Societies

14 pages, 669 KiB

Open AccessArticle

Individual, Familial, and School Risk Factors Affecting Teen Dating Violence in Early Adolescents: A Longitudinal Path Analysis Model

by Anna Sorrentino, Margherita Santamato and Antonio Aquino

Societies 2023, 13(9), 213; https://doi.org/10.3390/soc13090213 - 20 Sep 2023

Cited by 2 | Viewed by 1577

Abstract

Background: Teen dating violence (TDV) is a growing issue among adolescents, leading to several negative behavioral and psychological consequences. Most studies have been carried out in North America, whereas few have been conducted in Europe and Italy. Despite the existence of some studies [...] Read more.

Background: Teen dating violence (TDV) is a growing issue among adolescents, leading to several negative behavioral and psychological consequences. Most studies have been carried out in North America, whereas few have been conducted in Europe and Italy. Despite the existence of some studies underlying risk factors for TDV, to the best of our knowledge, none of them have tested a comprehensive model that includes several risk factors (and their interplay) for verbal–emotional and physical TDV such as witnessing IPV, involvement in school bullying and victimization, cyberbullying and cybervictimization, deviant behaviors, and violence against teachers. Methods: A short-term longitudinal study involving 235 students aged 10–14 who filled in an online questionnaire twice. Results: The tested path analysis model showed an excellent fit to data, with a different pattern of risk factors affecting youth involvement as perpetrator and victim in physical and verbal–emotional TDV. Differential paths emerged for females and males. Conclusions: This article includes discussions on practical and policy implications for future research, stressing the need to develop, implement, and evaluate the effectiveness of primary prevention programs addressing and managing youth involvement in violent and aggressive behaviors. Full article

(This article belongs to the Special Issue Health Psychology and Psychological Health in Contemporary Society)

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25 pages, 415 KiB

Open AccessReview

Successful and Emerging Cyberbullying Prevention Programs: A Narrative Review of Seventeen Interventions Applied Worldwide

by Sohni Siddiqui and Anja Schultze-Krumbholz

Societies 2023, 13(9), 212; https://doi.org/10.3390/soc13090212 - 18 Sep 2023

Cited by 2 | Viewed by 4476

Abstract

The advent of the internet has channeled more online-related tasks into our lives and they have become a pre-requisite. One of the concerns with high internet usage is the multiplication of cyber-associated risky behaviors such as cyber aggression and/or cyberbullying. Cyberbullying is an [...] Read more.

The advent of the internet has channeled more online-related tasks into our lives and they have become a pre-requisite. One of the concerns with high internet usage is the multiplication of cyber-associated risky behaviors such as cyber aggression and/or cyberbullying. Cyberbullying is an emerging issue that needs immediate attention from many stakeholders. The aim of this study is to review existing successful and emerging interventions designed to prevent cyberbullying by engaging individuals through teacher professional development and adopting a whole-school approach. The review presents the strengths and limitations of the programs and suggestions to improve existing interventions. Preparing interventions with a strong theoretical framework, integrating the application of theories in interventions, promoting proactive and reactive strategies in combination, beginning with baseline needs assessment surveys, reducing time on digital devices and the digital divide among parents and children, promoting the concepts of lead trainer, peer trainer, and hot spots, focusing on physical activity, and use of landmarks are some of the recommendations proposed by the authors. In addition to face-to-face intervention sessions, it is suggested to update existing intervention programs with games and apps and to evaluate this combination. Full article

(This article belongs to the Topic Education and Digital Societies for a Sustainable World)

31 pages, 502 KiB

Open AccessReview

Academic Coverage of Social Stressors Experienced by Disabled People: A Scoping Review

by Gregor Wolbring and Maria Escobedo

Societies 2023, 13(9), 211; https://doi.org/10.3390/soc13090211 - 16 Sep 2023

Viewed by 2027

Abstract

Social stress can be caused by many factors. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) highlights many social stressors disabled people experience in their daily lives. How social stressors experienced by disabled people are discussed in the academic [...] Read more.

