Digital engagement and youth: a scoping review of opportunities, risks, and the role of socioeconomic resources

Introduction One of the greatest ethical challenges that face youth· researchers is the way in which their research depicts and portrays young people. There is a substantial body of literature within youth research and sociology that warns against the risk that research into the experiences and identities of young people contributes to an essentialising discourse that continues to permeate the policy, practice and public imaginaries of youth. Reflexive youth research must grapple not only with the usual methodological issues of responsible research, but with how its findings portray young people's lives and selves, and to what uses this portrayal might be put. This presents a challenge even to organisations whose central purpose is to advocate and act in the interests of young people. The Foundation for Young Australians (FYA) is such an organisation. FYA is a national, independent, non-profit organisation that conducts initiatives designed to foster young people's education and social participation. These include Young Social Pioneers (YSP), a program that works with young people who have a vision for social change. FYA also produces research that analyses the experience of young people in Australia in relation to these same domains of participation. This includes How Young People are Faring, an annual report about the education, training and work circumstances of young Australians that presents both challenges and recommendations for action to policymakers and agencies concerned with improving young people's life outcomes. This chapter draws on the findings of FYA's 2010 How Young People are Faring report (Robinson et al. 2010) and its 2009 (Robinson and Lamb 2009) evaluation of YSP to consider the ethical challenges that arise from a youth research program largely concerned with issues of structural exclusion yet situated within a organisation that promotes young people's agency. These ethical challenges arise in relation to: who is included in either the research or program evaluation; how young people are depicted in relation to this research or program evaluation; and finally, how the findings are disseminated.

This paper explores the ways that young people express their agency and negotiate complex lifecourse transitions according to gender, age and inter- and intra-generational norms in sibling-headed households affected by AIDS in East Africa. Based on findings from a qualitative and participatory pilot study in Tanzania and Uganda, I examine young people's socio-spatial and temporal experiences of heading the household and caring for their siblings following their parent's/relative's death. Key dimensions of young people's caring pathways and life transitions are discussed: transitions into sibling care; the ways young people manage changing roles within the family; and the ways that young people are positioned and seek to position themselves within the community. The research reveals the relational and embodied nature of young people's life transitions over time and space. By living together independently, young people constantly reproduce and reconfigure gendered, inter- and intra-generational norms of ‘the family’, transgressing the boundaries of ‘childhood’, ‘youth’ and ‘adulthood’. Although young people take on ‘adult’ responsibilities and demonstrate their competencies in ‘managing their own lives’, this does not necessarily translate into more equal power relations with adults in the community. The research reveals the marginal ‘in-between’ place that young people occupy between local and global discourses of ‘childhood’ and ‘youth’ that construct them as ‘deviant’. Although young people adopt a range of strategies to resist marginalisation and harassment, I argue that constraints of poverty, unequal gender and generational power relations and the emotional impacts of sibling care, stigmatisation and exclusion can undermine their ability to exert agency and control over their sexual relationships, schooling, livelihood strategies and future lifecourse transitions.

The article explores how the dominant discourses of identity politics in the Sri Lankan conflict have silenced people in northern Sri Lanka and closed spaces for political participation. In order to understand the discursive processes and their material outcomes, the article addresses in particular the role of young people in northern Sri Lanka and explores their relationship to the Liberation Tigers of Tamil Eelam (LTTE). The author examines the LTTE's discourse on gender, young people, nationalism, and governance through the lens of two books written separately by Anthon Balasingham and by Adele Balasingham. Birds of Freedom, the LTTE's women's wing, is shown to be an example of how the warring parties have monopolized liberation discourse through the uncompromised nationalism of a militant movement. The article discusses how this dominant discourse informs young people's lived experiences, material realities, and life opportunities for participation as social actors in their communities in the Jaffna peninsula. A particular feature of people's everyday lives in northern Sri Lanka is described as a complex citizenship characterized by the presence of several governing and uncompromising actors to whom people must relate. The latter part of the article analyzes the way young people in the north of Sri Lanka relate to this context of complex citizenship, with particular reference to the LTTE.

