Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Children and youth’s participation.
Dissertationen zum Thema „Children and youth’s participation“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Dissertationen für die Forschung zum Thema "Children and youth’s participation" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Dissertationen für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Nors, Emma. „Children and youth participation in urban planning - Are we there yet? : Exploring the involvement of children and youth in urban planning in the cities of Stockholm and Gothenburg“. Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45984.
Der volle Inhalt der QuelleAnnotation:
Children and youth’s involvement in participatory urban planning processes is a phenomenon that is given increased attention by planning actors and stakeholders, as well as it is gaining space in research regarding environmental- and social sustainability. This thesis research examines how children and youth’s participation is defined, and implemented, in the two major Swedish cities of Stockholm and Gothenburg. The main challenges, and current possibilities, for planning professionals in the two cities are explored. Drawing on qualitative interviews with experienced planning professionals, and relevant documents, I analyze current issues with defining and implementing children and youth’s participation in the practice of urban planning. Discerning participation from consultation, or simply asking about children and youth’s opinions, is surrounded by some confusion. This occurs in the phase of defining and implementing children and youth’s participation, in both theory and practice. There are also factors in the formal institutional context which pose challenges to implementation, since time frames, budgets, and resources to develop knowledge and competence are limited. Other challenges planners face relates to ways in which they can use the information collected when engaging children and youth, and how to provide feedback to participants as a part of daily practice. Participatory planning projects allow for learning to take place, inclusive of planners, children and youth. Children and youth contribute with new perspectives and insight about their surroundings, which are important to include in urban planning. Participatory processes enable them to develop skills of becoming community builders and democratic citizens.
2
Eriksson, Lilly. „Participation and disability : a study of participation in school for children and youth with disabilities /“. Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-831-2/.
Der volle Inhalt der Quelle
3
MacLeod, Iain M. „Youth participation and the Scottish Parliament : accessibility and participation for children and young people“. Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/508.
Der volle Inhalt der QuelleAnnotation:
The Scottish Parliament which (re)convened in 1999 was designed to engender a new style of political practice. This ‘new politics’ was intended to address perceived failures within the ‘Westminster approach’ to policy‐making and the ‘democratic deficit’ believed to have emerged during the 1980s in Scotland. Key to achieving this were four principles around which the Parliament’s operations were designed: power‐sharing; accountability; accessibility and participation; and equal opportunities. Citing accessibility and participation as the ‘cornerstone’ of their work, the Parliament’s institutional architects (the Consultative Steering Group) argued that devolution should deliver a participatory democracy, with proactive efforts to be made by the Parliament to involve groups traditionally excluded from the policy process. Due to the increasing prominence in recent years of discourse relating to young people’s disillusionment with organised politics and the CSG’s recommendation that every effort should be made to include them in the new Parliament’s work, this research examines the degree to which greater accessibility to and participation in the Parliament’s work has been delivered for children and young people during the Parliament’s first two terms (1999‐2007). Findings are based upon a mixed‐methodological case‐study approach, involving an audit of the Parliament's activity and qualitative input from MSPs, Parliament staff, representatives of youth charities / organisations / advocacy groups, and young people themselves. The thesis argues that progress has been more pronounced in relation to accessibility than participation for younger people. The neoinstitutionalist theoretical framework suggests that insufficient rule specification in relation to the value of public participation and younger people has resulted in the emergence of hybridised logics of appropriate behaviour, particularly among parliamentarians. The result is the persistence of attitudes and practices which appear to reinforce aspects of Westminster practice and an adultist approach to young people’s role in politics. Drawing upon recent developments in neoinstitutionalist theories of reliable reproduction, institutional breakdown and gradual change, the thesis examines the institutional logic behind the failure to consolidate the Parliament’s founding vision.
4
Kingston, Theresa R. „A place in the circle, youth participation in the ministry for children and families“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0001/MQ41834.pdf.
Der volle Inhalt der Quelle
5
Klocker, Natascha Biological Earth & Environmental Sciences Faculty of Science UNSW. „A participatory, action-oriented and youth-led investigation into child domestic work in Iringa, Tanzania“. Publisher:University of New South Wales. Biological, Earth & Environmental Sciences, 2008. http://handle.unsw.edu.au/1959.4/40975.
Der volle Inhalt der QuelleAnnotation:
This thesis has two distinct yet interrelated parts. In the first instance, it investigates child domestic work in Iringa ? a small town in the Southern Highlands of Tanzania. Second, it examines the participatory action research methodology that was adopted as part of that investigation. Data were collected by a team of researchers that included children and young people who had themselves been domestic workers. A questionnaire, interviews and focus group discussions were conducted with local leaders, employers of child domestic workers and (both current and former) child domestic workers themselves. An agenda for change - that aimed towards the redistribution of power within domestic working arrangements - was developed on the basis of those data and presented to local government authorities in Iringa. This research makes a number of contributions to understandings of both child domestic work and participatory action research methodologies. First, the thesis contends that child domestic work is a complex activity which (despite its frequently exploitative and abusive character) should not be identified as a purely harmful force in the lives of young employees. The multiplicity of ways in which that occupation is experienced can only be uncovered through the incorporation of a range of stakeholders? perspectives. Second, this research found that notions of ?family? were discursively linked to child domestic working arrangements in Iringa. This has inhibited recognition of child domestic work as ?real work?, and contributed to the exploitation of these young employees. This thesis contends that increased formalisation and regulation of child domestic work would offer an opportunity to reconstruct child domestic workers as ?employees? and thereby improve their circumstances. This research has also challenged prevalent notions of children?s incompetence and shown that young people with minimal formal education can (and should) participate as co-researchers in academic endeavours investigating their lives. However, it has also found that young people?s competencies and interests vary, and that notions of appropriate participatory processes have often failed to take such diversity into account. This thesis contends that more participatory forms of evaluation may allow greater flexibility (and relevance) to be fostered when assessing the ?success? of participatory processes. Academics need to be alert to the alienating effects that (unwittingly) ?judgemental? and (unrealistically) ?perfect? accounts of participatory and action-oriented research processes can have on young scholars.
6
Farthing, Rys. „What should child poverty policy look like? : disjunctures between what young people, policymakers and academics think“. Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:5ce46498-772a-416a-9e0f-2eca3d4d3585.
Der volle Inhalt der QuelleAnnotation:
This research uses a novel policy writing method to explore young people’s subjective understandings of the problems of poverty. Working with five groups of young people, aged 11 – 21, from some of the most financially deprived areas of England, it sought to draw out and explore their “policy imaginary”, or the way they viewed the problems of poverty through a lens of ideal policy responses. It unpacks these young people’s policy imaginaries, and the life-narratives they discussed alongside these imaginaries, within a discourse of individualisation. Across four articles, it demonstrates and explores the complexities and ambiguities of these young people’s thinkings. This thesis begins by suggesting that many of the problems of poverty they identify as important to their lives are structural, and that they understanding the role of collective and political agency, rather than their own individual agency, in ending poverty. It then more specifically explores their understandings of their neighbourhoods and houses, which suggests that individualised factors often identified in other research, such as social contagion and epidemic neighbourhood effects, are not what they identify as most important in their local areas. It concludes by identifying a policy gap emerging along similar theoretical lines. Here, this research suggests that much of the policy directed towards these young people focuses on individualised problems, and their individual agency as a route of out poverty, but that this sort of policy response is not what these young people felt was needed. However, this is not to suggest that these young people downplayed or dismissed their own agency in charting their life-pathways. Indeed, as much previous literature has found, these young people spoke fluently about the agency and opportunities they have in their lives, often seeming ‘hyper-agentic’. However, this thesis suggests that exploring these young people’s policy imaginary appears to create a medium through which they can talk both about their agency and the constraints and limitations low-incomes generate. It allowed them to bridge their highly agentic biographies to their socially structured histories, as they saw them.
