Capacity Of Young People Research Articles

Exploring the Link Between Openness and Entrepreneurial Capacity in Young People: Building Resilient and Sustainable Rural Territories

Youth migration has significant consequences that lead to depopulation and less sustainability of local business, which is particularly pronounced in rural areas. All of this contributes to the potential devastation of rural communities, an impact that could be highly significant and far-reaching. Entrepreneurship and the innovation it brings with it can be important markers for effective rural development if changes are needed. Therefore, the primary objectives of our research were to determine how socio-demographic factors determine the attitudes of young rural people regarding openness to entrepreneurship, whether young rural people believe they have the ability to engage in entrepreneurship and take actionable steps, and what is the relationship between openness and entrepreneurial capacity. The research was conducted from December 2023 to May 2024 among 299 participants in rural areas of two neighboring countries, Serbia and Croatia. The results indicate various factors that influence rural youth’s openness to entrepreneurship, such as unemployment, age and country of origin. Also, the results show a positive correlation between openness to entrepreneurship and the perception of personal capacities for entrepreneurial activities. In addition, the study found significant differences between respondents from Serbia and Croatia in the assessment of personal capacities for entrepreneurial activities. The results of this research contribute to a deeper understanding of how young people perceive and experience life in rural areas, and highlight potential challenges related to their specific needs. This insight enables key stakeholders to design programs that support youth in starting businesses and sustaining entrepreneurial ventures. Furthermore, the study offers both a theoretical and practical basis for future research, serving as a valuable guide for the improvement of rural communities, that is, guidelines for strategies that focus on inclusive development based on the revitalization of social frameworks.

Implementing a Pulmonary Telerehabilitation Program for Young Adults with Post-COVID-19 Conditions: A Pilot Study.

Several studies have shown that pulmonary telerehabilitation (PTR) improves respiratory capacity. However, there is little evidence of its effectiveness in youth with post-COVID-19 conditions (PCC). This study analyzed the effects of a PTR program on young adults with PCC. Sixteen youths were randomly assigned to a control group (CG) or an experimental group (EG), with eight participants each. The EG participated in a PTR program that included twelve remote, asynchronous four-week sessions with diaphragmatic breathing and aerobic exercises. Vital signs (SpO2, HR, RR, BP), physical capacity (sit-to-stand test), cardiorespiratory capacity (6-Minute Walk Test), and perceived exertion (Borg scale) were assessed in both groups. Statistical analyses showed a significant decrease in RR and HR (p < 0.012) and an increase in SpO2 (p < 0.042), physical (p < 0.012), and respiratory (p < 0.028) capacity. Perceived effort decreased significantly in both groups (CG: p < 0.006; EG: p < 0.001) only for physical but not for cardiorespiratory capacity (p < 0.106). There were no statistical changes registered in BP (p > 0.05). The PTR program, which includes respiratory and aerobic exercises, is feasible and effective in improving physical and cardiorespiratory capacity in young people with PCC, as well as reducing HR, RR, and dyspnea.

Consent in minors: the differential treatment of acceptance and refusal. Part 2 Minors’ decision-making and the reach of their capacity

SUMMARYThis is the second of a pair of articles reviewing the topic of consent in minors. Both articles have a particular emphasis, drawing on theory and case law, on the differential treatment of acceptance and refusal in minors. This article considers the concept of capacity in young people (aged 16 and over) and competence in children (under the age of 16) by reviewing underpinning statute and case law with particular reference to England and Wales. This provides a platform for consideration of the reach of capacity in minors with regard to acceptance and refusal of treatment. In doing so the article explores the key, but still elusive, ingredient of maturity, which has significance to the process. Fictitious vignettes allow consideration of the application of the concepts of maturity and autonomy in clinical practice. The article also considers the potential for the UK's Parliament to make changes to current statute regarding consent in minors.

The economic and epistemic division of labour: on Philip Kitcher’s The Main Enterprise of the World

Abstract In The Main Enterprise of the World, Philip Kitcher identifies an over-specialized and over-loaded curriculum as a particular affliction of education in our time. Kitcher criticizes a narrow view of education on which it is conceived as being no more than job training and proposes a more humane set of educational goals to be pursued in school. For Kitcher, the problem of the narrowness of the economic aims of education and the problem of the over-loaded curriculum are connected and, in Chapter 2 of the book, he presents a thoroughgoing critique of educational specialization as a distinguishing feature of education today. He holds that the economic value of education cannot capture education's full value and that true education should build children and young people's capacities for meaningful life and work. In this paper, I discuss Kitcher's critique of educational specialization. I note that Kitcher draws most of his inspiration from considerations about what makes a human life go well and therefore situates his thinking about education in the realm of ethics, rather than in his home discipline of the philosophy of science. Defending educational specialization, I turn to some of Kitcher's earlier work in the philosophy of science to show that the epistemic division of labour calls for a considerable degree of specialization in educational curricula on epistemic, rather than on economic, grounds.