PurposeRecently, there have been renewed calls to place social workers in schools. Although these are not unchartered waters, contextual understandings of safeguarding have reaffirmed the centrality of schools in the lives of young people and keeping them safe. Yet, schools can only do so much to support young people. Safeguarding practice reviews continue to highlight the shortcomings of contextless assessment. This paper aims to make the case for a broader approach to safeguarding practice by placing social workers in schools.Design/methodology/approachA scoping review was undertaken to elicit social workers in schools (SWIS) literature from the UK, as well as international examples. Keyword searches revealed a lack of consensus on shared/agreement terminology for SWIS. The literature was organised thematically, as a mechanism to open up the extent, range and nature of research activity in relation to SWIS.FindingsFindings are presented in three themes: misunderstandings of SWIS – what do they actually do?; micro versus macro interventions; and the concept of reach.Research limitations/implicationsThe main implications of this study are to sharpen the focus on the centrality of schools in the lives of children and young people; to expand school-based initiatives as a way to reach young people at risk; to re-centre practice to local, community orientation with an emphasis on early help; and to bring together pockets of good practice and learn from successful partnership models.Originality/valueLittle attempt has been made to contemplate the past and present and rethread school-based initiatives. There is an absence of attention afforded to the theoretical foundations of SWIS. This paper identifies a gap in interest from the early iterations of SWIS, with a recent upsurgence in attention.

Surveillance Enabling Technologies and Peer Scrutiny: Impacts on Young People's Interpersonal Relationships

Although a substantial body of research has analyzed the effectiveness of cigarette package warning labels in tobacco control, the very general health warnings messages (HWMs) on cigarette packaging in China have shown limited effectiveness in deterring youth from smoking. Therefore, this study investigates the impact of specific and more detailed warning text messages on Chinese young people's risk perception of smoking and their intention to quit. We employed a randomized survey experiment to examine the impact of specific text-based warning labels on Chinese young people's risk perception of smoking and intention to quit. The total effective sample size was 1064 participants. The subjects were divided into three groups: the first group served as the control group, which was shown the existing cigarette package warning labels; the second group was shown cigarette package warning labels related to cardiovascular, digestive, and respiratory diseases; and the third group was shown cigarette package warning labels related to sexual dysfunction. The respiratory disease-related warnings significantly increased young people's awareness of smoking-related respiratory risks (p<0.01). The impact of warning labels for the three common diseases on enhancing young people's overall risk perception of smoking (p<0.05) and their intention to quit exhibited only weak statistical significance (p<0.05). In contrast, warning labels related to sexual dysfunction significantly increased young people's risk perception of smoking (p<0.001) and their intention to quit (p<0.001), with a much higher level of statistical significance compared to those related to the other three common diseases. Detailed descriptions of the risks associated with all four diseases were positively correlated with awareness of smoking-related harm and the intention to quit. However, warnings related to sexual dysfunction had a greater level of statistical significance compared to those related to the other three common diseases. This stronger significance may be attributed to young people's heightened concern about sexual dysfunction.

Despite society's current preoccupation with interrelated issues such as obesity, increasingly sedentary lifestyles and children's health, there has until now been little published research that directly addresses the place and meaning of physical activity in young people's lives. In this important new collection, leading international scholars address that deficit by exploring the differences in young people's experiences and meanings of physical activity as these are related to their social, cultural and geographical locations, to their abilities and their social and personal biographies. The book places young people's everyday lives at the centre of the study, arguing that it this 'everydayness' (school, work, friendships, ethnicity, family routines, interests, finances, location) that is key to shaping the engagement of young people in physical activity. By allowing the voices of young people to be heard through these pages, the book helps the reader to make sense of how young people see physical activity in their lives. Drawing on a breadth of theoretical frameworks, and challenging the orthodox assumptions that underpin contemporary physical activity policy, interventions and curricula, this book powerfully refutes the argument that young people are 'the problem' and instead demonstrates the complex social constructions of physical activity in the lives of young people. Young People, Physical Activity and the Everyday is essential reading for both students and researchers with a particular interest physical activity, physical education, health, youth work and social policy.