7
Araniti, Aikaterini. „Promoting Community-Based Participation Interventions for Children and Youth with Neurodevelopmental Disorders. : A systematic literature review“. Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50026.
Der volle Inhalt der QuelleAnnotation:
As every person has the right to participate in leisure, recreational and sports activities, children with disabilities have the same right to freely participate in the activities of their preference without restrictions. Community-based interventions aim to promote this right by modifying the whole environment or enhance the already existing onewith appropriate equipment. However, there is a lack of community-based interventions to promote participation in leisure activities for children and youth with neurodevelopmental disorders and physical disabilities. As a consequence, this systematic literature review aims to identify those community-based interventions and point out their characteristics that are described as effective concerning children’s and youth’s attendance, involvement and activity competence. Furthermore, it is crucial to specify whether those activities are based on children’s preferences. After a scholarly search, both quantitative and qualitative studies were evaluated. Six intervention studies were characterized as appropriate to be included in the review providing important information for those interventions approaches. A narrative analysis of the results was based on the Family Participation Related Construct (fPRC) theoretical framework. Results showed that interventions were based on the children’s and youth’s preferences and intervention referred to the environment rather than to the participants themselves. Furthermore, availability, accessibility, adaptability, acceptability and affordability were all considered in the intervention process while the modification or identification of appropriate environment played a vital role in the interventions’ implementation. However, despite the fact that studies aimed to increase participation, some of the used measurements focused on activity competence rather than participation. All the above were critically discussed, giving the incentive for further research implications in the emerged results.Καθώς κάθε άτομο έχει το δικαίωμα να συμμετέχει σε δραστηριότητες αναψυχής, ψυχαγωγίας και αθλητισμού, τα παιδιά με αναπηρία έχουν το ίδιο δικαίωμα να συμμετέχουν ελεύθερα στις δραστηριότητες της προτίμησής τους χωρίς περιορισμούς. Οι κοινοτικές παρεμβάσεις στοχεύουν στην προώθηση αυτού του δικαιώματος τροποποιώντας ολόκληρο το περιβάλλον ή ενισχύοντας το ήδη υπάρχον με κατάλληλο εξοπλισμό. Ωστόσο, υπάρχει έλλειψη κοινοτικών παρεμβάσεων για την προώθηση της συμμετοχής σε δραστηριότητες αναψυχής για παιδιά και νέους με νευροαναπτυξιακές διαταραχές και σωματικές αναπηρίες. Κατά συνέπεια, αυτή η συστηματική βιβλιογραφική ανασκόπηση στοχεύει στον εντοπισμό αυτών των παρεμβάσεων που βασίζονται στην κοινότητα και επισημαίνει τα χαρακτηριστικά τους που περιγράφονται ως αποτελεσματικά όσον αφορά την παρουσία, τη συμμετοχή και τη δραστηριότητα των παιδιών και των νέων. Επιπλέον, είναι ζωτικής σημασίας να προσδιοριστεί εάν αυτές οι δραστηριότητες βασίζονται στις προτιμήσεις των παιδιών. Μετά από μια επιστημονική αναζήτηση, αξιολογήθηκαν τόσο ποσοτικές όσο και ποιοτικές μελέτες. Έξι μελέτες παρέμβασης χαρακτηρίστηκαν κατάλληλες για να συμπεριληφθούν στην ανασκόπηση παρέχοντας σημαντικές πληροφορίες για αυτές τις προσεγγίσεις παρεμβάσεων. Μια αφηγηματική ανάλυση των αποτελεσμάτων βασίστηκε στο θεωρητικό πλαίσιο Οικογενειακής Συμμετοχής Σχεδιασμού (fPRC). Τα αποτελέσματα έδειξαν ότι οι παρεμβάσεις βασίστηκαν στις προτιμήσεις των παιδιών και των νέων και η παρέμβαση αναφέρεται στο περιβάλλον και όχι στους ίδιους τους συμμετέχοντες. Επιπλέον, η διαθεσιμότητα, η προσβασιμότητα, η προσαρμοστικότητα, η αποδοχή και η προσιτή τιμή εξετάστηκαν στη διαδικασία παρέμβασης, ενώ η τροποποίηση ή ο προσδιορισμός του κατάλληλου περιβάλλοντος έπαιξε ζωτικό ρόλο στην υλοποίηση των παρεμβάσεων. Ωστόσο, παρά το γεγονός ότι οι μελέτες αποσκοπούσαν στην αύξηση της συμμετοχής, ορισμένες από τις μετρήσεις που χρησιμοποιήθηκαν επικεντρώθηκαν στην ικανότητα δραστηριότητας παρά στη συμμετοχή. Όλα τα παραπάνω συζητήθηκαν κριτικά, δίνοντας το κίνητρο για περαιτέρω ερευνητικές επιπτώσεις στα αποτελέσματα που προέκυψαν.
8
Chafetz, Ross Simeon. „RISK OF OBESITY IN YOUTHS WITH FUNCTIONAL LIMITATIONS AND THE POTENTIALLY MEDIATING EFFECT OF YOUTH LIFESTYLE, PARENTING EXPERIENCE, NEIGHBORHOOD SOCIAL CAPITAL AND SOCIAL PARTICIPATION“. Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/160449.
Der volle Inhalt der QuelleAnnotation:
Public HealthPh.D.
Purpose: The purpose of this study was twofold, to determine (1) if obesity is more prevalent among youths with functional limitations than among youths without special needs; and (2) to determine if variables related to the domains of youth lifestyle, parenting experience, perceived social capital, and youth social participation mediate the relationship between youths with functional limitations and obesity. Design: This study is a secondary analysis of cross-sectional data from the nationally representative dataset, the National Survey of Children’s Health. Exposure: Youths between the ages of 10 and 17 with functional limitations or no special healthcare needs. Outcome: Sex-specific body mass index ≥ 95th for age percentile values using 2000 Center of Disease Control growth charts. Variables of interest: Potential mediators were examined in four domains: (1) youth lifestyle, defined as participation in after-school sports, physical activities, hours spent watching television, having a television set in the youth’s bedroom, eating family meals together, and getting enough sleep; (2) parenting experience, defined as parental aggravation, coping, and emotional support; (3) perceived neighborhood social capital; and (4) youth social participation, defined as participation in after-school club activities. Results: Gender was an effect modifier, with 27.7% of females with functional limitations being obese, as compared to 12.9% of females with no special needs. There was no statistically significant difference between the prevalence of obesity in male youths with functional limitations and in those with no special needs. The association between female youths with functional limitations and obesity was partly mediated by participation in after-school sports and participation in physical activities. Conclusion/Implications: The findings from this study suggest that lack of female participation in after-school sports and physical activities is partly responsible for the increased prevalence of obesity in those with functional limitations compared to those with no special needs. Future interventions that reduce barriers to and increase facilitators of after-school sports and physical activities could reduce the difference in obesity prevalences between females with functional limitations and those with no special needs.
Temple University--Theses
9
Wright, Jessica. „Guiding the focus of research on children and young people’s participation in the context of COVID-19“. Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44284.
