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This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.
Edited by four leading violence researchers, this book takes a systemic view, offering a critical appraisal of research and theory that focuses on violence in youth, families, and communities.
The identification of protective factors that might modify the negative effects of community violence (CV) is key for prevention efforts and the promotion of resilience among at-risk children and adolescents. The present study examined the relation between direct exposure to CV and children's social skills, externalizing and internalizing behavior problems, and academic competence in a sample of 125 African-American and Latino fifth-grade children across a nine month period. Of particular interest was the potential moderating or protective effect of positive school experiences and perceived peer acceptance in these relations. Results revealed that most children were victims of CV, with victimization status remaining relatively stable across the two time points. CV exposure was significantly associated with increased internalizing problems and decreased academic competence initially and with decreased social skills and increased externalizing problems across time. With the exception of social skills, these effects were the same for boys and girls and African-American and Latino children. Overall, analyses found no buffers of the effects of CV exposure on social skills, internalizing problems, and academic competence, but provided some evidence that being helped by other students and having a high total number of positive school experiences may help protect children from the adverse effect of CV on externalizing problems. Implications of the impact of CV exposure, as well as the moderating effects found are discussed.
Antisocial behaviour and conduct disorders are the most common reason for referral to child and adolescent mental health services and have a significant impact on the quality of life of children and young people and their parents and carers. Rates of other mental health problems (including antisocial personality disorder) are considerably increased for adults who had a conduct disorder in childhood. This new NICE guideline seeks to address these problems by offering advice on prevention strategies and a range of psychosocial interventions.It reviews the evidence across the care pathway, encompassing access to and delivery of services, experience of care, selective prevention interventions, case identification and assessment, psychological and psychosocial indicated prevention and treatment interventions, and pharmacological and physical interventions.Readership: Intended for healthcare professionals in CAMHS, but this will also be useful to professionals in primary care (as there is much emphasis on recognition).
Exposure to community violence is a pervasive problem among urban youth and has been associated with both internalizing and externalizing disorders. The mechanisms through which exposure to community violence impacts adolescent adjustment are unclear. A change in adolescent schemas has been proposed as a mechanism through which the impact occurs. The goals of this study were to develop a measure of relevant adolescent schemas and examine their relation to exposure to community violence. A sample of 320 5th and 8th graders were assessed and confirmatory factor analyses of the measure supported a three factor model, including self-schemas, world schemas and use of violence schemas. Exposure to community violence, including victimization and witnessing violence, was associated with more negative adolescent schemas. Witnessing violence and victimization had distinct relations with schemas highlighting the need to examine these types of exposure independently. Overall, this study provides preliminary support for the importance of studying adolescent schemas within the context of community violence. The measure developed represents an initial step in this process given what is available in the literature. However, additional work on the measure is needed to ensure that it accurately samples the schema domains that are relevant for youth in this context.
This timely volume explores essential themes, issues, and challenges related to adolescents' lives and learning in underserviced urban areas. Distinguished scholars provide theoretically grounded, multidisciplinary perspectives on contexts and forces that influence adolescent development and achievement. The emphasis is on what is positive and effective, what can make a real difference in the lives and life chances for urban youths, rather than deficits and negative dysfunction. Going beyond solely traditional psychological theories, a strong conceptual framework addressing four domains for understanding adolescent development undergirds the volume: developmental continuities from childhood primary changes (biological, cognitive, social) contexts of development adolescent outcomes. A major federal government initiative is the development of programs to support underserviced urban areas. Directly relevant to this initiative, this volume contributes significantly to gaining a realistic understanding of the contexts and institutions within which urban youths live and learn.