ObjectivesMost studies have been concerned with the experiences and needs of spouses/partners and adult children of people with dementia. In this review, children and young people's lived experience of parental dementia was investigated. Findings will inform both researchers and professionals in the area of dementia care.DesignA systematic literature search was performed in CINAHL, PsychINFO, PubMed, Scopus, and Web of Science. A rigorous screening process was followed, and a checklist for qualitative and observational studies was used to evaluate the methodological quality of the studies. Narrative synthesis of the selected articles was carried out.ResultsTwenty‐one studies were included and a synthesis of the literature revealed six themes. The first theme concerned the difficulties in dealing with the diagnosis which was often preceded by a long period characterized by uncertainty, confusion, family distress, and conflicts. The second theme discussed changes in family relationships in terms of the role of children and young people in supporting both parents and keeping family together. The third theme described the impact of caring on children and young people who struggled to balance caring tasks and developmental needs. The fourth theme showed consequences on children and young people's personal lives in terms of education/career and life planning. The fifth theme illustrated main adaptation models and coping strategies. The last theme discussed the need for appropriate support and services based on a “whole family” approach.ConclusionsThe included studies provide the basis for knowledge and awareness about the experience of children and young people with a parent with dementia and the specific needs of support for this population.

Understanding young people's lives through a focus on their micro‐geographies has been central for exercising young people's voices through research. However, such a focus has also neglected the multiple and complex realities of growing up that ripple throughout their lives, resulting in calls for more research to go beyond capturing daily snapshots of experience. This paper acknowledges that decades of research with and for young people living on city streets has underpinned activism and challenged western child rights discourse, helping to ensure that abuses and violations of street young people's rights are confronted. Yet, much of this research draws attention to lives lived in present moments – the difficulties encountered and capabilities displayed. It does not account for the temporal fluidity of how young people's realities are future impacted by slow crises and challenging daily life experiences as they grow towards adulthood. This paper explores the crisis temporalities of young people's street lives through a youth‐led ethnographic longitudinal approach. The paper focuses on 18 youth researchers and over 200 of their peers' experiences of research over three years while living on the streets of three African cities. The paper discusses the challenges of undertaking longitudinal research alongside the temporal affordances of surviving urban informality and the compounding effects of slow crises on present and future‐oriented survival. These affordances emerge as street youth respond to daily trials, experience setbacks, crises, triumphs, and failures, yet show resilience and employ capabilities. The paper concludes by demonstrating the crucial importance of ethnographic longitudinal research for policy and practice to ensure that youth who age on the streets, and their families, are supported in accordance with social justice concerns.

This paper reports findings from a qualitative study which explores the role of cannabis in young people's lives during their early teenage years. In particular, it focuses on the relationship between cannabis and tobacco-related beliefs and behaviour. Fifty-nine young people of both sexes, aged 13-15, from different socioeconomic backgrounds, and with a wide range of cigarette and cannabis use experience, took part in the study. All were recruited from youth club settings and most were interviewed in self-selected friendship pairs. The paper argues that, while many young people appear to hold predominantly negative views about cigarettes, particularly in relation to their potential to foster dependence, cannabis is often viewed as relatively benign. In spite of these beliefs, for some 'cannabis-oriented' young people, their cannabis use appears to support and reinforce their smoking habit. The paper concludes that a coordinated approach to the planning and delivery of services which addresses young people's health risk behaviours is required. Smoking cessation and drugs education practitioners need to break with tradition, and find ways of working more closely together.