Der volle Inhalt der QuelleAnnotation:
The secondary impacts of the COVID-19 pandemic on children and young people have been significant, including impacts on education, young people’s social lives, physical activity and mental health, as well as increased abuse. These impacts risk running into the long term, and in order to mitigate this, a better understanding of how children and young people’s lives have changed and the role they can play in driving solutions is needed. UNICEF’s global Communication for Development (C4D) team has commenced a collaborative project with partners, the Children & Young People Participatory Research and Communication for Change Initiative, to better understand the experiences and perspectives of children and young people in the midst of the global COVID-19 pandemic, as well as to what extent they are able to be involved in developing solutions. As part of this initiative, desk reviews were carried out to establish the landscape of children and young people’s experience of issues in the context of the COVID-19 pandemic, as well as their participation in these issues. This paper serves to narrow down the focus of the subsequent research to be undertaken by UNICEF and partners as part of the initiative, which will produce new information on children and young people’s experiences and participation in the context of COVID-19, and help build a model for children and young people’s participation to inform future UNICEF Communication for Development programmes. Through interviews and focus groups with UNICEF staff in the 11 participating country offices, this paper produces a set of recommendations for specific areas of research in terms of the key issues to be further investigated regarding children and young people’s participation in the context of COVID-19. It also demonstrates how using strengths-based and intersectional approaches to the research can bring subaltern youth voices in particular to the fore.
10
Adolfsson, Margareta. „Applying the ICF-CY to identify everyday life situations of children and youth with disabilities“. Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-16195.
Der volle Inhalt der QuelleAnnotation:
Four studies were included in this doctoral dissertation aiming to investigatehow habilitation professionals perceive the ICF-CY in clinical work and to identify everyday life situations specific for children and youth aged 0-17 years. The ICF-CY was the conceptual framework and since the research was conducted on as well as with the ICF-CY, the use of the classification runs like a thread through all the work. The design was primarily qualitative and included descriptive and comparative content analyses. Study I was longitudinal, aiming to explore how an implementation of the ICF-CY in Swedish habilitation services was perceived. Studies II-IV were interrelated, aiming to explore children’s most common everyday life situations. Content in measures of participation, professionals’ perspectives, and external data on parents’ perspectives were linked to the ICF-CY and compared. Mixed methods design bridged the Studies III-IV. Results in Study I indicated that knowledge on the ICF-CY enhanced professionals’ awareness of families’ views of child functioning and pointed to the need for ICF-CY based assessment and intervention methods focusing on child participation in life situations. A first important issue in this respect was to identify everyday life situations. Two sets of ten everyday life situations related to the ICF-CY component Activities and Participation, chapters d3-d9, were compiled and adopted for younger and older children respectively, establishing a difference in context specificity depending on maturity and growing autonomy. Furthermore, key constructs in the ICFCY model were discussed, additional ICF-CY linking rules were presented and suggestions for revisions of the ICF linking rules and the ICF-CY were listed. As the sample of everyday life situations reflects the perspectives of adults, further research has to add the perspective of children and youth. The identified everyday life situations will be the basis for the development of code sets included in a screening tool intended for self- or proxy- report of participation from early childhood through adolescence.
11
Maxwell, Gregor. „Bringing more to participation : Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)“. Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18079.
Der volle Inhalt der QuelleAnnotation:
As societies the world over move towards defining inclusive and effective education systems this presents the educator with the new challenge of providing an equal and democratic education environment for all students. With children the nature of functioning and environmental settings varies greatly in comparison with adults and assessing children’s involvement in activities is of particular importance to ensure effective and inclusive society building through education. Building on the existing and previous participation research this thesis specifically aims to provide a means to theorize participation from two perspectives (frequency of attending and intensity of involvement) and put in to operation using five dimensions of the environment: availability, accessibility, affordability, accommodability, and acceptability. Contextually this has been done by investigating children in need of additional support (including children with disabilities) at school. Results indicate that while research and theory take a holistic and balanced approach by using participation based on two perspectives, this has yet to filter down to practice. A new approach to measuring inclusive education using social capital, the five environmental dimensions, and the ICF-CY is proposed and tested. However, while the ICF-CY provides a consistent descriptive framework, no clear connections between social capital and inclusive education policy could be drawn and the five environmental dimensions – especially the involvement-related ones – need further development. The final paper presents evidence from the individual perspective for a third ICF-CY activities and participation qualifier to represent the subjective experience of involvement. Participation can thus be regarded as a multi-dimensional phenomenon with two main conceptual roots: sociology and developmental psychology.MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
12
Babb, Cheryl Joy, und Holly Sue Ninneman. „Falling through the cracks: A look at factors contributing to non-participation in independent living program services“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3061.
Der volle Inhalt der QuelleAnnotation:
The purpose of this study was to identify the youth who do not participate in Independent Living Program (ILP) services and, if possible, to ascertain if any characteristics or factors appear to affect participation in ILP services. The study utilized a quantitative research method to assess ILP participation by extracting data from existing case records via a data extraction form created in conjunction with the San Bernardino County Legislation, Research and Quality Support Services Unit.
13
Haberlin, Matthew. „Finding their voice: youth's perspectives on their participation at the Boys and Girls Clubs of Canada“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2014, 2014. http://hdl.handle.net/10133/3430.
Der volle Inhalt der QuelleAnnotation:
This study examines the specific elements of youth’s experiences at the Boys and Girls Clubs of Canada (BGC) that contribute to the development of their social and emotional competencies. Social and emotional competencies include managing one’s emotions, developing concern for others, and making responsible, ethically informed decisions. Semistructured interviews were conducted with 10 respondents ranging in age from 16 to 18 years old. This study gave adolescents a voice, empowering them to contribute to a deeper understanding of the ways in which community youth programs can assist in positive youth development. Data analysis revealed three categories of themes: social setting at the BGC, interpersonal connections, and personal development. The CASEL model of social and emotional learning (SEL) was used as a conceptual framework, and evidence from the research themes was used to demonstrate how SEL skills may have been fostered at the BGC. The four elements of the BGC that were mentioned by respondents most frequently in relation to the development of SEL competencies were receiving and offering social support, acquiring successful coping skills, engaging in formal leadership opportunities, and developing conflict prevention and resolution strategies. The results of this study have implications for theory and practice. The information presented in this study can guide onsite workers to focus on specific aspects in their interactions with youth and inform future youth program planning.x, 278 leaves ; 29 cm
14
Mercado-Crespo, Melissa C. „The Role of Connectedness and Religious Factors on Bullying Participation among Preadolescents in Puerto Rico“. Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4545.
Der volle Inhalt der QuelleAnnotation:
Relationships or connections with caring pro-social others (e.g., parents, teachers, school, friends, neighborhood, religion) serve as pro-resilience assets that may enhance children's abilities to cope with bullying. The purpose of this research study was to explore the roles of connectedness and religiosity as potential factors that could enhance resiliency against bullying among preadolescents in Puerto Rico (PR). This doctoral dissertation also addressed several gaps in the children's bullying, resilience and religiosity research literature.
A sample of 426 community-based afterschool program preadolescents (ages 10-12 years old) participated in this exploratory, cross-sectional study, by completing a quantitative questionnaire in paper and pencil format. Data was analyzed overall, by location (i.e., San Juan Metropolitan Area (SJ Metro), Other Municipalities within PR), gender, age, and church attendance.
Twenty percent of all participants were victimized by bullying at least 2-3 times per month. On the other hand, 5% of participants said they had been a bully 2-3 times per month. The most frequent type of bullying perpetration and victimization reported was verbal. Participants reported the highest levels of connectedness to school and the community, followed by connectedness to parents, teachers, mothers, religion, fathers, and friends. Most participants (71%) said they attended church regularly, but only 35% did so every week. Statistically significant differences were found by location, gender, age and church attendance.
Connectedness and religiosity were correlated significantly to the participants' involvement in bullying at different roles. Surprisingly, having strong prosocial connections do not appear to have a reduction impact on participants' bullying victimization. Connectedness overall, to mothers, teachers and school was positively and significantly correlated to victimization, whereas connectedness to school was negatively correlated to perpetration. Bully-victimization was negatively correlated to connectedness overall, to parents, mothers, friends, teachers, and school. Multiple linear regression analyses found that higher levels in connectedness to mother and connectedness to the community accounted for a 60% decrease and a 45% increase, respectively, in bullying perpetration among non-church attending participants.
