Views Of Young People Research Articles

Analysis of the psychological factors of contemporary youth’s fear of marriage in China

The desire for a happy marriage and family is an eternal human goal, but in China, young people's traditional views of love, marriage, family, and society are facing significant obstacles due to the effects of reform and opening up policy, the market economy's competitive pressure, and significant social changes. Marriage was always a joyful moment in life, but surveys suggest that an increasing number of young people are expressing fear about marriage. In this study, the psychological features of modern youths' dread of marriage were specifically investigated and researched using the interview method. The results revealed four key psychological aspects of modern youths' fear of marriage. Since there are relatively few scholars studying the psychological factors of fear of marriage, we hope that this study will provide some help to scholars studying the psychological factors of fear of marriage.

Influence of the Russian Hip-Hop Musical Subculture on the Political Views of Young People

Influence of the Russian Hip-Hop Musical Subculture on the Political Views of Young People

The Impact of COVID-19 on Young People's Mental Health in the UK: Key Insights from Social Media Using Online Ethnography.

There is increasing evidence of the psychological impact of COVID-19 on various population groups, with concern particularly focused on young people’s mental health. However, few papers have engaged with the views of young people themselves. We present findings from a study into young people’s discussions on social media about the impact of COVID-19 on their mental health. Real-time, multi-platform online ethnography was used to collect social media posts by young people in the United Kingdom (UK), March 2020–March 2021, 1033 original posts and 13,860 associated comments were analysed thematically. Mental health difficulties that were described as arising from, or exacerbated by, school closures, lost opportunities or fraught family environments included depression, anxiety and suicidality. Yet, some also described improvements to their mental health, away from prior stressors, such as school. Young people also recounted anxiety at the ramifications of the virus on others. The complexities of the psychological impact of COVID-19 on young people, and how this impact is situated in their pre-existing social worlds, need recognising. Forging appropriate support necessitates looking beyond an individualised conceptualisation of young people’s mental health that sets this apart from broader societal concerns. Instead, both research and practice need to take a systemic approach, recognising young people’s societal belonging and social contexts.

“Russians”, Jews, Israelis? The Adaptation of Russian-Speaking Immigrants in Israel through the Eyes of Their Children

The social and cultural integration of immigrants from the former Soviet Union to Israel over the last thirty years has received wide attention. To become a part of Israeli society, these immigrants concurrently tried to preserve and use the Russian language, their cultural identity and worldview, while experiencing conflicts with the Israeli establishment, which demands a complete change to Israeli identity. This study was carried out between 2016 and 2019 and examines aspects influencing the integration of newcomers: immigration motives, age at immigration, knowledge and usage of Hebrew, professional training, satisfaction with living standards and work conditions, inclusion in Israeli society and culture, social contacts and lifestyle changes concerning traditions, etc. The peculiarity of the study is that it involves immigrants’ children (20–30 years old), and not the immigrants themselves. This second generation’s viewpoint enabled the author to evaluate the success of the integration of former Soviet Union immigrants based on the view of young people who have grown up in and been shaped by Israeli reality. The study confirms that social and cultural bonding in Israel secures the success of adaptation and integration in a new society and plays an important role in identity formation among first-generation immigrants. Additional factors that increase the level of adaptation are satisfaction with working conditions and property ownership, indicating the family’s material stability. Further analysis of the results, however, supports that actively using and preserving the languages and cultures from both the countries of departure and destination in the process of adaptation is the optimal model of cultural integration for immigrants.

Self-evaluation as an active ingredient in the experience and treatment of adolescent depression; an integrated scoping review with expert advisory input

BackgroundNegative self-perceptions is one of the most common symptoms of depression in young people, and has been found to be strongly associated with severity of depression symptoms. Psychological treatments for adolescent depression are only moderately effective. Understanding the role and importance of these self-perceptions may help to inform and improve treatments. The aim of this review was to examine self-evaluation as a characteristic of adolescent depression, and as an active ingredient in treatment for adolescent depression.MethodsWe conducted a scoping review which included quantitative and qualitative studies of any design that reported on self-evaluation as a characteristic of, or focus of treatment for, adolescent depression. Participants were required to be 11–24 years and experiencing elevated symptoms of depression or a diagnosis. We also met with 14 expert advisory groups of young people with lived experience, clinicians, and researchers, for their input. Findings from 46 peer-reviewed research studies are presented alongside views of 64 expert advisors, to identify what is known and what is missing in the literature.ResultsThree overarching topics were identified following the review and reflections from advisors: 1) What does it look like? 2) Where does it come from? and 3) How can we change it? The literature identified that young people view themselves more negatively and less positively when depressed, however expert advisors explained that view of self is complex and varies for each individual. Literature identified preliminary evidence of a bidirectional relationship between self-evaluation and depression, however, advisors raised questions regarding the influences and mechanisms involved, such as being influenced by the social environment, and by the cognitive capacity of the individual. Finally, there was a consensus from the literature and expert advisors that self-evaluation can improve across treatment. However, research literature was limited, with only 11 identified studies covering a diverse range of interventions and self-evaluation measures. Various barriers and facilitators to working on self-evaluation in treatment were highlighted by advisors, as well as suggestions for treatment approaches.ConclusionsFindings indicate the importance of self-evaluation in adolescent depression, but highlight the need for more research on which treatments and treatment components are most effective in changing self-evaluation.