Multisystemic approaches to researching young people's resilience: Discovering culturally and contextually sensitive accounts of thriving under adversity.

As our understanding of the process of resilience has become more culturally and contextually grounded, researchers have had to seek innovative ways to account for the complex, reciprocal relationship between the many systems that influence young people's capacity to thrive. This paper briefly traces the history of a more contextualized understanding of resilience and then reviews a social-ecological model to explain multisystemic resilience. A case study is then used to show how a multisystemic understanding of resilience can influence the design and implementation of resilience research. The Resilient Youth in Stressed Environments study is a longitudinal mixed methods investigation of adolescents and emerging adults in communities that depend on oil and gas industries in Canada and South Africa. These communities routinely experience stress at individual, family, and institutional levels from macroeconomic factors related to boom-and-bust economic cycles. Building on the project's methods and findings, we discuss how to create better studies of resilience which are able to capture both emic and etic accounts of positive developmental processes in ways that avoid the tendency to homogenize children's experience. Limitations to doing multisystemic resilience research are also highlighted, with special attention to the need for further innovation.

Lessons in love: Countering student belief in romantic love myths

Abstract The Department for Education recently administered new Relationships and Sex Education (RSE) guidance, one of the aims of which is to foster students’ ability to develop and maintain healthy romantic relationships in adulthood. However, while an education aimed at developing this capacity in young people is welcomed, the RSE guidance does not directly address conceptions of romantic love that shape how we actually conduct our love lives. Romantic love myths are a fundamental part of cultures across the world and greatly influence our behaviour and decision-making in romantic relationships. Belief in these myths is associated with negative relationship outcomes. Therefore, if we wish to improve students’ capacity to effectively negotiate future relationships, RSE must directly address conceptions of romantic love and its associated myths. This paper proposes five criteria against which to assess student beliefs to determine appropriate educational responses to them. Given love's complex nature, and the manner in which related beliefs are held, it is argued that addressing this topic through open philosophical exploration would be a prudent educational approach to adopt within the classroom. This may temper some of the potential harms of love myths while respecting the right of students to freely hold and pursue their own conceptions of love.

Rethinking digital biopedagogies: How sociomaterial relations shape English secondary students' digital health practices

It is widely recognised that while many young people in high-income countries are active users of digital health technologies, their engagement can be short term. In this article, we draw on feminist materialism theory to analyse findings from the two qualitative phases of a mixed-methods three phase study of English secondary students' digital health practices. Bringing together work on biopedagogies alongside more-than-human thinking, we analyse our participants' accounts of their intra-actions with human and nonhuman affordances and materialities. Our findings reveal how young people's capacity for navigating the digital health landscape and translating knowledge into health practice is highly contingent on the complex engagement of different actors in digital health assemblages, including more-than-digital relational connections. Our study found that key human actors – typically in face-to-face settings – were crucial in doing the affective work necessary to guide adolescents through the tensions and conflicts they experienced when dealing with competing knowledges and expectations. The research underlines the ways in which feminist materialism perspectives can supplement scholarship on biopedagogies, specifically contributing to the theorising on young people's learning and embodiment through digital practices.

Enabling Young People from Informal Urban Communities to Exercise Their Right to Sexual and Reproductive Health: A Practice-Based Study

This qualitative study explores how comprehensive sexuality education located within a broader positive youth development approach informed transformations among young people from informal urban communities in India. A thematic analysis of data obtained from the young people, their parents, and frontline workers revealed that securing the cooperation of families was possible for the program because sexual and reproductive health education was not a stand-alone intervention, but a part of a larger approach seeking to build capacities of young people. The strategic introduction of sexual and reproductive health communication helped the participants to overcome inhibitions about the topic. Enhanced awareness of gender, pubertal changes, gender-based violence, and child sexual abuse was evidenced post participation. Improved agency was manifest through decision making, critical thinking, confidence, mobility, and articulation, especially among girls. Program interventions to enhance sexual and reproductive health awareness of parents and communities and to improve health services and facilities were bolstered through youth engagement. Such contribution by the young reinforced their knowledge and skills, strengthened agency, and cemented family and community support. A holistic program situated within the positive youth development approach thus seemed a pragmatic vehicle to promote comprehensive sexuality education for young people in vulnerable urban communities.