In terms of religiosity, analyses distinguished between participants' engagement in private and public religiosity practices. Private religiosity was negatively correlated to being a bullying perpetrator, and positively correlated to being a bystander. Public religiosity was positively correlated to bullying victimization.
The self-report of religiosity did not affect the odds of being a perpetrator, victim or bully-victim. Specifically among SJ Metro participants, the self-report of private religiosity or the combination of both private and public religiosity reduced the odds of being a bystander. Multiple linear regression analyses found that among non-church attending participants, a 1-unit change in public religiosity acccounted for a 62% increase in bullying perpetration. While the religiosity-related findings from this study's correlation analyses were consistent with the literature, regression analyses' findings were unexpected and warrant additional research.
This study goes beyond solely school-based approaches to bullying research and prevention, by utilizing a non-school sample of low-income preadolescents who attend afterschool programs at local community-based organizations. Furthermore, its focus on a younger age group (i.e., preadolescents) is consistent with the resiliency literature and the need to enhance resilience factors earlier in childhood. Findings also consider the multiplicity of actors involved in bullying (i.e., perpetrators, victims, bully/victims, or bystanders), and distinguishes between direct and indirect types of bullying. Consistent with recommendations from previous research, a socio-ecological approach was followed to explore the role of connectedness to others at the individual, family, school, peer, religious and community levels, as well as the role of religiosity as an external asset to enhance resilience in preadolescents.
This exploratory study contributes to our understanding of bullying among PR preadolescents, and serve to inform the development of prevention programs, strategies and policies at the school and community level. Research on bullying in PR is limited, making it increasingly challenging for PR schools, community- and faith-based organizations to collaborate in multilevel interventions that specifically address the needs of PR's children.
15
Rontani, Maurizio. „Patrimonito: a visual storytelling of World Heritage from and for children“. Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23123.
Der volle Inhalt der QuelleAnnotation:
This is a brief research investigating issues such as world heritage and sustainable development in their existing links with youth and local communities, tourism and identity. Some heritage related narratives created by youngsters worldwide are considered.Connections among education, participation and heritage preservation, in the framework of a communication for development perspective, are investigated. Specifically, winning storyboards of a UNESCO Patrimonito competition are analyzed. The analysis on the collected media texts was conducted using a qualitative approach, including semiotics and visual methods.The findings emerged from the study made clearer the researched topic and allowed to formulate some final recommendations for further studies on the subject.
16
Devji, Sofeya. „Examining the factors that influence successful participation in habitual physical activity of children and youth who are blind or visually impaired : a retrospective study“. Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27273.
Der volle Inhalt der QuelleAnnotation:
The purpose of this study was to explore the factors that have influenced successful participation in physical activity of school-aged children and youth who are blind or visually impaired. Data for this study were gathered through analysis of the personal narratives of four blind, physically active young adults (one active adult and three competitive athletes) as they reflected on key childhood and youth experiences that positively influenced their participation in physical activity. Using a socio-ecological framework, the study sought to map out, in detail, the individual and interconnected factors (e.g. family, teacher, peer attitudes) that influenced success within and across three different environments (family, school and community). The results found common themes across participant narratives indicating identifiable success factors related to the family and school environments. While individual themes emerged related to the community environment, they did not recur across the participant narratives. Interconnections among the three environments were similarly evident in individual participant narratives, but no recurring themes were found for this across participant narratives. Taken as a whole, the results present a holist perspective of the complex web of factors that have helped craft successful experiences and foster continued participation in physical activity for the individuals in this study.
17
Gutierrez, Sanchez Braulio Francisco. „Hej Åsikter! : An Ecosystem of Child and Youth Participation“. Thesis, Linnéuniversitetet, Institutionen för design (DE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89306.
Der volle Inhalt der QuelleAnnotation:
One of the major contributions of the UN Convention on the Rights of the Child(UNCRC) to the context of children’s rights was the introduction of participation.In addition to the right to provision and protection, participation gives children theright to express their opinions in all matters affecting them. Furthermore, theyhave to be provided the opportunity to be heard. As part of their continuedcommitment towards children’s rights, Sweden has now decided to incorporatethe UNCRC to its legislation. Based on this context and drawing from literatureabout children's rights and participation, and a study case of youth participationand culture, the project seeks to create a model that promotes and improvechildren’s and young people’s participation an influence. Thus, the project aimsto contribute to the applied research field and inform on practical approaches tochildren’s participation and influence. As a result, the project proposes HejÅsikter! An ecosystem for children’s and young people’s participation, wheredifferent stakeholders benefits from collaborative and coordinated work andultimately achieve children’s acknowledgement and empowerment.
18
Zaragoza, Nancy Rae. „Exploring the relationship between parental involvement levels and the level of children's academic achievement“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1985.
Der volle Inhalt der Quelle
19
Söderqvist, Åsa. „The (re)construction of home : Unaccompanied children’s and youth’s transition out of care“. Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-34617.
Der volle Inhalt der QuelleAnnotation:
This dissertation focuses on how perceptions of ethnicity and culture become meaningful in relation to the transition from care into independent living, studied from unaccompanied youths’, professionals’, and a methodological perspective. The findings from interviews with unaccompanied youth with experience of leaving care showed that thoughts about their ethnic minority background are constantly present in the young men’s lives. Their stories about preparing to leave care show a continuous attempt to make adjustments in order to fit into the Swedish society (Study I). The results based on interviews with professionals and observations at two residential care units indicated that ‘home’ is sometimes used as a metaphor when describing the residential care units. The home metaphor affected the staff in ways that it sometimes became difficult to separate private and professional matters. The clash between the residential care unit and the desire to create a home environment highlights the issue that programs executed in Sweden for unaccompanied young people were originally not made for them (Study II). Study III emphasised how transnational relationships form the unaccompanied youths view of past, present, and future time. This study highlighted the importance of how the professionals need to understand the unaccompanied children and youth and their situation as flexible (Study III). Finally, methodological reflections about research concerning ethnicity indicated the importance of reflecting on one’s own perceptions, the role as a researcher, and the benefits and limitations these different roles may have in the research process (Study IV). The research was conducted using qualitative methods. The data collection methods entailed interviews with the youth (Study I), individual interviews, focus-groups, and observations with professionals (Study II and III), and discussions based on the data collected for study I-III (Study IV). Altogether, 11 youths (18-22 years) and about 20 professionals at the residential care units participated in the studies. Qualitative content analysis was used to analyse the individual interviews and the focus-groups. All interviews were transcribed verbatim for analysis. The empirical data from observations consisted of notes taken during everyday situations, as well as from short conversations with the professionals. The notes were analysed using qualitative content analysis. The combined results of study I-III were used as empirical data for the analysis in study IV. This dissertation shows that (re)constructing a home is a central part of the care-leaving process for a migrant about to resettle in a new country. The greatest challenge the unaccompanied youth have to conquer during the transition from care to independent living is to fight against exclusion. The main purpose in (re)constructing a home appears to be the same for the youth and the professionals, namely, to reach a sense of safety and belonging. However, different conditions and points of departure may make it hard to agree on details such as what the meaning of belonging actually is, and if it is possible to develop a tailor-made solution. Researching issues of ethnicity comes with the responsibility to avoid reinforcing an ‘us’ versus ‘them’ and, in so doing, reinforce stereotypes.
20
Flowers, Sonja Anita. „Participating foster care youths' perceptions of an Independent Living Program“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1266.