Young People Who Use Drugs Views Toward the Power and Authority of Police Officers.

Many young people who use drugs are structurally vulnerable to policing powers given the ongoing criminalization of drug possession. Police authority limits and the expression of that authority may play a significant role in police encounters among young people who use drugs. This qualitative study explores the views of young people who use drugs toward police power and authority in their recent encounters with police officers. Interviews were conducted with 38 young people who recently used illegal drugs in British Columbia, Canada. We found five interrelated themes related to perceptions of police authority: (1) skepticism and distrust toward authority; (2) paternalism and authority over drug use; (3) officer use of force; (4) police as power-hungry; and (5) officers above the law. Participants described police authority as limitless, unpredictable, untethered, easily abused, and lacking accountability. Participants feared holding police officers accountable to power abuses in a criminal justice system that they saw as stacked against them. Moving forward, institutional reforms may consider and account for the expression, limits, and use of police authority among young people who use drugs and other structurally vulnerable communities.

Children’s Views on Children’s Rights: A Systematic Literature Review

Abstract Children’s rights are set out in the United Nations Convention on the Rights of the Child. This systematic literature review aimed to investigate children’s views of children’s rights, at a broad level. Nine papers were included, from a range of countries and contexts. They all accessed the views of children and young people (aged up to 18 years). A content analysis was carried out using a recursive process of hybrid aggregative-configurative synthesis, and themes within children’s views and factors that may affect these were identified. These were ‘awareness of rights’, ‘value placed on (importance of) rights’, ‘impact of having/not having rights fulfilled’, ‘realisation and respect of rights’, ‘equality of rights’, ‘identifying and categorising of rights’, and ‘factors that may affect children’s views’. These were developed into a progression of rights realisation and implications for practice and further research were considered.

Non-formal and Informal Learning as Citizenship Education: the Views of Young People and Youth Policymakers

Non-formal and Informal Learning as Citizenship Education: the Views of Young People and Youth Policymakers

Authenticity, power and the case record: A textual analysis of the participation of children and young people in their child protection conference

AbstractThis paper adds to the limited evidence base around documentary representation of the wishes, feelings and views of children and young people involved in the child protection system. It presents the findings of a critical discourse analysis of 114 documents relating to 28 children and young people in the North of England who were the subject of a child protection conference (CPC) due to having experienced significant harm or the high likelihood of significant harm occurring. Three dominant and interlayering discourses were identified: a discourse of childhood, a discourse of participation and a discourse of professional social work practice. While some children and young people came to life in the reports and were afforded a unique identity, others were invisible and their views were marginalized. The findings support a dominant discourse of the unseen and unheard child, with participation normally mediated by power relationships between adults and children, and which marginalizes the experiences of children through a structurally constructed lens of risk and vulnerability. The findings signify the need to establish assessment practices and case reporting systems in which children are heard themselves as well as reported on by others.

Young people's perspectives on inequalities in health in England: a qualitative study

