When our children act up--whether they're just moody and rebellious
or taking drugs and committing crimes--our solution, so often now,
is to send them to a psychiatrist or developmental psychologist ...for
help. What makes us think this will work? How did we come to rely
on psychological explanations--and corrections--for juvenile
misconduct? In Taming the Troublesome Child , these
questions lead to the complex history of "child guidance," a
specialized psychological service developed early in the twentieth
century. Kathleen Jones puts this professional history into the
context of the larger culture of age, class, and gender conflict.
Using the records of Boston's Judge Baker Guidance Center from 1920
to 1945, she looks at the relationships among the social activists,
doctors, psychologists, social workers, parents, and young people
who met in the child guidance clinic, then follows the clinicians
as they adapt delinquency work to the problems of nondelinquent
children--an adaptation that often entailed a harsh critique of
American mothers. Her book reveals the uses to which professionals
and patients have put this interpretation of juvenile misbehavior,
and the conditions that mother-blaming has imposed on social policy
and private child rearing to this day.
This book presents original research outlining the key elements in responding to parental misuse of drugs and alcohol.Offers a definition of “misuse” and “addiction” and the factors that influence ...the nature of misuse or addictionReviews extensively the nature and impact of parental substance misuse on children and families using the latest evidenceExplores how research and theories might help inform professionals or non-professionals assessing families affected by parents who misuse drugs or alcoholProvides an in-depth discussion of Motivational Interviewing, including a critical discussion of the challenges and limitations involved in using it in child and family settingsConsiders the wider implications of the findings for practice and policy and argues that these responses can be used across the field of work with vulnerable children and their families
As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality ...affect the educational attainment and life chances of low-income children? In "Whither Opportunity?" a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education--the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, "Whither Opportunity?" analyzes how social and economic conditions surrounding schools affect school performance and children's educational achievement. The book shows that from earliest childhood, parental investments in children's learning affect reading, math, and other attainments later in life. This book contains six parts. Part I, Overview, contains: (1) Introduction: The American Dream, Then and Now (Greg J. Duncan and Richard J. Murnane). Part II, The Developing Child and Adolescent, contains: (2) Lessons from Neuroscience Research for Understanding Causal Links Between Family and Neighborhood Characteristics and Educational Outcomes (Charles A. Nelson III and Margaret A. Sheridan); (3) The Nature and Impact of Early Achievement Skills, Attention Skills, and Behavior Problems (Greg J. Duncan and Katherine Magnuson); (4) Middle and High School Skills, Behaviors, Attitudes, and Curriculum Enrollment, and Their Consequences (George Farkas); (5) The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations (Sean F. Reardon); (6) Inequality in Postsecondary Education (Martha J. Bailey and Susan M. Dynarski); and (7) Educational Expectations and Attainment (Brian A. Jacob and Tamara Wilder Linkow). Part III, The Family, contains: (8) Educational Mobility in the United States Since the 1930s (Michael Hout and Alexander Janus); (9) How Is Family Income Related to Investments in Children's Learning? (Neeraj Kaushal, Katherine Magnuson, and Jane Waldfogel); (10) Parenting, Time Use, and Disparities in Academic Outcomes (Meredith Phillips); and (11) Family-Structure Instability and Adolescent Educational Outcomes: A Focus on Families with Stepfathers (Megan M. Sweeney). Part IV, Neighborhoods, contains: (12) Converging Evidence for Neighborhood Effects on Children's Test Scores: An Experimental, Quasi-Experimental, and Observational Comparison (Julia Burdick-Will, Jens Ludwig, Stephen W. Raudenbush, Robert J. Sampson, Lisa Sanbonmatsu, and Patrick Sharkey); and (13) Unpacking Neighborhood Influences on Education Outcomes: Setting the Stage for Future Research (David Harding, Lisa Gennetian, Christopher Winship, Lisa Sanbonmatsu, and Jeffrey Kling). Part V, Labor Markets, contains: (14) The Effects of Local Employment Losses on Children's Educational Achievement (Elizabeth O. Ananat, Anna