Der volle Inhalt der Quelle
21
Clark, Christina R. „Beyond borders : political marginalisation and lived experiences of Congolese young people in Uganda“. Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:82b25c81-b6ee-4cf4-ad6c-d0dc889eb49e.
Der volle Inhalt der QuelleAnnotation:
This thesis combines ethnographic methods with feminist political analysis to examine Congolese young people’s decision-making roles in families, households, communities and policy spaces in Kampala and Kyaka II refugee settlement, Uganda. As refugees and young people, research subjects face many structural constraints. However, their diverse experiences defy homogenising discourses of marginality as an inherent, fixed characteristic. Instead, this thesis develops and applies a conceptual framework of political marginalisation as a dynamic process in multiple spaces. Research findings show that young people’s decision-making roles vis-à-vis resource distribution and division of labour are relational and contextual. Their multiple subject positions and relationships in overlapping networks affect differential decision-making roles. In particular, social age and gender are major axes of decision-making processes. Analyses of inter-linkages across patterns of relationships reveal that research subjects in peer networks and intergenerational household networks with independent resources have more decision-making opportunities at household, community and policy levels than their counterparts in intergenerational family networks. This contradicts assumptions that young people without their biological parents are inherently ‘marginalised’, and highlights the political importance of decision-making processes in perceived ‘private’ spaces, such as families and households. Structure and power relationships thus situate decision-making processes and affect available choices, but they cannot solely explain political roles and behaviour. This thesis also stresses the importance of agentic beliefs, intentions and aspirations. As actors in dynamic marginalisation processes, some young people attempt to access central spaces through education, remunerated formal employment and physical mobility. Others use marginal and transitional spaces to provide alternatives to the status quo. Such creativity and productivity occasion possibilities of political change. However, UNHCR’s protection and assistance responses do not facilitate these transformative processes because of their focus on perceived essentialist characteristics of monolithic ‘marginals’. This thesis offers an alternative approach that recognises refugee young people’s political agency, as well as the structural and power dynamics that constrain their decision-making opportunities.
22
Bzdell, Wallace Brent. „Development of the parents' motivations for children's participation in sport scale“. Thesis, Boston University, 2001. https://hdl.handle.net/2144/34480.
Der volle Inhalt der QuelleAnnotation:
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to explore parents' motivations for encouraging their children to participate in youth sport and to develop a scale to measure the aforementioned motivators. The study was conducted in three phases. The first phase consisted of the development of items for the initial Parents' Motivations for Children's Participation in Sport Scale (PMCPSS). The second phase encompassed administeting the PMCPSS to parents from a range of sports and analyzing that data through factor and item analyses. The third phase consisted of qualitative analysis and using the PMCPSS to examine differences in parental motivations. The sample consisted of 405 parents with children participating in the following youth sports: ice hockey, soccer, baseball, basketball, figure skating, volleyball, swimming, and lacrosse. Exploratory factor analysis and item analyses revealed 8 factors labeled as: Life skills; Identification with the child/sport experience; Leam to perform and compete; Child Self-Acceptance; Physical and social development; Enjoyment and family bonding; Achievement and rewards; and Interpersonal skill development. In addition to the reliability coefficients for each factor, a coefficient alpha estimate was conducted to examine the entire scale's reliability. Based on the factor and item analysis, 65 items were retained and the PMCPSS had an overall alpha of .954 and the 8 factors accounted for 49.1% of the variance. Moreover, qualitative analysis of the open-ended responses supported the eight-factor structure of the PMCPSS. Independent-samples t tests were then run utilizing the 65 item PMCPSS to evaluate parental differences (mothers and fathers) on each of the eight factors. This study builds upon previous research in youth sport with four significant contributions. First, it represents an initial step toward understanding why parents encourage their children to participate in youth sport. Second, the results indicate that parents' motivations for encouraging their children to participate in youth sport are multidimensional. Third, it led to the development of an instrument (the PMCPSS) that measures parents' motivations for encouraging their children to participate in youth sport that can be used for future research . Fourth, it demonstrates how the PMCPSS can be used in future research.
2031-01-01
23
Åkerström, Jeanette. „"Participation is everything" : young people's voices on participation in school life“. Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35795.
Der volle Inhalt der QuelleAnnotation:
This thesis shows that participation is an important and comprehensive concept for young people. The aim of the thesis is to explore young people’s perspectives on and experiences of participation in school. Young people are in this research project understood as competent participants and as valuable contributors in research. Young people (aged 13–19 years) are involved as both research partners and research respondents. The design is explorative and mixed methods are used. Study 1 describes an interactive research circle with young people as research partners. Participation and asymmetric responsibility are identified as integral to research with young people. Study 2 describes a youth survey about young people’s participation that was conducted by the research partners in the research circle. This study shows that young people’s opportunities and abilities to communicate are crucial to their participation. Supportive relations are an important aspect and the young people describe that they want adults to support them in taking responsibility themselves. Study 3 is based on the results of the youth survey and describes a model of young people’s perspectives on participation. Viewed from young people’s perspectives, participation is shown to include social, educational and decision-making dimensions. Communication is identified as a central participatory dimension. This study describes how participation in school is created in both horizontal and vertical relations. Study 4 is about participation and exposure to bullying and threats in school and is informed by the results of the youth survey. This study shows how students with disabilities and especially students with multiple disabilities are in a vulnerable situation. They face greater risks of being excluded from participatory dimensions in school or of being more exposed to degrading treatment if they do participate. Girls with multiple disabilities seem to be in an extra vulnerable situation. Overall, this research project shows that young people’s perspectives are an important complement to adults’ perspectives on participation in school.
24
Gilbert, Reyna A. „The relationship of parental sport participation to the sport participation of children“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294244.
Der volle Inhalt der QuelleAnnotation:
The majority of research in this area was conducted more than 20 years ago, which indicated a need for more current research. There was a need to learn how a parent's previous or current sport participation could impact their child's sport experience. Parents and their children completed questionnaires to determine the role of parental influence upon child sport socialization. Participants included students in the 6th, 8th, 9th, and 10th grade physical education classes at a Mid-west school and their parents. Thirty-eight children, 24 fathers, and 31 mothers were included in the sample.No significant difference was found in the sport participation rates of children whose parents participated in sports previously and children whose parents were not active sport participants in the past. A positive relationship was found between parents who had a positive overall sport experience and their child's perception of their encouragement to pursue the same sport in which parents had previously participated.School of Physical Education
25
Figaji, Tamara Ann. „Impact of a lifestyle physical activity intervention on school going children's physical activity participation“. Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6968_1297753030.
Der volle Inhalt der QuelleAnnotation:
Associated with physical inactivity and obesity are numerous other health risks which have become a major health concern. A steady decrease in the levels of physical activity during childhood and adolescents have been noted in various parts of the world. The picture of low physical activity levels in developed countries is no different in developing countries. Children spend the majority of their day at school therefore a school setting is ideal to conduct physical activity intervention studies The primary aim of this study was to measure the effect of an intervention programme on the physical activity participation levels among school going children and adolescents. The study was carried out at an urban independent Catholic school. The sample, which was conveniently selected, which included 100 learners from grade 5 to 7 with parental consent. A quantitative approach using a quasi-experimental design was used in this study. Baseline data included levels of physical activity participation, Body Mass Index (BMI), hip-waist ratio, and socio-demographic variables. Physical activity was assessed with the Modifiable Activity Questionnaire for Adolescents. The Promoting Lifestyle activity for Youth (PLAY) programme was implemented at the school. This process-oriented programme shifts the focus from fitness toward regular participation in daily physical activity, and it is not intended to replace a comprehensive physical education programme.
26
Winter, Karen Michelle. „The participation of young children in the 'looked-after' children decision-making process“. Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019873/.