BackgroundAcross England, inequalities in health are worsening. They have been exacerbated by the COVID-19 pandemic and are particularly acute for some ethnic and socioeconomic groups, and some regions. Exploration of the public's understanding of health inequalities has increased, but few studies have looked at the views of young people. Our study seeks to redress this gap by exploring young people's perspectives of inequalities in health. MethodsWe did a qualitative study consisting of three interlinked focus groups (online and face-to-face) with young people from six youth organisations. Focus groups took place from Feb 10 to June 28, 2021. They were co-delivered with partnering youth organisations and involved participatory concept mapping activities and the discussion of health-related news articles. Working with youth organisations, we recruited young people (aged 13–21 years) from six youth groups in areas of high and mixed deprivation across three geographical locations in England (the North East, South Yorkshire, and London). Data were analysed using thematic analysis. The data management software NVivo 12 was used to facilitate coding. All participants provided written informed consent, following acquisition of verbal informed consent from parents or guardians. Ethical approval for the study was granted by the University of Sheffield, Durham University, and London School of Hygiene & Tropical Medicine ethics committees. FindingsWe ran 15 focus groups online and three face-to-face with 42 young people (19 male, 18 female, two non-binary, and three trans-male). Numbers ranged from two to ten participants in each group. Young people described a variety of different factors that shaped their health, including individual behaviours, personal or household resources, relationships and community, local services, the physical environment (particularly reputation and safety), psychosocial factors (including sense of belonging), and the socioeconomic context of the area (eg, quality and quantity of local jobs). However, throughout their discussions they foregrounded the importance of interrelationships between factors. Young people's understanding of inequalities in health were often rooted in their own experience and focused on an awareness of advantage and disadvantage. Young people articulated several different pathways through which they perceived health inequalities to be created, and consistently emphasised the importance of poverty as a root cause of inequality. Priorities for change included improving mental health support, access to safe and healthy local spaces, affordability of activities, healthy food availability, and youth group funding. InterpretationOur study highlights that young people have nuanced, experiential understandings of factors influencing their and other people's health within their local areas. Exploring young people's perspectives of inequalities is crucial in designing policies that are relevant to, and informed by, the people and places they affect. FundingUK National Institute for Health Research (NIHR) School for Public Health Research (SPHR).

Exploring young people's perspectives of inequalities in health: a qualitative study

Abstract Background Reducing inequalities in health is an enduring global public health challenge. Worryingly in England, inequalities across some groups and places are worsening, highlighted and exacerbated by the Covid-19 pandemic. While there has been growing interest in exploring public understandings of health inequalities, few studies have explored the views of young people. Our study seeks to redress this by exploring young people's perspectives of inequalities in health. Methods Working with existing youth organisations, we recruited young people (aged 13-21) from six youth groups in areas of high deprivation across three geographical locations in England. Each group took part in three interlinked focus groups (n = 18), the majority of which were run online using video conferencing platforms. Focus groups were co-delivered with partnering youth organisations during 2021. They involved participatory concept mapping activities, and the discussion of health related news articles. Results Key themes emerged around young people's perspectives of: i) factors influencing health within their local area; ii) understandings of inequalities in health; and iii) key messages to convey to those with a role in addressing health inequalities at a place level. Conclusions Our study highlights the importance of exploring and understanding young people's perspectives of inequalities in order to better shape policies which are supported by the communities and people they impact. Key messages Young people have a nuanced, experiential understanding of key factors influencing their health and inequalities in health within their local areas. Building upon young people’s understandings of inequalities in health provides opportunities to mobilise support for policies seeking to change the distribution of key social determinants.

Researching the Social Impact of the COVID-19 Pandemic on Students in Greece

The COVID-19 pandemic has dramatically changed the lives of people around the world, causing constraints, pressures, and deviations from habits as well as necessary survival activities. Its sweeping and leveling character has not left unaffected any part or any structure of our society, above all education. The lockdown and social alienation imposed on people as measures to stop the transmission of the disease has caused social, cognitive, and psychosomatic consequences, especially in the student world. This is not only because the learning process was initially interrupted and then replaced with distance education but also because students’ social activity and social life changed radically. We consider in the present research the social impact of the pandemic as a benefit or a disadvantage in terms of students' social distancing, and their assessment of the difficulties and deprivations they experienced in order of precedence, as well as their views on dealing with the negative consequences of lockdown and social distancing. We aim to conduct a scientific discussion of the conclusions regarding the conditions created for young people in the context of lockdown and isolation and the views of young people on how to deal with the consequences of the pandemic.

Inclusion and participation of children with epilepsy in schools: Views of young people, school staff and parents