Within late modernity a sense of 'risk' and increased individualisation are theoretically much discussed and debated, especially ideas surrounding risk, risky behaviour and its impact upon identity construction. Drawing upon data from a recent Department of the Environment funded project exploring risk and risk management in young people's lives, this article moves beyond theory and official discourses of 'risk', in order to demonstrate the importance of young people's lay accounts or 'situated vocabularies' of risk and everyday risk-taking behaviour. Furthermore, fieldwork has also highlighted the important link between risk and identity, especially, gendered identity construction. This will be discussed in terms of socially perceived risky identities, such as being a 'macho risk taker' or a young (single) mother and the importance of gendered risk discourses within the lives of these young people. This in turn raises issues of risk governance. As we begin to unpack the complexity that surrounds risk discourses and risky identities it becomes extremely difficult to understand or isolate specific areas of risk without situating them within young people's multidimensional lives, that is, the social, ideological and economic milieux within which they live and make sense of the world.

The intensive use of interactive media has led to assertions about the effect of these media on youth. An increasing number of studies refute these assertions. Despite the enrichment of the debate with empirical data, current research tends to focus on computer and Internet use and skills. Elsewhere we argued that research shouldn't look at the use per se, but rather at the ways interactive media function in young people's activities from the perspective of a changing society. This perspective allows describing possible consequences of societal tendencies for young people's everyday life; it allows describing the social and cultural functions of interactive media as part of young people's behaviour and systems of values and beliefs. This paper presents a quantitative study on the social and cultural functions of interactive media in young people's lives. Rather than following the assumption of a homogeneous generation, we investigate the existence of a diversity of user patterns. Results from a pilot-study show that contemporary youth can be divided into categories of interactive media use and of interactive media users. These results call for a better understanding of these categories and the characteristics of their members. The research question for this paper by result can be formulated as: Can patterns be found in the use of interactive media among youth? We answer this question by a survey among Dutch youngsters aged 9-to-23. The respondents were all students in education levels ranging from primary education to higher professional education. Four clusters of interactive media users, namely Traditionalists, Gamers, Networkers and Producers were identified using cluster analysis. Four clusters of interactive media use, namely browsing, performing, interchanging and authoring were identified as well. Behind these straightforward clusters, a complex whole of user activities can be found. Each cluster shows specific use of and opinions about interactive media. This allows for studying the intricate relationship between youth culture, interactive media and learning. With our analysis of both a) use and b) opinions and preferences, our study provided a deeper understanding of the social and cultural functions of interactive media. Furthermore this study revealed the existence of a diversity of interactive media users, rather than one uniform group, as is often assumed in the literature.