Der volle Inhalt der QuelleAnnotation:
The focus of this research study is the participation rights of younger 'looked-after' children in the statutory decision-making process that governs their care. Through detailed case studies, using innovative participatory methods and involving interviews with children (aged 4-7 years), their parents and social workers, the study explores the participatory potential, experiences and opportunities of this group of children. The study is the first of its kind to offer detailed insight into young 'looked-after' children's perspectives, experiences, feelings, concerns and views of their home lives, admission to care, and their current care circumstances. The study highlights the detailed insights, deeply held feelings and views of these young children which remain largely unacknowledged within social work theory, policy and practice. By drawing on the work of Foucault and Bourdieu the thesis also makes an original contribution in tenns of explaining and understanding the dynamics and processes at the macro and micro level that militate against the implementation of young children's participation rights within the formal looked-after-child decision making process. The study concludes with a discussion of the implications for policy and practice in social work. It argues that principles of anti-oppressive social work practice should be more centrally incorporated into work with young looked-after children and that these practices should foreground the importance of relationships with young 'looked-after' children.
27
Lavan, Daniel. „The Discourse and Practice of Child Protagonism: Complexities of Intervention in Support of Working Children’s Rights in Senegal“. Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22748.
Der volle Inhalt der QuelleAnnotation:
Contesting international strategies for combatting child labour that derive from modern, Western conceptions of childhood, several developing country organizations have embraced the principle of child protagonism by declaring that working children can become the leading agents in struggles to advance their interests when they are mentored in forming their own independent organizations. This thesis first explores how an African NGO, informed by its urban animation experiences, developed its own specific discourse of child protagonism and employed it as the basis for establishing an African working children’s organization designed to provide compensatory literacy and skills training and to empower members to improve their own and other children’s working conditions. The thesis considers this foundational child protagonism discourse in light of data collected in Senegal by means of participant observation and interviews in grassroots groups and associations of working children, as well as in the offices of both the local NGO and its international NGO donor. Fieldwork revealed limitations of the specific child protagonism practice pursued over the past two decades. Specifically, redirecting resources from direct pedagogical accompaniment of grassroots working child groups towards bureaucratic capacity building for the “autonomization” of higher hierarchical levels of the organization, as well as towards international meetings, has resulted in the organization’s diminished impact for vulnerable groups in Dakar, particularly migrant girl domestic workers. Deepening implication with international donors has forced shifts in the priorities of the local NGO and the working children’s organization it facilitates, yet the two have been largely successful in buffering donor probes precisely into the ground level effectiveness of their child protagonism strategy. No previous independent research has sought to confront the discourse of child protagonism with a comprehensive examination of a working children’s organization’s practice, from its most local processes to its international dimensions and donor relations.
28
Peterson, Deborah. „Parental participation in special education“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005petersond.pdf.
Der volle Inhalt der Quelle
29
Turpie, J. „The participation of looked after children in permanency planning“. Thesis, University of Edinburgh, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.663120.
Der volle Inhalt der QuelleAnnotation:
Children’s rights have achieved considerable legal status in Scotland, propelled by both the United Nations Convention on the Rights of the Child and the Children (Scotland) Act 1995. Now in key areas of law, children have the right to be consulted and have their views considered when major decisions are being taken that affect their lives. At the same time, adults have the responsibility to protect children and to prioritise children’s best interest in making such decisions. Although legislation and policy are increasingly emphasising children’s participation rights, it is less clear to what extent these rights are realised for children in practice. This is a particularly salient issue for looked after children, as their lives are governed by a number of adults in various settings. Furthermore, looked after children are generally subjected to more formal decision making processes than their peers. This study looks at one such process: decisions on permanency planning, which involve children growing up in the foster care system, away from their birth families. It asks how and to what extent these children’s views are given ‘due regard’ in such decision making processes. This study argues that, despite child care legislation and policy advancing children’s participation rights, translating these procedural rights in permanency planning practice is limited. Drawing on a review of current legislation and policy, in-depth interviews with looked after children, social workers and other professionals, and a review of a sample of looked after children’s files from one Scottish local authority, this study explores the inherent complexities of incorporating children’s participation rights into permanency planning practice. In doing so, it argues that a series of interacting factors, for example the uncertainties and inconsistencies associated with permanency planning and protecting children from potentially harmful and/or uncertain information and processes act as unintended barriers to looked after children’s participation in, arguably the most significant decision affecting their childhoods.
30
Berg, Molly, und Åsa Johannesson. „Barnombud : En kvalitativ studie om att arbeta med barns rättigheter“. Thesis, Ersta Sköndal Bräcke högskola, Institutionen för socialvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-7822.
Der volle Inhalt der QuelleAnnotation:
Syftet med denna kvalitativa studie är att söka förstå och identifiera barnombudens specifika kunskaper och erfarenheter för att kunna föra en konstruktiv diskussion kring vad detta kan tillföra andra yrkesgrupper som möter barn och unga. Detta genom att undersöka hur barnombud arbetar för att stärka barns rättigheter samt barnombudens reflektioner kring och erfarenheter av detta arbete. Studien baseras på intervjuer med barnombud i civila organisationer som företräder barn i kontakt med sociala välfärdsinstitutioner. Utifrån begrepp som advocacy (företrädarskap) och empowerment samt Harts (1992) delaktighetsstege har intervjuerna tolkats och analyserats. Barnombuden berättar om myndigheter som har svårt att göra barn delaktiga i beslut som rör dem samt om barn och unga som inte får sina rättigheter tillgodosedda. Barnombudens arbete handlar till stor del om att göra barn delaktiga. Detta sker genom att lyssna och skapa tillitsfulla relationer vilket barnombuden menar är en förutsättning för att kunna företräda. Detta relationsarbete kan ses som en del av en empowermentprocess som bidrar till ett ökat självförtroende hos barnen. Barnombuden upplever att det bidrar till att barn inser att deras upplevelser och åsikter betyder något. Barnombuden stärker barns delaktighet i myndighetsprocesser bland annat genom att vara en bro mellan barn och myndigheter där en viktig del är att göra myndighetsinformationen begriplig för barn och unga. Genom barnombudens arbete får barnen även en ökad kunskap och förståelse för sina rättigheter. En av slutsatserna är att även till synes små insatser, som att lyssna och tro på barn och ungas berättelser kan göra stora skillnader för barn och unga. En annan är att det finns en stor efterfrågan på barnombudens arbete som inte motsvarar de befintliga resurserna. Att barnkonvention blir svensk lag kommer sannolikt ha betydelse för barnombudens framtida arbete. Flera av barnombuden menar dock att det behövs mer än att barnkonventionen blir lag för att barns rättigheter ska kunna tillgodoses.This qualitative study aims to understand and identify the children's right workers - advocates - specific knowledge and experiences in order to be able to contribute a creative discussion about what this can bring to other professional groups working with children and young people. This is done by examining how children advocates work to strengthen children's rights as well as their reflections on and experiences of this work. The study is based on interviews with advocates in non-profit organizations representing children in contact with social welfare institutions. The interviews have been analyzed by applying concepts and theories such as advocacy, empowerment and Roger Hart's Ladder of Participation. The advocates tell about authorities having difficulties making children involved in decisions concerning them, and about children and young people who are denied their rights. A vital part of the work of the advocates is about making children involved in decisions that affect their own lives. This is achieved by listening and creating relationships based on trust, which according to the advocates is a prerequisite for advocacy. The work with relationships can be seen as a part of a process of empowerment that gives children increased self-confidence. It also helps the children realize that their experiences and opinions matter. The advocates strengthen children's participation in authority decisions by being a link between children and the authorities. An important part is to make the information from the authorities understandable. Through the advocacy, the children also increase their knowledge and understanding of their rights. One conclusion is that even seemingly small efforts, such as listening and believing in their stories, can make big differences for the children. Another conclusion is that there is a large gap between existing resources and the need for the advocates’ work. The fact that the UN Convention on the Rights of the Child becomes law in Sweden, will probably be of importance for the future work of the advocates. Several of the advocates claim that more must be done to ensure that children's rights are met.