Social stress can be caused by many factors. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) highlights many social stressors disabled people experience in their daily lives. How social stressors experienced by disabled people are discussed in the academic literature and what data are generated influence social-stressor related policies, education, and research. Therefore, the aim of our study was to better understand the academic coverage of social stressors experienced by disabled people. We performed a scoping review study of academic abstracts employing SCOPUS, the 70 databases of EBSCO-HOST and Web of Science, and a directed qualitative content analysis to achieve our aim. Using many different search strategies, we found few to no abstracts covering social stressors experienced by disabled people. Of the 1809 abstracts obtained using various stress-related phrases and disability terms, we found a bias towards covering disabled people as stressors for others. Seventeen abstracts mentioned social stressors experienced by disabled people. Fourteen abstracts flagged “disability” as the stressor. No abstract contained stress phrases specific to social stressors disabled people experience, such as “disablism stress*” or “ableism stress*”. Of the abstracts containing equity, diversity, and inclusion phrases and policy frameworks, only one was relevant, and none of the abstracts covering emergency and disaster discussions, stress-identifying technologies, or science and technology governance were relevant. Anxiety is one consequence of social stressors. We found no abstract that contained anxiety phrases that are specific to social stressors disabled people experience, such as “ableism anxiety”, “disablism anxiety” or “disability anxiety”. Within the 1809 abstract, only one stated that a social stressor is a cause of anxiety. Finally, of the abstracts that contained anxiety phrases linked to a changing natural environment, such as “climate anxiety”, none were relevant. Our study found many gaps in the academic literature that should be fixed and with that highlights many opportunities. Full article

14 pages, 771 KiB

Open AccessReview

Comparative Study on National Policies and Educational Approaches toward Regional Revitalization in Japan and South Korea: Aiming to Achieve the Sustainable Development Goals

by Shiori Osanai and Jeongsoo Yu

Societies 2023, 13(9), 210; https://doi.org/10.3390/soc13090210 - 15 Sep 2023

Viewed by 1973

Abstract

Declining birthrates and aging populations are progressing globally, but this trend is particularly prominent in East Asia. Japan and South Korea face SDG-related problems, such as declining birth rates, aging populations, and depopulation in rural areas due to population concentration in urban areas. [...] Read more.

Declining birthrates and aging populations are progressing globally, but this trend is particularly prominent in East Asia. Japan and South Korea face SDG-related problems, such as declining birth rates, aging populations, and depopulation in rural areas due to population concentration in urban areas. In this study, “regional revitalization” was set as a keyword for solving SDG-related issues in Japan and South Korea to conduct a comparative analysis of the relevant trends and characteristics of national policies and educational approaches in Japan and South Korea through a literature review. A comparative analysis of the policies and educational approaches to regional revitalization in Japan and South Korea reveals that policies and education are closely related to regional revitalization. Japan aims to increase the permanent population of young people through creating attractive regions in each region, and South Korea aims to alleviate the labor shortage caused by the declining population with labor immigration and aims for regional revitalization via comprehensive cooperation among its own citizens, immigrants, and people with multiple cultures. Full article

(This article belongs to the Topic Sustainability in Aging and Depopulation Societies)

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17 pages, 300 KiB

Open AccessArticle

Transformations in Local Social Action in Portugal

by Hermínia Gonçalves and Jorge Ferreira

Societies 2023, 13(9), 209; https://doi.org/10.3390/soc13090209 - 13 Sep 2023

Viewed by 1132

Abstract

The decentralization of social functions to municipalities, also known as municipal decentralization, triggered new contexts of practice in municipal social intervention. Municipalities are now dealing with more work and a focus on working in partnerships, which calls for greater dynamism of the local [...] Read more.

The decentralization of social functions to municipalities, also known as municipal decentralization, triggered new contexts of practice in municipal social intervention. Municipalities are now dealing with more work and a focus on working in partnerships, which calls for greater dynamism of the local social action teams. This process has pushed the social workers to practices that alternate between mediation through the construction of access to a universal standard of social rights and the development of social intervention models with specific access to certain contexts and social groups. The objective of this paper is to envision new forms of standardization of social action within the framework of municipal decentralization, combining place-based perspectives with community and structural social work. What can we learn from social workers’ perspectives on the context of social functions in order to envision forms of place-based standardization of municipal social action? We seek to analyze the professional visions of local social action systems reform, discussing new contexts of practice; new place-based functions; and their correlation with political mediation for universal and intermunicipal social rights, instrumental dimensions of concrete work, and dimensions of value attributed to practicing social work. We organized the research according to the phenomenological paradigm, mobilizing the qualitative method and the multiple-case study. Based on evidence from the discourse of all professionals involved in the study, the findings indicate that the transformations of local social action systems, associated with the processes of social functions decentralization, imply greater comprehensiveness of social intervention, the ability to work in partnerships, and new place-based approach matrices, but they also present challenges for social workers in terms of multilevel governance that may favor the standardization of access to better social well-being between municipal territories. Full article