ObjectiveTo gain an understanding of the views of children with epilepsy, their parents and staff regarding inclusion and participation of children with epilepsy in school. MethodsDuring the study period, 136 children with ‘active’ epilepsy (taking anti-seizure Medications (ASMs) for epilepsy), were identified in the study area and of these 68 (50% of those eligible) families agreed to participate. Children (n = 20) with ‘active epilepsy’ their parents (n = 68) and staff (n = 56) were interviewed or completed surveys. The quantitative data were analysed using descriptive statistics and chi-square analyses. The answers to open questions were analysed using thematic analyses. ResultsStaff in mainstream schools were more concerned about the child's attendance than staff in special schools (p = 0.008).Parents and school staff cited a number of negative aspects of the child's attendance difficulties including social–emotional and academic aspects. The majority of parents and staff felt that young people with epilepsy were included in school to the same extent as peers. Parents were however, significantly less likely than staff to agree that children were included in all playground activities (p = 0.045). Parents of children in special schools were more likely to agree that their child was included in school than parents of children attending mainstream schools (p = 0.041). Thematic analysis revealed that parents felt that their child could be excluded in school due to staff decisions, child's own choice and peer led exclusion. The majority of children (64%) and parents (56%) agreed that the child with epilepsy was restricted from doing things their peers could do because of their epilepsy. While more than half of children with epilepsy (63%) reported that they had been bullied, most did not attribute this bullying to having epilepsy. Parents were more likely to agree that their child was bullied because of their epilepsy (p = 0.035) and non-epilepsy reasons than staff (p<0.001). Parents of children with epilepsy attending mainstream schools were more likely to agree that their child was bullied because of their epilepsy (p = 0.017) and non-epilepsy reasons (p = 0.026), compared to parents of children with epilepsy attending special schools. ConclusionsSchool attendance difficulties for children with epilepsy can contribute to academic and social-emotional difficulties. Most parents and teachers feel that children with epilepsy are included in classroom activities to the same extent as peers. Children with epilepsy and their parents believe that they are more restricted in non-classroom activities compared with their peers. Difficulties with participation, friendships and bullying for children with epilepsy may be due to presence of other conditions as opposed to epilepsy per se. There is a need to increase understanding of the wide ranging impact of epilepsy on school life in order to enhance attendance and inclusion and to reduce bullying.

Optimising the health-care experiences of babies, children, and young people

The views of children and young people are too often missing from discussions about their care. The 2021 National Institute for Health and Care Excellence (NICE) guideline on babies, children, and young people's experience of health care aims to optimise the health-care experiences of these populations and ultimately improve their health outcomes and wellbeing. 1 National Institute for Health and Care ExcellenceBabies, children and young people's experience of healthcare NICE guideline (NG204). https://www.nice.org.uk/guidance/ng204Date: Aug 25, 2021 Date accessed: August 31, 2021 Google Scholar Given that almost 10 years have passed since parallel guidelines were published on adults' experiences of health care, 2 National Institute for Health and Care ExcellencePatient experience in adult NHS services: improving the experience of care for people using adult NHS services: clinical guideline. https://www.nice.org.uk/guidance/cg138Date: February, 2012 Date accessed: August 31, 2021 Google Scholar this new guideline for babies, children, and young people in the UK who access the National Health Service (NHS) or local authority commissioned health-care services is welcome, if overdue. The guidance is particularly important because children and young people report less positively about their experiences of inpatient care than their parents, including feeling safe, pain relief, privacy, and involvement in decisions. 3 Hargreaves DS Sizmur S Pitchforth J et al. Children and young people's versus parents' responses in an English national inpatient survey. Arch Dis Childhood. 2018; 103: 486-491 Crossref PubMed Scopus (18) Google Scholar

A meta-synthesis of qualitative studies of the link between anxiety, depression and perfectionism: implications for treatment.

Meta-analyses show an association between perfectionism and depression and anxiety (negative affect), and that therapy for perfectionism impacts positively on negative affect. No systematic reviews have focused on qualitative studies of perfectionism. Our aim was to perform a systematic, meta-synthesis of qualitative literature to (i) help inform our understanding of how perfectionism is associated with negative affect, so that we can (ii) inform future development of treatment for perfectionism in young people and to make it more effective. Included in the meta-synthesis were 37 qualitative studies. Six themes related to perfectionism were found: (1) the association with negative affect, (2) self-worth dependent on achievement, (3) cognitive and behavioural maintaining factors, (4) the expectations of others, (5) effective elements of interventions, and (6) barriers to treatment. The qualitative literature supports the notion of perfectionism as an important construct to consider in reducing negative affect. While cognitive behavioural therapy for perfectionism holds promise as a treatment to target negative affect, there was a paucity of qualitative research, particularly related to young people. A greater understanding of the views of young people are required to help tailor more effective interventions for perfectionism that can impact negative affect in this group.

Entrenching children's participation through UNCRC Incorporation in Scotland

ABSTRACT In March 2021, the Scottish Parliament unanimously adopted the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Bill (Incorporation Bill). This article explores the ways in which this law could fulfil children's participation rights in Scotland based on the exercise of UNCRC Article 12 coupled with Article 5, a child's right to be heard in line with their evolving capacity. It begins by introducing the basic concept of children's participation rights before constructing participation as a right of emancipation that is two-dimensional, reflecting both the individual and collective dimensions of a child's right to be heard. To develop the first dimension of the emancipatory right to participation, the article focuses on a child's ability to engage their individual right to participate in private legal proceedings. The article then looks at how the views of children and young people have been included in collective decision-making processes following adoption of the Children and Young People (Scotland) Act 2014, namely views gathered through children's rights impact assessments. The overarching purpose is to demonstrate how the direct incorporation of the UNCRC can ultimately emancipate children from ongoing marginalisation and support them to become active, engaged citizens.