31
Olsson-Bergholtz, Gunnel. „Att känna sig förstådd – eller inte : Tonåringars erfarenheter av insatser som getts efter ADHD-utredning“. Thesis, Ersta Sköndal Bräcke högskola, S:t Lukas utbildningsinstitut, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-7168.
Der volle Inhalt der QuelleAnnotation:
Inledning: Studier visar att antalet ADHD-diagnosticerade barn och ungdomar successivt har ökat. Det finns i dagsläget få studier om hur barn/ungdomar upplever sin utredning, behandling och samlade vård. Detsamma gäller underlag för att bedöma delaktighetens eventuella effekter på behandlingen, samt vad som kan främja delaktigheten. Det behövs således ökad kunskap om hur barn och tonåringar med ADHD upplever vård och stöd, samt sina möjligheter till att vara delaktiga däri. Frågeställningar: *Hur upplever tonåringar de insatser som givits till dem och deras familjer efter genomgången ADHD-utredning? *Vilken betydelse har insatserna haft för den enskilda tonåringens självbild och dennes del i olika system, samt tankar om sin framtid? *Har den unge känt sig delaktig i de insatser som erbjudits och har hen upplevt att det gått att påverka insatserna? Metod: Kvalitativ undersökningsmetod med tematisk analys av sex semistrukturerade intervjuer. Resultat: Det är viktigt för ungdomarna att känna sig förstådda och delaktiga, vilket även påverkar självbild och upplevelsen av insatser. Skolsituationen och det stöd som skolan ger har betydelse för tonåringens förutsättningar. Respondenterna har inte upplevt svårigheter med att berätta om sin diagnos för andra. Diskussion: Delaktighet, egen motivation och upplevelsen att bli förstådda och respekterade utifrån sina styrkor och behov framstår som viktiga för respondenterna.Introduction: Studies show that the number of ADHD-diagnosed children and adolescents has gradually increased. Currently there are few studies on how children/adolescents experience their assessment, treatment and overall care. The same applies for assessing the possible effects of the participation in treatment as well as factors that can promote the participation. Thus, there is a need for increased knowledge of how children and adolescents with ADHD experience care and support, as well as their opportunities to participate in it. Research questions: * How do teenagers experience the intervention given to them and their families after the review of the ADHD-assessment? * What significance do the intervention have on the individual's self-image and its part in different systems, as well as thoughts about the future? * Has the young person felt involved in the interventions and felt that it is possible to influence the interventions? Method: Qualitative survey methodology with thematic analysis of six semistructured interviews. Results: It is important for young people to be understood and involved, which also affects self-esteem and experience of interventions. The school situation and the support given by the school are important for the teenager's condition. Respondents have not experienced difficulties telling others about their diagnosis. Discussion: Participation, own motivation and experience to be understood and respected on the basis of their strengths and needs appear to be important for the respondents.
32
Van, Steenwyk Trina Jane. „A satisfaction survey of foster care adolescents participating in the independent living program“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1082.
Der volle Inhalt der Quelle
33
Cheung, Pui Yee. „Correlates of psychosocial factors influencing children's participation in physical activity“. HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/719.
Der volle Inhalt der Quelle
34
Chung, Joanna Y. Y. „Siblings of children with cancer, opening the opportunities for participation“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0017/NQ47387.pdf.
Der volle Inhalt der Quelle
35
O'Keeffe, Helen Veronica Josephine. „Fathers in prison, children in school : the challenge of participation“. Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021753/.
Der volle Inhalt der QuelleAnnotation:
It is estimated that there are over 200,000 children in the United Kingdom affected by parental imprisonment each year. Research indicates that these separations are likely to have profound consequences for both parent and child; indeed it is now accepted that in most cases, continuing family contact is a major positive force in the process of rehabilitation and in the well-being of the children of prisoners. There is a growing field of research developing in relation to the families and children of prisoners, highlighting good practice in how schools and other support groups can work with this group to ensure they are full involved in school life. This research however does not consider the extent to which imprisoned fathers are informed about or able to participate in the education of their primary school aged children. This study seeks to examine the facilities and systems in place to allow fathers to keep abreast of the academic progress of their primary school aged children, to participate in their education and therefore be involved in a crucial part of their development. Semi-structured interviews are carried out with three groups of stakeholders– 5 headteachers of primary schools, 10 mothers of the children of male prisoners and 10 male prisoner fathers. The data from these interviews is then analysed and the key themes identified both within stakeholder groups and between them. The study reveals that ‘fatherhood’ is developing; and demonstrates that our social expectations of the role and responsibilities of fathers is moving in an increasingly ‘participatory direction’. There is no work which explores the issues surrounding parental participation by imprisoned fathers in the education of their children. Schools demonstrated that whilst they have developed policies directed to meeting the needs of a wide range of pupils and families, children of imprisoned fathers are, with rare exceptions, neglected. Mothers have a pivotal role to play in any policy directed towards imprisoned fathers’ involvement. Whilst realistic in their expectations, they are not unwilling to facilitate participation and they recognise the potential benefits for their children – not least for the legitimacy it can bring to the school experience. Imprisoned fathers were very positive in their attitudes to the prospect of increased levels of involvement. The study highlights that the barriers to a policy initiative in this field are significant; in addition to the obvious resource implications, the responses of the headteachers interviewed clearly demonstrate considerable hesitation at the prospects of classroom teachers engaging directly (even if remotely) with imprisoned fathers. To have any real prospect of success, the teaching profession would be required to embrace the enterprise and acknowledge its obligations to children whose special needs and indeed rights, have been overlooked.
36
Lawrence, Tami. „Sensory processing disorder : prevalence and influence on participation in children“. Thesis, NSUWorks, 2011. https://nsuworks.nova.edu/hpd_ot_student_dissertations/8.
Der volle Inhalt der QuelleAnnotation:
"Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Occupational Therapy, Occupational Therapy Department, College of Allied Health and Nursing, Nova Southeastern University."
Sensory processing disorder (SPD) has been shown to affect behavior in children. Children spend much of their time in school, where participation and appropriate behavior are expected. Sensory processing challenges may affect a child's ability to participate in school. However, the prevalence of SPD among nondisabled children, and its impact on participation remains poorly understood and understudied. This study sought to determine the prevalence of SPD and its potential impact upon school participation in children enrolled in kindergarten and first grade. Using a descriptive cross-sectional research design, parents of 123 typically developing children from five public and one private elementary school completed questionnaires to measure sensory processing behaviors. A conservative estimate of the prevalence of SPD was calculated at 8.3% within the sample studied, based upon parent report. The second phase of the study examined relationships and differences between children with and without SPD on various measures of participation in school as observed by teachers. Although no statistically significant differences were found between the children on measures of participation, there was very little agreement between parent and teacher perceptions on the presence of SPD for individual children. Further, statistically significant correlations were found between Short Sensory Profile scores and some measures of participation. These results suggest that perceptions of the presence of SPD may be related to the context in which the student is being observed. Results from this study were limited by the small sample size and low response rate.
37
Hand, Brittany Nicole. „Caregiver Burden, Participation, and Sensory Subtypes in Children with Autism“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1479891856606551.
Der volle Inhalt der Quelle
38
Oestreich, Stefanie. „Participation of Children in Spatial Development : Case Study: Stockholm Metropolitan Area“. Thesis, KTH, Urbana och regionala studier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-90727.