Children of immigrants are the fastest-growing segment of the US child population. The complex and nuanced manner in which immigrant children's lives are shaped by issues of legal status, citizenship, state-sanctioned violence and belonging should be of great interest to educators, policymakers and researchers in the US and across the world. However, little attention is given in literature to impact of specific immigration policies on young people's development and socialisation. Perhaps that's because it's a time expensive task and one that requires a deep understanding of child-centred research. Into this gap steps Silvia Rodriguez Vega with her new book, Drawing Deportation. Built on 10 years of work with immigrant children in Arizona and California, she analysed 300 drawings, theatre performances and family interviews to engage with accounts of children's challenges with deportation and family separation during the Obama and Trump administrations. Through children's drawings and stories Rodriguez Vega exposes the destructive consequences of legal violence, structural racism and lack of safety in these young people's lives. Even though they may have been born in the US or may have US citizenship, they still feel endangered if they have one undocumented parent whose status dictates the way family can live their lives. A young participant in the study, Sergio ‘states that in Arizona, just looking Mexican is enough reason to be arrested and detained or deported via racial profiling’ (p. 75). On holidays and special occasions, immigrant families often stay home because they can be easily pulled over for a routine check at alcohol checkpoints, which can then lead to interrogation about status and potential deportation. The artwork shows that children are highly aware of this risk. The book includes multiple examples of what sociologist Nira Yuval-Davis (2011) called ‘everyday bordering and politics of belonging’. The ‘technologies of everyday bordering’ are in place to supposedly ‘make people feel safe by keeping those who do not belong out’ (Yuval-Davis et al., 2018, p. 230). Drawing by a participant in the study, Sandra from Arizona (figure 3.4 in the book) shows an acute representation of the border by a young person. A short dialogue between the two characters is depicted in two word-bubbles. As ‘an authority’ character points to the border, the smaller character says, “But I'm a citizen”; the authority replies, “you look Mexican.” Sandra underlined the words “citizen” and “look” in red. ‘Linking these words communicates the difference between being a citizen and looking like one’ explains Rodriguez Vega (p. 80). In my view, the drawing also shows the omnipotence of de- and re-bordering that involve displacement, relocation of borders and border controls, influence these young people's everyday lives by challenging their sense of belonging, disabling their feeling of safety and raising their sense of precarity. Further, Rodriguez Vega argues that children understand and internalise violence, racism, hate and death and may mirror back what they experience in their lives. In the environment marked by destruction and dehumanisation, violence becomes cyclical and children can become powerful messengers and reproducers of hate. But she counters this possibility by showing children as agents of their own stories who reimagine destructive situations in ways that adults sometimes cannot, offering us alternatives and hope for a better future. In her work, she is clearly inspired by notable educators such as Paulo Freire, to demonstrate how art can be a healing praxis ‘for children to calm their fears and explore positive solutions’ (p. 117). Her book results in an explicit message to transform schooling and teacher's training in super-diverse societies such as the US or the UK where more non-traditional, art-based methods of teaching, civic education, social-justice-oriented learning and culturally relevant curricula are needed. My final point from across the Atlantic is to observe growing research that conveys experiences of migrant children and youth in contexts of the Global South and North, which is increasingly published by international journals in the field demonstrating that these young people's views are becoming recognised as relevant to mainstream academic developments. Connecting to the large volume of scholarship that exists in the interdisciplinary area of migrant childhood and youth studies beyond the United States would have made Rodriguez Vega's contribution more universal and recognisable as it is a fascinating, timely and beautifully written book that speaks beyond its context.

Within late modernity a sense of 'risk' and increased individualisation are theoretically much discussed and debated, especially ideas surrounding risk, risky behaviour and its impact upon identity construction. Drawing upon data from a recent Department of the Environment funded project exploring risk and risk management in young people's lives, this article moves beyond theory and official discourses of 'risk', in order to demonstrate the importance of young people's lay accounts or 'situated vocabularies' of risk and everyday risk-taking behaviour. Furthermore, fieldwork has also highlighted the important link between risk and identity, especially, gendered identity construction. This will be discussed in terms of socially perceived risky identities, such as being a 'macho risk taker' or a young (single) mother and the importance of gendered risk discourses within the lives of these young people. This in turn raises issues of risk governance. As we begin to unpack the complexity that surrounds risk discourses and risky identities it becomes extremely difficult to understand or isolate specific areas of risk without situating them within young people's multidimensional lives, that is, the social, ideological and economic milieux within which they live and make sense of the world.

Disasters such as flooding, earthquakes and hurricanes can have devastating impacts on children and young people's lives, with evidence highlighting significant social and mental health consequences lasting many years. Yet other research highlights how children and young people actively contribute to disaster responses, supporting their families and communities to manage and overcome such impacts. Despite this evidence, very little research has been conducted directly with children and young people to explore their own perspectives on disasters, including the impacts on their social and emotional wellbeing, as well as their priorities for disaster planning programmes. This paper reports findings from a scoping review that examined the extant evidence base on research conducted directly with children investigating children and young people's (0–18 years) perspectives on disasters. The review identified thirty five relevant papers that were included for further analysis. Review findings highlighted children and young people's fears and anxieties related to their experience of a disaster, with many studies foregrounding negative outcomes and children's ‘vulnerability’. In contrast, a limited number of studies focused on children's knowledge, strengths and contributions to disaster responses. Our review highlights how such approaches underscore the importance of harnessing children and young people's perspectives within the development of disaster resilience programmes to support their socio-emotional and mental health.