15 pages, 279 KiB

Open AccessArticle

National Level Support Programs for Youth in Relation to Effective School-to-Work Transition: Examples of Italy, Moldova, and Latvia

by Maria Diacon, Liena Hačatrjana, Victor Juc, Victoria Lisnic and Antonella Rocca

Societies 2023, 13(9), 208; https://doi.org/10.3390/soc13090208 - 12 Sep 2023

Viewed by 990

Abstract

The school-to-work transition is one of the trickiest steps in the life cycle of an individual because when young people complete their education and enter the labor market, they have to compete to attain a job while lacking the job experience or skills [...] Read more.

The school-to-work transition is one of the trickiest steps in the life cycle of an individual because when young people complete their education and enter the labor market, they have to compete to attain a job while lacking the job experience or skills required by employers. Across European countries, the school-to-work transition shows very different characteristics and durations, stemming from, among other factors, (1) the different provisions of services at the country level to help young people become oriented in the labor market, (2) different historical backgrounds, and even (3) the different capacities of education systems to provide the skills required by employers, despite the efforts to homogenize the national education systems, which started with the Bologna process. In this paper, we aim to compare various programs implemented within formal education at the macro-level in Italy, Moldova, and Latvia, three rather different countries in Europe, that have the goal of helping young people during various stages of this transition. The conclusion we can draw is that each of these countries needs to adopt a coordinated and integrated strategy of reforms aimed at (a) preventing early school drop-outs; (b) incentivizing the attainment of a university degree; (c) reforming school curricula; (d) closing the gap between education systems and labor market requirements; and (e) improving the services that help young people during the school-to-work transition. Full article

(This article belongs to the Special Issue From Policy to Grass Roots: Educational Interventions That Target Youth NEETs)

17 pages, 284 KiB

Open AccessArticle

Community on the Margins: The Social Consolidation of the HaTikvah Neighborhood in the Late Mandate Period and during Early Israeli Statehood

by Elia Etkin

Societies 2023, 13(9), 207; https://doi.org/10.3390/soc13090207 - 11 Sep 2023

Viewed by 951

Abstract

The definition and analysis of disadvantaged neighborhoods have been rethought in recent years, with the goal of trying to surpass the monolithic identification of all marginal neighborhoods and move towards an analysis of the social, urban, and national circumstances that create marginal neighborhoods [...] Read more.

The definition and analysis of disadvantaged neighborhoods have been rethought in recent years, with the goal of trying to surpass the monolithic identification of all marginal neighborhoods and move towards an analysis of the social, urban, and national circumstances that create marginal neighborhoods in a particular country under specific historical circumstances. This paper offers a micro-historical case study that allows us to examine the social consolidation and civic engagement of a marginal urban community residing in the HaTikvah neighborhood, next to the city of Tel Aviv, during the period between the mid-1930s and the early 1950s. It argues that the residents’ identifications and actions stemmed from an intersectional marginality that was composed of their low socio-economic status, their ethnic origin as Oriental Jews, the geographic location of the neighborhood, and its lack of municipal status. Taking into consideration the circumstances of British Mandatory rule and the processes of the consolidation of the Jewish national society in Palestine as a European society, this paper unveils the struggles of the community vis à vis various institutions for the purposes of recognition, the improvement of living conditions, and, subsequently, the preservation of the fabric of life in the neighborhood. Full article

(This article belongs to the Special Issue Resilient Communities)

9 pages, 622 KiB

Open AccessArticle

Posttraumatic Stress and Somatic Symptoms in Firefighters: A Mediation Analysis of the Impact of Potentially Traumatic Events

by Joana Proença Becker, Rui Paixão, Patrícia Correia-Santos and Manuel João Quartilho

Societies 2023, 13(9), 206; https://doi.org/10.3390/soc13090206 - 08 Sep 2023

Viewed by 1594

Abstract

Firefighters are considered a high-risk group for developing stress-related psychopathologies, such as post-traumatic stress disorder (PTSD), due to repeated exposure to potentially traumatic events (PTE). Studies have indicated that PTE is also associated with the development of Somatic Symptom Disorder (SSD). However, the [...] Read more.