"With the gardening workshop, the teenagers see the fruits of their labour in a tangible way"

In the child and adolescent psychiatry department of the university hospital of Caen (14), atherapeutic garden workshop has been developed. Its benefits are clearly observed on the participants, both during and after the activity. Its implementation helped to strengthen the young people's capacity for anticipation and organisation, as well as to improve their social skills. During this shared moment, there is no question of competition or results.

The Contribution of Supportive Relationships to Care-leaving Outcomes: A Longitudinal Resilience Study in South Africa

ABSTRACT While supportive relationships are important for probably everyone and while research indicates that supportive relationships contribute towards improved care-leaving outcomes for young people who grew up in care, there is no research that shows their contribution year by year over the first several years out of care. The aim of this study is to fill this gap, drawing on a sample of 100 residential care-leavers in South Africa, who were followed-up annually for as long as seven years. This paper presents quantitative findings from this study, viz. measures of 13 relational resilience resources just before aging out of care and 19 care-leaving outcomes (such as self-supporting accommodation, criminal activity and well-being) collected annually for up to seven years. Findings show that supportive relationships are particularly influential on care-leaving outcomes over the first three years out of care, and that their impact continues to be evident up to seven years. The study also shows the importance of the relational capacity of young people, such as empathy and teamwork. In light of these findings and other longitudinal studies on the contribution of supportive relationships to adult outcomes, a triangle of support is proposed, involving the relational capacity of young people, the availability of supportive others and the role of formal social services. When these three sides of the triangle operate optimally, sustained resilient outcomes are evident.

Children as innovators: harnessing the creative expertise of children to address practical and psychosocial challenges of the coronavirus disease 2019 (COVID-19) pandemic - COVISION study protocol.

Background: We are currently in a period of transition, from the pre-COVID-19 (coronavirus disease 2019) era and the initial reactive lockdowns, to now the ongoing living with and potentially the after COVID-19 period. Each country is at its own individual stage of this transition, but many have gone through a period of feeling adrift; disconnected from normal lives, habits and routines, finding oneself betwixt and between stages, similar to that of liminality. Children and young people have been particularly affected. Aim: To increase the understanding of home and community-based strategies that contribute to children and young people's capacity to adjust to societal changes, both during and after pandemics. Moreover, to identify ways in which children's actions contribute to the capacity of others to adjust to the changes arising from the pandemic. The potential for these activities to influence and contribute to broader social mobilisation will be examined and promoted. Research design: To achieve the aim of this study, a participatory health research approach will be taken. The overarching theoretical framework of the COVISION study is that of liminality. The study design includes four work packages: two syntheses of literature (a rapid realist review and scoping review) to gain an overview of the emerging international context of evidence of psychosocial mitigations and community resilience in pandemics, and more specifically COVID-19; qualitative exploration of children and young people's perspective of COVID-19 via creative outlets and reflections; and participatory learning and action through co-production.

Meaning in Life, Future Orientation and Support for Violent Radicalization Among Canadian College Students During the COVID-19 Pandemic.

The COVID-19 pandemic has increased levels of uncertainty and social polarization in our societies, compromising young people's capacity to envision a positive future and maintain a meaningful sense of purpose in life. Within a positive youth development framework, the present study investigates the associations of a positive future orientation, presence of and search for meaning in life, and support for violent radicalization (VR) in a diverse sample of Canadian college students. In addition, we investigate the moderating role of future orientation in the association between presence of and search for a meaning in life and support for VR. A total of 3,100 college students in Québec (Canada) (69% female; Mage = 18.57, SDage = 1.76) completed an online survey during the second wave of the COVID-19 pandemic. Results from linear mixed-effects models indicate that a positive future orientation and a higher presence of a meaning in life were negatively and independently associated with support for VR. Search for meaning in life was not associated with support for VR. The magnitude of the negative association between presence of a meaning in life and support for VR was greater among students with a more positive future orientation. Schools and colleges are in a privileged position to implement preventive interventions to support a positive future orientation and the presence of a meaning in life among young people during these challenging and uncertain times and reduce the risk of violence related to extreme ideologies in our rapidly changing society.