Der volle Inhalt der QuelleAnnotation:
Participation of children in urban and regional planning processes? The idea sounds like a utopia to a lot of planners. ‘Too young’, ‘not enough knowledge or skills to understand the complexity of planning’, are typical reactions. Twenty years ago the United Nation Convention on the Right of the Child came into force. It assures children the right to express their views freely in all matters affecting them. The convention was an impulse for the first projects with children’s participation in urban planning, for instance in neighborhood planning, playground development, or school root planning. Unique methods have been developed since then and committed planners and pedagogues are trying to spread the idea and the awareness level of the concept of children´s participation in spatial development. The shaping of the participation conditions and methods determines which stakeholders will be able to take part or feel addressed. Which groups of society are included or excluded in a participation process through the choice of instruments and methods? Citizens that are able to express their needs are more likely to have their requirements included. On the other hand, children belong to a group that needs to be activated. Methods must fit the specific group dealt with. Traditional methods of participation within planning, such as giving the public time to examine the detailed plan or bigger discussion meetings, are not child friendly. That leads to an exclusion of children so that their opinion and requests are not integrated in the planning process. But it is only possible through the participation of children to get to know their needs on and views about space. Spatial planners have the possibility to understand the divergent cognitions on space of the different age groups. What makes a certain place interesting, scary or dangerous for children? The conditions of a city have a direct influence on the way that children grow up. Considering children’s play from a historical context demonstrates the difference. Children used to play outside on the street everywhere in the city. Around the 1960s there was a shift to the "inside"; nowadays, apartment or houses or places created especially for children, such as spare time activity centers, playgrounds or sport facilities, are the most important places for children for the growing up next to school and daycare. The root of these changes goes back to the increase of the automobiles on the street and the separation of housing and working in the new developed housing areas. The street as a place of socialization for children is losing its importance in this context. However, public space is still a place where children spend part of their time every day. Urban planning can directly influence the life of adolescents 4 1. Introduction through planning measurements. Their participation is an essential requirement for the creation of child friendly space. There are a lot of positive examples of projects or municipalities that involve children in urban planning. However, the participation of children in urban planning is still not routine in most countries and municipalities. This conflicts with a basic democratic understanding and is against the United Nation Convention on the Rights of the Child that was ratified by Sweden in 1990. Sweden and in particular the Stockholm municipality area will be the focus of the case study. It serves as an example in pursuing the question on how participation rights of children are structurally embraced in urban planning.
39
Bediako, Evans Osei. „Children`s Participation in Community Decision-Making Processes : Empirical Support for Children`s Rights in Ghana“. Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-18252.
Der volle Inhalt der QuelleAnnotation:
Looking at the scientific research data lacunae in the area of children’s participation in community decision-making processes in the context of festival and community forum in Ghana, this research was aimed to bridge the gap. The research was conducted in Techiman municipal of Ghana, using qualitative methods of interviews and focus groups to explore the traditional leaders’ and junior high school children’s perspectives on socio-cultural tenets and rights towards children’s participation in community decision-making. Interpretative Phenomenological Analysis (IPA) and content analysis approach were used to analyse the data from the experience of the (11) participants; 10 children and 1 traditional chief. The results from these analyses indicated that age (gerontocracy) and religiosity with their values such as respect and obedience, influenced children’s perceptions of their participation in community Apoo festival and community forum for decision making. It also revealed that children are aware and have knowledge about their legal rights, but their knowledge are mixed up and are limited in scope. In all, community Apoo festival appeared in the results as holding a special potential to children’s liberty rights and helps to break the hierarchy of powers between elders and children as well as cultural norms affecting children. Implications for community psychologists and actors in the field of children’s rights and policy were offered on how festival can be used to influence and to teach children about participatory rights.
40
Warner, Scott A. „The effects on student's personality preferences from participation in Odyssey of the Mind“. Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1481.
Der volle Inhalt der QuelleAnnotation:
Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains ix, 156 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 106-111).
41
Weatherby, Elaine. „Ringing with voices : 'guided participation' during the literacy hour“. Thesis, n.p, 2004. http://ethos.bl.uk/.
Der volle Inhalt der Quelle
42
Fung, Tsz-kin. „The relationship between students' participation level and attitude toward physical activity“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876572.
Der volle Inhalt der Quelle
43
Wong, Wai-hou. „Sports participation by students with behavioural problems in Hong Kong secondary schools“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810524.
Der volle Inhalt der Quelle
44
Kwan, Wai-hong Roger, und 關偉康. „Compliant non-custodial fathers' participation in the care and supportof children“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45014826.
Der volle Inhalt der Quelle
45
Keselman, Olga. „Restricting participation unaccompanied children in interpreter-mediated asylum hearings in Sweden /“. Doctoral thesis, Linköping : Institutionen för beteendevetenskap och lärande, Linköpings universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52753.
Der volle Inhalt der Quelle
46
Crook, Deborah Jane. „Children and the transformation of schools : enabling participation through intergenerational work“. Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/20720/.
Der volle Inhalt der QuelleAnnotation:
This study places children’s participation at the core of school practice, challenging narrow interpretations of participation and education. Previous research, reinforced by the UNCRC (1989), indicates that schools must be more ready to listen and involve children, highlighting the benefits of voice but in practice limiting it to consultation. There is scarce research that considers children’s participation in schools as essential to education itself or as integral to democracy. Yet children flourish in schools with good relationships where teachers value what they say. This research in two English primary schools used group inquiry and intergenerational work to build children’s participation. During Phase 1 children interviewed adults and worked in intergenerational focus groups to consider the purpose of schools. Overwhelmingly, good relationships dominated school purpose, experience and hopes for the future. Phase 2 extended this through a series of workshops that integrated participation and education through National Curriculum inspired inquiry. The findings suggest that intergenerational work is a catalyst for children’s agency, repositioning children so they can shape classroom spaces for richer, more trusting relationships. In turn, through recognition of their selves in relation to, and with others, understanding of their situation and possibilities, children were able to work together, and with adults, to co-construct knowledge which takes account of temporal frames of reference and is more meaningful. This change in space and purpose also gave new meaning to the teacher’s roles, moving away from policy controlled authoritarianism, repositioning them as mentors. The study shifts focus away from preconceived outcomes, to the process of participation itself, providing significant insight into how rights based education can be made to work in schools.
47
Law, Foon-kam. „Participation in parent support group as perceived by parents of children with cancer /“. View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36397003.
Der volle Inhalt der Quelle
48
Saldana, Lisa. „Children's reactions to participation in assessment procedures : the reactions to procedures measure (RPM) /“. free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3102328.
Der volle Inhalt der Quelle
49
Smith, Margaret Anne. „Parents reading aloud to their children“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1599.
Der volle Inhalt der Quelle
50
Anderson-Howe, Heather J. „Participation and motives in sport relative to perceived competence“. Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68068.
Der volle Inhalt der QuelleAnnotation:
Children's participation and motives in sport relative to their perceived athletic competence were investigated. One hundred and sixty-three grade 5 and 6 children from a suburban elementary school completed questionnaires designed to assess perceived athletic competence (PAC), sport participation, and participant motives. The sample, when divided into groups by level of sport involvement, revealed that participants at the higher levels had greater PAC than those at the lowest level. Boys and girls did not differ significantly in PAC. The children rated fun and skill/fitness as the most important motives for their participation in sport. When divided on the basis of PAC scores, the top one third of the sample scored significantly higher on all seven motives for participation in sport than the lower one third. Discriminant function analyses revealed that motives of challenge/team atmosphere and skill/fitness best differentiated the high from the low PAC groups. Girls participated to relax and have fun while boys may have been motivated to participate for the challenge and the team atmosphere. The results are interpreted in terms of school and community sport program development.