Firefighters are considered a high-risk group for developing stress-related psychopathologies, such as post-traumatic stress disorder (PTSD), due to repeated exposure to potentially traumatic events (PTE). Studies have indicated that PTE is also associated with the development of Somatic Symptom Disorder (SSD). However, the occurrence of this condition among firefighters is an underexplored topic. This study aimed to assess the relationships between PTE and PTSD symptoms, and the relationship between PTE and SSD symptoms. Furthermore, we aimed to assess the role of SSD in the relationship between PTE and PTSD within Portuguese firefighters who battled the 2017 violent forest fires. To this end, a sample of 116 firefighters (75% male) completed self-report measures of posttraumatic symptoms, somatic symptoms, and other psychopathological symptoms. Contrary to several literature, in the present study, neither PTSD nor SSD symptoms seem to be correlated with any sociodemographic characteristics. However, the exposure to PTE is positively correlated with both PTSD and SSD symptoms. Furthermore, SSD seems to act as a mediator in the relationship between PTE and PTSD. Full article

(This article belongs to the Special Issue Health Psychology and Psychological Health in Contemporary Society)

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18 pages, 284 KiB

Open AccessArticle

Beyond Disciplinary Constraints: Designing Transdisciplinary Research and Collaboration in Real-World Laboratories

by Ingrid Kofler

Societies 2023, 13(9), 205; https://doi.org/10.3390/soc13090205 - 07 Sep 2023

Viewed by 1188

Abstract

Topics related to sustainable development are at the forefront of current local and global debates, involving social, economic, and political perspectives. To address these complex and interconnected challenges, it is necessary to think and act beyond disciplinary and field-specific boundaries. Participating in project [...] Read more.

Topics related to sustainable development are at the forefront of current local and global debates, involving social, economic, and political perspectives. To address these complex and interconnected challenges, it is necessary to think and act beyond disciplinary and field-specific boundaries. Participating in project work, research, experiments, and designing social transformation processes are at the core of transdisciplinary research and methods, such as Real-World Laboratories. This means that all participants are involved in co-designing, co-producing, and co-disseminating the project from the beginning. In these participatory processes, a systematic evaluation and evidence of the transdisciplinary process is often difficult to show even though it would be important to improve scalability and the transferability of the process. Using the example of the Tiny Fop Mob, a Real-World Laboratory on wheels, we wanted to understand how to evaluate transdisciplinary research thinking within the project team and demonstrate how systematic evaluation is crucial in participatory research. Findings show that there is a need to reflect on context-specific and team-oriented strategies during the planning and the beginning of the project. Full article

15 pages, 579 KiB

Open AccessArticle

Teacher Resilience and Coping with Teacher Stress in Vocational Schools

by Silvia Barnová, Gabriela Gabrhelová, Slávka Krásna, Lívia Hasajová and Denis Barna

Societies 2023, 13(9), 204; https://doi.org/10.3390/soc13090204 - 07 Sep 2023

Cited by 1 | Viewed by 2315

Abstract

The aim of the proposed study is to present the partial results of research activities focused on vocational school teachers’ resilience realized within the grant project IGA003DTI/2022. The present study aims to examine the existence of associations between teacher resilience and years of [...] Read more.

The aim of the proposed study is to present the partial results of research activities focused on vocational school teachers’ resilience realized within the grant project IGA003DTI/2022. The present study aims to examine the existence of associations between teacher resilience and years of teaching experience. The research sample consisted of 474 vocational school teachers in Slovakia. The level of their teacher resilience was measured by The Connor–Davidson Resilience Scale CD-RISC-25^SLOVAK. The scale measures seven dimensions—Hardiness, Coping, Adaptability/Flexibility, Meaningfulness/Purpose, Optimism, Regulation of emotion and cognition, and Self-Efficacy. The findings confirmed the existence of associations between teacher resilience and years of teaching experience as novice teachers and teachers with ten or fewer years of teaching experience achieved lower scores in the scale than their more experienced colleagues. Although we are aware of the limits of the research study given the size and composition of the sample, the findings suggest that years of teaching experience can be considered an important variable from the aspect of teacher resilience and it is important to pay increased attention especially to novice teachers’ well-being and building their resilience, e.g., by providing guidance through developing effective coping strategies. As there are a lack of available data on vocational school teachers’ resilience, the present findings have the potential to broaden the existing knowledge and have implications for further research. Full article

(This article belongs to the Special Issue Social Intelligence in the Context of Social Competences, Culture and Personality)