Age Differences in Age Stereotypes

Abstract. We examined the domain-specific views of young and old people held by young (18–30 years, n = 278) and older adults (60–85 years, n = 289) in Germany, the USA, and India. Views about old and young people differed between life domains but were mostly similar across age groups and countries. Older adults in the USA and Germany – but not in India – held slightly less negative views about old people than did young people in some domains, possibly indicating a projection of better-than-expected own aging experiences of older adults into their in-group stereotypes in Western countries. The findings of our study can be explained by socialization processes, supporting mostly a developmental perspective regarding the acquisition and endorsement of age stereotypes.

Child language brokering as a family care practice: Reframing the ‘parentified child’ debate

AbstractThis paper explores the perspectives of 29 child language brokers living in the UK who interpret for their family following migration. They were presented with vignette stories depicting a potentially conflictual situation between a language broker, a parent and an adult ‘other’ in a position of power or authority. Drawing on debates about language brokering as a family care practice, the ‘parentified child’ and discussions about non‐normative childhoods, the analysis highlights how the role played by the adult ‘other’, coupled with a sometimes‐hostile sociocultural context, can exaggerate tensions or facilitate interactions in the parent–child relationship. The young people's views and experiences illuminate how they navigate these complexities.

Epilepsy in schools: Views on educational and therapeutic provision, understanding of epilepsy and seizure management

ObjectiveTo gain an understanding of the views of young people with epilepsy, their parents and school staff regarding educational and therapeutic provision, understanding of epilepsy and seizure management in schools. MethodsSchool-aged children (n = 20) with ‘active epilepsy’ (taking Anti-Seizure Medications (ASMs) for epilepsy), their parents (n = 68), and school staff (n = 56) were interviewed or completed bespoke questionnaires. In addition, all participating children underwent psychological assessment including measures of behavior and cognition. ResultsOnly 15% of participating children had received psychological support despite 60% scoring within the at-risk range on a measure of behavioral and emotional difficulties. More than half of the responding children reported that some of their teachers and friends did not know that they had epilepsy. A significant minority of parents (32%) did not feel that the child’s transition from preschool to primary, or primary to secondary school was managed well. Knowledge of the child’s epilepsy was felt to be significantly better in special schools than mainstream schools according to both parents and school staff. Staff in special schools perceived they were more knowledgeable about the child’s ASMs and changes to ASMs than staff in mainstream schools. Staff in special schools were significantly more likely to have received training on general aspects of epilepsy, seizure management, and impacts on learning and/or behavior. Parental interviews indicated difficulties accessing educational and therapeutic supports. Parents often felt that they had to drive the process to gain supports themselves. They also reported limited professional support, and inadequate communication between themselves and the school and school staff and medical/therapeutic professionals regarding their child’s needs. Parents would like more school staff to recognize the impacts of epilepsy on learning and behavior and to support their child more holistically. Many parents wanted more resources for assessment and therapeutic provision in relation to their child’s learning, behavior, and emotions. ConclusionKnowledge of epilepsy is felt by parents and staff to be significantly better in special schools compared with mainstream schools. Parents highlighted the need for increased knowledge of the impacts of epilepsy on learning and behavior and perceived a need for more resources for assessment of these difficulties.

Opportunities for strengthening sexual health education in schools: Findings from a student needs assessment in NSW.

Comprehensive sexuality education (CSE) is important for the sexual and reproductive health of young people. To better understand young people's views and experiences of sexual health education in NSW, a student needs assessment survey was conducted in 2017. This paper presents the findings from 1603 NSW students in Years 8-12 following online recruitment. Descriptive analyses explored students' views and experiences in relation to sources of sexual health information, education providers, school-based topics covered and resources drawn on. Findings indicate that school, parents, friends and social media are students' most common sources of information on sexual and reproductive health. Approximately one-third of students reported wanting more information on topics related to relationships, reproductive health, consent and sexual decision-making and sexual harassment, abuse and bullying, and two-thirds of transgender and gender diverse students wanted more information on gender identity. For the topics which students reported receiving the least information about at school, they were most likely to seek this out on social media and websites. Findings provide valuable insight for improving CSE in NSW. The influence of social media, parents and the internet should be taken into consideration when developing resources and programme content. Professional development for educators could contribute to improving the quality of CSE delivered. Accurate and up to date resources must be utilised to support student engagement and effective learning.