This reader promotes critical engagement with a range of international perspectives about children's and young people's worlds. One of the defining features is the focus on both global and local issues and their impact on children's lives. This reader emp

This book challenges the current state of childhood studies by exploring children and young people’s agency and relationships. It considers how recent theorisations of relationships and relational processes can move childhood studies forward, particularly in relation to re-thinking claims of children and young people’s agency and uncritical assertions around children and young people’s participation and voice. It does this by bringing together case studies of children’s inter-generational and intra-generational relationships from both the Majority and Minority Worlds. The main themes include negotiated power, agency across contexts and negotiations of identity. The chapters show both the heritage of childhood studies, particularly within the UK, and where it may be going. One of the key aims of the book is to add to the limited but growing cross-world dialogue that encourages cross-cultural learning from research and practice in both Majority and Minority World contexts leading towards a more integrated global approach to childhood studies. This book was published as a special issue of Children's Geographies.

The theme of leadership in this publication is related to the role of governments and international institutions in protecting the well being of children. It is in three sections; the first "birth and broken promises", contrasts the reality of the life of a child born eleven years ago with the promises made at the World Summit for Children, held in New York in 1990. The section, "to change the world with children", looks at the way UNICEF has called attention to the plight of children. The last section, "actions that can change the world", concludes that investing in children is the best investment a country can make and that no country has made a leap to sustainable development without investing significantly in its children.

This new edition of A Handbook of Children and Young People’s Participation brings together work from research and practice to reflect on some of the key developments in the field since the first edition published in 2010. Subtitled ‘Conversations for Transformational Change’, the collection focuses on both ongoing and new discourses that enable us to advance thinking and practice to better understand what it means for participation to be transformational. Featuring all new content, it explores the developments that have been achieved in theory and practice in the last decade as well as the challenges and, indeed, the limitations of dominant participation approaches with children and young people in achieving genuine societal transformation. A key feature of the Handbook is the inclusion of young people as co-authors in many of the chapters. Foregrounding aspects of participation as experienced by diverse groups of children and young people, the book especially illuminates the experiences and perspectives of participation relating to groups of children who face particular challenges, such as displaced children and children living with disabilities and young people from indigenous groups in a range of contexts. The broad spectrum of debates that the text covers will be invaluable in challenging and transforming thinking and practice for a wide range of scholars, practitioners, activists and young people themselves. It will additionally be suitable for use on a wide range of courses including childhood and youth studies, sociology, law, political studies, community development, development studies, children’s rights, citizenship studies, education and social work.

This important text shows how child development theory applies to professionals' working practice. Considering theories of development throughout the lifespan from the early years through to adolescence, and transitions to adulthood, this resource is essential reading for a range of professionals including social workers, teachers, and health and mental health professionals. The authors build up an integrated picture of the developing world of the child, looking at genetic and biological influences alongside individual psychological, interpersonal, familial, educational and wider community domains. The final part of the book looks specifically at issues for practice, including chapters on communicating with children exercising professional judgement, and planning, interventions and outcomes in children's services.

Written as part of a training pack for practitioners working in children's services and child protection, and bringing together leading figures from a range of disciplines, this important text shows how the latest child development theories can be applied to professionals' working practice. Considering theories of development throughout the lifespan from the early years through to adolescence, and transitions to adulthood, this resource is essential reading for a range of professionals including social workers, teachers, and health and mental health professionals. The authors build up an integrated picture of the developing world of the child, looking at genetic and biological influences alongside individual psychological, interpersonal, familial, educational and wider community domains. The final part of the book looks specifically at issues for practice, including chapters on communicating with children exercising professional judgement, and planning, interventions and outcomes in children's services.

In 70 countries worldwide, there is an estimated 370 million indigenous peoples, and their rich diversity of cultures, religions, traditions, languages and histories has been significant source of our scholarships. However, the health status of this population group is far below than that of non-indigenous populations by all standards. Could the persisting reluctance to understand the influence of self-governance, globalization and social determinants of health in the lives of these people be deemed as a contributor to the poor health of indigenous peoples? Within this volume, Ullah explores the gap in health status between indigenous and non-indigenous peoples by providing a comparative assessment of socio-economic and health indicators for indigenous peoples, government policies, and the ways in which indigenous peoples have been resisting and adapting to state policies. A timely book for a growing field of study, Globalization and the Health of Indigenous Peoples is a must read for academics, policy-makers, and practitioners who are interested in indigenous studies and in understanding the role that globalization plays for the improvement of indigenous peoples’ health across the world.

This edited collection explores advancing understandings of child centred practice through the lens of childhood studies. Contributions from around the world offer a foundation to acknowledge and support the place that children’s voices must play in creating effective practice as we respond to seismic social change.

Find out how group care for children has changed in the last 20 years Group Care Practice with Children and Young People Revisited focuses on the core issues that shape the quality of care that’s provided in institutional and residential care settings, as well as day care services that rely on the group process. Leading authorities on residential group care practice from around the world examine practice concepts centered on three broad themes: working directly with children; working indirectly to support children and their families; and organizational influences on practice. This unique book offers valuable insights for dealing with the daily challenges of working with young people in responsive group care. Group Care Practice with Children and Young People Revisited builds on contemporary themes that were explored by the editors more than 20 years ago in Group Care for Children: Concept and Issues, and Group Care Practice with Children, both out of print. Contributors to this updated collection put a fresh spin on the original material, as well as cross-cultural analysis from both sides of the Atlantic, Australia and New Zealand, Malaysia, China, and the United Arab Emirates. They revisit the key issues identified in the earlier books and provide personal and professional reflections on what has happened to their practice themes since the early 1980s. Special attention is paid to how social policy imperatives—normalization, de-institutionalization, mainstreaming, least restrictive environment, minimal intervention, and diversion—have reshaped the field, group care methods and skills needed for direct and indirect care, and group care as an occupational. Group Care Practice with Children and Young People Revisited examines (and re-examines): the relationships between group care practice and education how group care programs can become hostile to families primary care in secondary settings the importance of shared language in a group care center group development how group composition can influence the overall functioning of the group managing occupational stresses in group care practice patterns of career development in child and youth care economic influences that impact group care challenges facing the future of group care services for children and much more Group Care Practice with Children and Young People Revisited is a must-read for youth case workers, child and youth care educators, and anyone working in child welfare, including youth justice managers, administrators, and policymakers.

Editors Mary Elizabeth Moore and Almeda M. Wright address the harsh, challenging, and delicate realities of children and youth who live as spiritual beings within a beautiful yet destructive world. Providing a practical theological analysis of the spiritual yearnings, expressions, and challenges of children and youth in a world of rapid change, dislocation, violence, and competing loyalties, Children, Youth, and Spirituality in a Troubling World provides readers with a purposeful conversation on this important topic. This book will serve as more than a collection; it will be a genuine conversation, which will in turn stir lively conversation among scholars, theological students, and Christian communities that seek to understand and respond more adequately in ministries to and with children and youth. Contributors include: Claire Bischoff, Susanne Johnson, Jennie S. Knight, Bonnie Miller-McLemore, Mary Elizabeth Moore, Joyce Ann Mercer, Veronice Miles, Rodger Nishioka, Evelyn Parker, Luther E. Smith Jr., Joshua Thomas, Katherine Turpin, David White, Almeda Wright, and Karen Marie Yust.