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11 pages, 691 KiB

Open AccessArticle

Unleashing Creativity and Cooperation: A Qualitative Case Study on Designing Digital Breakouts for Social Education Degrees

by Paula Rodríguez-Rivera, Ana Manzano-León, María Dolores Dapía Conde and José M. Rodríguez-Ferrer

Societies 2023, 13(9), 203; https://doi.org/10.3390/soc13090203 - 02 Sep 2023

Viewed by 1285

Abstract

This article examines the implementation of a cooperative training workshop for Spanish undergraduate social educators. The workshop aimed to explore the integration of escape rooms and breakouts in teaching, specifically addressing cyberbullying as a curricular topic. A total of 40 students participated in [...] Read more.

This article examines the implementation of a cooperative training workshop for Spanish undergraduate social educators. The workshop aimed to explore the integration of escape rooms and breakouts in teaching, specifically addressing cyberbullying as a curricular topic. A total of 40 students participated in designing and qualitatively evaluating the training workshop. The findings highlight the workshop’s effectiveness in enhancing social education students’ training, preparing them for future professional careers, and enhancing their learning, teamwork, and proficiency in utilising ICT programs and resources. The study underscores the significance of incorporating these innovative approaches to improve student motivation, interest, and overall skill development. Full article

(This article belongs to the Special Issue Potentials of Game-Based Learning and Gamification on New Literacy Studies)

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18 pages, 890 KiB

Open AccessArticle

Impact of the COVID-19 Pandemic on the Developmental Outcomes among Korean Kinship Foster Care Children: Gender Differences

by Hyunah Kang, Ick-Joong Chung and Sehyeon Oh

Societies 2023, 13(9), 202; https://doi.org/10.3390/soc13090202 - 30 Aug 2023

Cited by 1 | Viewed by 1086

Abstract

(1) Background: This study explored changes before and during the COVID-19 pandemic in terms of developmental outcomes among kinship foster care children in the Republic of Korea: and gender differences in the changes; (2) Methods: The study analyzed the data of 217 kinship [...] Read more.

(1) Background: This study explored changes before and during the COVID-19 pandemic in terms of developmental outcomes among kinship foster care children in the Republic of Korea: and gender differences in the changes; (2) Methods: The study analyzed the data of 217 kinship care children who participated in both the first- and second-wave surveys of the Panel Study of Korean Foster Care Children. As the main statistical methods, we utilized repeated-measures ANOVA and analysis of covariance (ANCOVA); (3) Results: Analysis of developmental outcomes measured before and during the pandemic showed no significant changes. However, significant interaction effects existed between time (before and during the pandemic) and gender, indicating that boys and girls recorded different patterns of change before and during the COVID-19 pandemic; (4) Discussion:During the COVID-19 pandemic, girls experienced negative changes in most areas of development, whereas boys experienced positive changes. The policy and practical implications for foster care children in Korea were discussed. Full article

(This article belongs to the Special Issue Innovative Research on Kinship Care and Its Role in Child Protection and Well-Being)

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11 pages, 271 KiB

Open AccessArticle

Bordering, Connecting, and Dispelling within Sports Coaching: Erasing the Practitioner–Scholar Divide

by Robyn L. Jones, Charles L. T. Corsby and Gethin L. Thomas

Societies 2023, 13(9), 201; https://doi.org/10.3390/soc13090201 - 27 Aug 2023

Cited by 3 | Viewed by 1482

Abstract

The current picture of sports coaching suggests one where practitioners and scholars operate not so much at a particular interface, but rather on parallel lines of development; in essence, of talking past as opposed to each other. Through a critical re-reading of the [...] Read more.

The current picture of sports coaching suggests one where practitioners and scholars operate not so much at a particular interface, but rather on parallel lines of development; in essence, of talking past as opposed to each other. Through a critical re-reading of the practitioner–scholar divide, this paper takes issue with the existence of the separate identities featured, in addition to the argument that we merely need a better, rather straightforward, connection between theory and practice to ‘fix the problem’. Alternatively, the case made highlights how the problematic ‘othering’ nature of a theory–practice division has severely hampered the development of the field. In terms of structure, we initially challenge existing ‘anti-intellectual’ claims within coaching, essentially by advocating for better appreciating the everyday, socio-pedagogic nature of the activity. In this respect, the relegation of experience, of the inherent ‘code of coaching’ (so dear to coaches themselves), is protected against. Secondly, we promote the idea of encouraging coaches, coaching scholars, and coach educators to consider the indivisibility of theory and practice through the use of such notions as sensitizing concepts, internalisation, and authenticity to improve the ‘doing’ of the job. Of particular importance here is the development and utilisation of a critical consciousness of coaching; not only of thoroughly understanding the activity, but also in actively fashioning it through engagement with new ideas. This latter notion gives required credence, however loosely, to some guiding frame of reference; otherwise we become enmeshed in, and blinded by, the immediate. In dismantling the wall that has divided practitioners and scholars by not giving authority or indeed acceptance to such fixed positions, we alternatively advocate for the creation of a more authentic coaching life through living the theory that actively sustains it. Full article