‘Because I'm a kid …’: The struggle for recognition of children and young people involved in child and family social work

AbstractChildren's participation in decision‐making remains a key focus of social work practice. Yet the protection and participation of children in our society remains a setting of tension for children, families and practitioners. Drawing on evidence from a retrospective qualitative study on Family Group Conferencing, this paper uses the lens of recognition theory to highlight the experiences of young people more broadly in the social work system. The study found social workers' attitudes affected children and young people's capacity to be ‘partners’ in decision‐making. Feelings of misrecognition can create barriers for how children and young people perceive and interact with social work professionals. While small, this study sheds light on the experiences of young people's struggles for recognition when involved in the social work system. Further research is needed on this topic to fully understand the implications of (mis)recognition in social work practice.

Effectiveness of an Intervention Package on Life Skill Education among Children with Speci c Chronic Illness

Life skill education develops young people's capacity o engage in positive behaviours that nurture their own well-being, set personal goals, and grow successfully as self-suf cient adults. The life skills education of children helps develop a concept of oneself as a person of worth and dignity. In the present study 28 Government high school children of 8 and 9 standard of both genders in the age group 13-15 with asthma and epilepsy were selected for the study. Once the children and parents expressed the interest in taking part in the study, home visit and school visits were conducted to collect information from the parents. In-depth interview and FGD (Focus Group Discussion) were conducted for children, parents and teachers to obtain the information as complete as possible on the participants' past and current illness and its management. The results were classi ed under four themes 'perception on children with chronic illnesses', ' rst aid management in the school', 'Safety and security during rst aid management' and 'Peer group support'. FGD with parents arrived with three themes were 'Perception on children with speci c chronic illness', 'First aid management in the school' and 'Peer group support'. In-depth interview with class teacher: 50 percent teachers were ready to give care for children but 50 percent of the teachers stated that they have no time to give special care besides some risky involved in providing care. There was no special system of education for the children with chronic illness.

EMOTIONAL INTELLIGENCE OF HUE UNIVERSITY STUDENTS

Youth is the early period of adulthood and at a high risk of emotional vulnerability that can lead to mental illness. Literature has shown that emotional intelligence (EI) can reduce mental health problems among youth. Evidence has shown that about three million Vietnamese young people are experiencing mental health problems, but only 20% of them received necessary medical assistance and treatment. This study investigates EI among Vietnamese youth to promote effective and practical solutions to improve young people's mental health and emotional capacity in Vietnam. This is a cross-sectional school-based study using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) to assess emotional intelligence of students at Hue University. The findings reveal that students at Hue University had relatively high EI with good ability in well-being, self-control emotions, and building relationship with others. Maintaining relationships and reacting appropriately to others' feelings were the lowest ability. Students at the University of Education had better EI than those at other university institutes due to some EI aspects of the educational curriculum. Males were better than females in Self-control. There was no difference in EI between students from rural and urban areas. These findings suggest that the EI development program should be included in the education program for undergraduate students and focus on developingemotionality.

THE ADAPTIVE CAPACITY OF YOUNG MIGRANTS FROM KYRGYZSTAN IN MOSCOW

The significant numbers of migrants from Kyrgyzstan in Moscow and the difficulties in adapting to the new conditions recorded by our research highlight the need to explore the adaptive capacity of young Kyrgyz. The lack of scientific knowledge about the potential adaptive capacities of different groups of young Kyrgyz hinders the creation of optimal conditions that would allow them to internalize norms, values, and rules of behavior, increases the potential for conflict in the Moscow community, makes the life of migrants less comfortable, and complicates integration processes in the Eurasian Economic Union (EAEU). The purpose of this study is to characterize the adaptive capacity of young people from Kyrgyzstan in Moscow that helps them fit into the social environment, allows them to overcome the discomfort caused by the contradictory social context and unfamiliar living conditions, and influences their success in the host community and their attitudes to integration. The analysis presented in this article rests on empirical data obtained from a structured interview with 823 migrants, citizens of Kyrgyzstan aged 17 to 30 years, conducted in 2020. The novelty of the study lies in a systemic examination and comprehensive assessment of the social adaptation capacity of this social community, because up to now publications on this topic have considered only some aspects of the phenomenon. In this article, “adaptive capacity” refers to the set of individual characteristics of migrants that ensures their inclusion into the host society, a change in previous norms and models of behavior, and the socialization of new behavior models emerging in the process of interaction between the individual and the new socio-cultural conditions of life and work as the synergistic effect of the relationship and interaction between the adaptive capacity of the individual and that of the environment. Its analysis is based on a description of expectations, perceptions, and social attitudes; the level of empathy, openness and complementarity with regard to the host community; and the degree of tolerance for people of other nationalities and identities. The article shows how migrants evaluate the adaptive capacity of the environment as resulting from coordinated, concerted, and friendly action by all stakeholders: government, employers, and local population. It also analyzes the associations that arise in connection with Russia. The study reveals the impact of migrants’ adaptive capacity on their attitudes to integration processes in the EAEU. It was shown that notions about the nature of the interaction between Muscovites and migrants that is necessary to harmonize the individual and the environment (assimilation, bicultural adaptation or separation) determine the depth and direction of the activities of young migrants and their assessments of concrete social reality, while their strategic preferences with regard to the cultural norms and values of other peoples determine the adaptation attitudes and strategies that largely characterize their adaptive capacity. These strategies are as follows: marginalization of young Kyrgyz in the Moscow community, complementarity, and internalization of dominant norms. The research conducted suggests the need for measures to improve interaction between migrants and the host society and provides grounds for the Eurasian Economic Commission and social institutions in Russia and Kyrgyzstan to develop measures designed to create conditions for adaptation, as well as to determine the appropriate instruments and mechanisms for this purpose. This research paves the way for developing a theory of social adaptation of migrants, for empirical research into migration processes in the post-Soviet space, and for a better understanding of the specific features of social adaptation of young people from Kyrgyzstan.

