as needed throughout treatment; (c) titrating gradual exposure more slowly as needed by individual youth; (d) incorporating unifying trauma themes throughout treatment; and (e) when indicated, extending the TF-CBT treatment consolidation and closure phase to include traumatic grief components and to generalize ongoing safety and trust. Results: Recent data from youth with complex trauma support the use of the above TF-CBT strategies to successfully treat these youth. Conclusion: The above practical strategies can be incorporated into TF-CBT to effectively treat youth with complex trauma. Practice implications: Practical strategies include providing a longer coping skills phase which incorporates safety and appropriate gradual exposure; including relevant unifying themes; and allowing for an adequate treatment closure phase to enhance ongoing trust and safety. Through these strategies therapists can successfully apply TF-CBT for youth with complex trauma. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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