Gassman-Pines, and Christina M. Gibson-Davis); and (15) How Does Parental Unemployment Affect Children's Educational Performance? (Phillip B. Levine). Part VI, Schools, contains: (16) The Role of Family, School, and Community Characteristics in Inequality in Education and Labor-Market Outcomes (Joseph G. Altonji and Richard K. Mansfield); (17) Year-by-Year and Cumulative Impacts of Attending a High-Mobility Elementary School on Children's Mathematics Achievement in Chicago, 1995 to 2005 (Stephen W. Raudenbush, Marshall Jean, and Emily Art); (18) The Effect of School Neighborhoods on Teachers' Career Decisions (Don Boyd, Hamp Lankford, Susanna Loeb, Matthew Ronfeldt, and Jim Wyckoff); (19) Crime and the Production of Safe Schools (David S. Kirk and Robert J. Sampson); (20) Immigrants and Inequality in Public Schools (Amy Ellen Schwartz and Leanna Stiefel); (21) School Desegregation and the Black-White Test Score Gap (Jacob L. Vigdor); (22) The Challenges of Finding Causal Links Between Family Educational Practices and Schooling Outcomes (Frank F. Furstenberg); (23) It May Not Take a Village: Increasing Achievement Among the Poor (Vilsa E. Curto, Roland G. Fryer Jr., and Meghan L. Howard); (24) Understanding the Context for Existing Reform and Research Proposals (Harry Brighouse and Gina Schouten); and (25) Intervening to Improve the Educational Outcomes of Students in Poverty: Lessons from Recent Work in High-Poverty Schools (Brian Rowan). A foreword and an index is included.
Children of a new world Fass, Paula S
2007, 20061201, 2006, 2006-12-01, 20070101
eBook, Book
Paula S. Fass, a pathbreaker in children's history and the history of education, turns her attention inChildren of a New Worldto the impact of globalization on children's lives, both in the United ...States and on the world stage. Globalization, privatization, the rise of the "work-centered" family, and the triumph of the unregulated marketplace, she argues, are revolutionizing the lives of children today.
Fass begins by considering the role of the school as a fundamental component of social formation, particularly in a nation of immigrants like the United States. She goes on to examine children as both creators of culture and objects of cultural concern in America, evident in the strange contemporary fear of and fascination with child abduction, child murder, and parental kidnapping. Finally, Fass moves beyond the limits of American society and brings historical issues into the present and toward the future, exploring how American historical experience can serve as a guide to contemporary globalization as well as how globalization is altering the experience of American children and redefining childhood.
Clear and scholarly, serious but witty,Children of a New Worldprovides a foundation for future historical investigations while adding to our current understanding of the nature of modern childhood, the role of education for national identity, the crisis of family life, and the influence of American concepts of childhood on the world's definitions of children's rights. As a new generation comes of age in a global world, it is a vital contribution to the study of childhood and globalization.
Each year, tens of thousands of children are conceived with donated sperm or eggs, aka donated gametes. By some estimates, there are over 1 million donor-conceived people in the United States and, of ...course, many more the world over. Some know they are donor-conceived. Some don’t. Some know the identity of their donors. Others never will. Conceiving People: Identity, Genetics and Gamete Donation argues that people who plan to create a child with donated gametes should choose a donor whose identity will be made available to the resulting child. This is not because having genetic knowledge is fundamentally important. Rather, it is because donor-conceived people are likely to develop a significant interest in having genetic knowledge and parents must help satisfy their children’s significant interests. In other words: because a donor-conceived person is likely to care about having genetic knowledge, their parents should care too. Questions about what the donor-conceived should know about their genetic progenitors are hugely significant for literally millions of people, including donor-conceived people, their parents, and donors. But the practice of gamete donation also provides a vivid occasion for thinking about questions that matter to everyone. What value, if any, is there in knowing who your genetic progenitors are? To what extent are our identities bound up with knowing where we come from? What obligations do parents have to their children? And what makes someone a parent—the person responsible for lovingly raising a child—in the first place?