Teaching Children How to Think: Rational Autonomy as an Aim of Liberal Education

ABSTRACTSome philosophers think that fostering children's autonomy – in the sense of critical, rational reflection on our beliefs and goals – is an appropriate aim of public educational policy. Critics say that this amounts to championing an Enlightenment outlook over ways of life rooted in faith and tradition. The most common response to the critics is to assert that children have an interest in autonomy, not because autonomy is intrinsically worthwhile, but because it is instrumentally valuable in discovering how to lead a good life. Finding fault with this Instrumental Argument, I argue that the best case for autonomy is that critical, rational reflection is something we all already rely on in everyday life to figure out which beliefs are worthy of our assent and which goals are worthy of our pursuit. The question is not whether children will reason, but whether they will reason well or poorly. Teaching children how to think critically is, thus, best understood as helping them meet their own emerging standards of rationality. And, given that we have a duty to respect others as reasoning beings, we in turn have a collective duty to foster young people's capacity to distinguish good reasoning from bad.

Decisional capacity in young people with first episode psychosis, major depressive disorder and no mental disorder

We aimed to (1) examine decisional capacity for treatment in young people (aged 15 to 25 years) with first-episode psychosis (FEP), Major Depressive Disorder (MDD) and no mental disorder, and (2) determine which theoretically relevant factors are associated with, and predict decisional capacity. We assessed decisional capacity (using MacArthur Competence Assessment Tool-Treatment; MacCAT-T), cognitive abilities, insight and symptom severity in young people with no mental disorder (n = 38), MDD (n = 38) and FEP (n = 18) from inpatient and outpatient services. Most young people with MDD (84.2%) or no mental disorder (86.8%) had adequate decisional capacity to consent to treatment based on recommended cut-off scores, compared with fewer than half of the those with FEP (44.4%). Levels of capacity were not significantly different between young people with MDD and those with no mental disorder (p = .861). However, young people with FEP demonstrated significantly poorer decisional capacity than those with no mental disorder (p = .006) and MDD (p = .009). A hierarchical regression analysis suggested that differences may be better explained by variation in cognitive ability, especially thematic verbal recall. Greater symptom severity and poorer insight were associated with poorer decisional capacity for FEP (p = .008 and p < .001, respectively), but not MDD (p = .050 and p = .805, respectively). Cognitive performance (i.e., predicted IQ, processing speed, mental flexibility and thematic verbal memory) collectively explained 36.6% of the variance in decisional capacity (p < .001). Thematic verbal memory was the strongest predictor of decisional capacity (p < .001). Supports for memory should be implemented to facilitate involvement in treatment decisions during the early course of illness.

The Ethics of Adultcentrism in the Context of COVID-19: Whose Voice Matters?

Adultcentrism is an inherent feature of the social fabrics comprising most resource-rich countries in the twenty-first century that undermines the capacities, value, and voices of young people in various ways. In the context of COVID-19, we are confronted with the question of whose voice matters and must ask: is adultcentrism ethically permissible during a pandemic? This Critical Controversy examines this question in relation to evolving concepts of childhood, children’s rights, and the capacities of young people, to highlight areas of tension, future research, and potential for critical dialogue.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.