Preventing childhood obesity Koplan, Jeffrey; Liverman, Catharyn T; Kraak, Vivica I
2005, 20050113, 2005-01-31, 2005-01-15, 20050101
eBook, Book
Odprti dostop
Children's health has made tremendous strides over the past century. In general, life expectancy has increased by more than thirty years since 1900 and much of this improvement is due to the ...reduction of infant and early childhood mortality. Given this trajectory toward a healthier childhood, we begin the 21st-century with a shocking development?an epidemic of obesity in children and youth. The increased number of obese children throughout the U.S. during the past 25 years has led policymakers to rank it as one of the most critical public health threats of the 21st-century.
Preventing Childhood Obesity provides a broad-based examination of the nature, extent, and consequences of obesity in U.S. children and youth, including the social, environmental, medical, and dietary factors responsible for its increased prevalence. The book also offers a prevention-oriented action plan that identifies the most promising array of short-term and longer-term interventions, as well as recommendations for the roles and responsibilities of numerous stakeholders in various sectors of society to reduce its future occurrence. Preventing Childhood Obesity explores the underlying causes of this serious health problem and the actions needed to initiate, support, and sustain the societal and lifestyle changes that can reverse the trend among our children and youth.
The past two decades have witnessed an increase in programs targeting children and youth impacted by traumatic events, with a heightened focus on ensuring that all such programs and relevant service ...systems are trauma informed. While such efforts are laudable, trauma-informed care (TIC) is defined in a number of ways, limiting evaluation of these initiatives, specifically as they relate to the potential for improved outcomes or reduced costs often used to advocate for TIC. Widespread interest in TIC, despite an apparent dearth of empirical research, served as the impetus for this special section. Our goal was to identify the most rigorous empirical studies available. These six papers were selected based on their inclusion of a definition of TIC, focus on at least one component of TIC in a child-serving system, and availability of empirical data demonstrating the effectiveness of their efforts. In addition to introducing these papers, we share preliminary data from a brief, anonymous survey of child-serving professionals across various systems and roles to obtain feedback about definitional and conceptual issues related to TIC. While this special section provides a representation of available empirical work, significant gaps between research and practice of TIC remain, with important implications for future work.
Children living in poverty are more likely to have mental health problems, and their conditions are more likely to be severe. Of the approximately 1.3 million children who were recipients of ...Supplemental Security Income (SSI) disability benefits in 2013, about 50% were disabled primarily due to a mental disorder. An increase in the number of children who are recipients of SSI benefits due to mental disorders has been observed through several decades of the program beginning in 1985 and continuing through 2010. Nevertheless, less than 1% of children in the United States are recipients of SSI disability benefits for a mental disorder.
At the request of the Social Security Administration, Mental Disorders and Disability Among Low-Income Children compares national trends in the number of children with mental disorders with the trends in the number of children receiving benefits from the SSI program, and describes the possible factors that may contribute to any differences between the two groups. This report provides an overview of the current status of the diagnosis and treatment of mental disorders, and the levels of impairment in the U.S. population under age 18. The report focuses on 6 mental disorders, chosen due to their prevalence and the severity of disability attributed to those disorders within the SSI disability program: attention-deficit/hyperactivity disorder, oppositional defiant disorder/conduct disorder, autism spectrum disorder, intellectual disability, learning disabilities, and mood disorders. While this report is not a comprehensive discussion of these disorders, Mental Disorders and Disability Among Low-Income Children provides the best currently available information regarding demographics, diagnosis, treatment, and expectations for the disorder time course - both the natural course and under treatment.
Known as "The Great Killer" and "The White Plague," few diseases influenced American life as much as tuberculosis. Sufferers migrated to mountain or desert climates believed to ameliorate symptoms. ...Architects designed homes with sleeping porches and verandas so sufferers could spend time in the open air. The disease even developed its own consumer culture complete with invalid beds, spittoons, sputum collection devices, and disinfectants. The "preventorium," an institution designed to protect children from the ravages of the disease, emerged in this era of Progressive ideals in public health.In this book, Cynthia A. Connolly provides a provocative analysis of public health and family welfare through the lens of the tuberculosis preventorium. This unique facility was intended to prevent TB in indigent children from families labeled irresponsible or at risk for developing the disease. Yet, it also held deeply rooted assumptions about class, race, and ethnicity. Connolly goes further to explain how the child-saving themes embedded in the preventorium movement continue to shape children's health care delivery and family policy in the United States.