(This article belongs to the Topic The Scholar Practitioner in Sport, Education, and Physical Culture)

17 pages, 723 KiB

Open AccessArticle

Predictors of Secondary Education Completion across Portuguese Municipalities: Evidence from the 2009–2018 Period

by D’Jamila Garcia, Francisco Simões, Leonor Bettencourt, Cecília Aguiar, Inês Alves Ferreira, Joana Mendonça, Carla Moleiro, Antonella Rocca and Vladislava Lendzhova

Societies 2023, 13(9), 200; https://doi.org/10.3390/soc13090200 - 25 Aug 2023

Cited by 1 | Viewed by 890

Abstract

Our overriding goal was to understand territorial inequalities regarding secondary school completion by testing which contextual factors and educational resources are associated with their change in high- and low-density Portuguese municipalities. Our analysis covered the time between 2009 and 2018, including both the [...] Read more.

Our overriding goal was to understand territorial inequalities regarding secondary school completion by testing which contextual factors and educational resources are associated with their change in high- and low-density Portuguese municipalities. Our analysis covered the time between 2009 and 2018, including both the economic crisis and the economic recovery period. Drawing mostly on publicly available data from 253 municipalities and following a Linear Mixed Model approach, we found that low-density municipalities depicted significantly greater levels of secondary school attainment by 2013 compared to high-density municipalities. Moreover, growing unemployment rates were associated with a reduction in secondary school completion rates across the assessed time points. Contrary to our expectations, higher rates of permanent teachers were associated with worse rates of secondary school completion. In addition, we found a significant increase in the rates of secondary school conclusion at higher levels of preschool enrollment among high-density municipalities. Our discussion counteracts the usual overstating of vulnerable territories’ worse educational indicators. We also underline the importance of improving secondary education indicators for reducing structural inequalities in the school-to-work transition in less affluent territories and pinpoint the importance of implementing policies, such as improving access to preschool education in Portuguese high-density municipalities. Full article

(This article belongs to the Special Issue From Policy to Grass Roots: Educational Interventions That Target Youth NEETs)

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29 pages, 389 KiB

Open AccessArticle

When Kinship Caregivers Became Teachers: Role Stress and Strain from Remote Learning during COVID-19

by Amanda Klein-Cox, Angela Tobin and Ramona Denby

Societies 2023, 13(9), 199; https://doi.org/10.3390/soc13090199 - 24 Aug 2023

Cited by 1 | Viewed by 1260

Abstract

For caregivers of school-age children, schooling at home was a significant stressor during the COVID-19 pandemic. Research demonstrates the emotional burden of taking on the role of teacher while trying to balance responsibilities related to work, household, and childcare. Yet little is known [...] Read more.

For caregivers of school-age children, schooling at home was a significant stressor during the COVID-19 pandemic. Research demonstrates the emotional burden of taking on the role of teacher while trying to balance responsibilities related to work, household, and childcare. Yet little is known about the well-being of kinship caregivers during this time, although this population is at heightened risk for role stress and strain and emotional distress. This article shares the results of focus groups conducted as part of a larger qualitative study, the purpose of which was to understand the factors that influenced the well-being of kinship families during the pandemic, from the perspective of kinship caregivers and child welfare professionals. From these conversations, the challenges of remote learning emerged as a prominent theme, particularly for caregivers raising children with special healthcare needs, who comprised the majority of the sample. Given their pre-pandemic role stress and strain due to caregiving responsibilities, most caregivers struggled with managing their child’s learning, working from home, and caring for children with trauma histories, often with limited support and access to needed services. These findings suggest that this population needs support—potentially in the form of wrap-around services and/or social safety net provisions—to reduce their role stress and strain and improve well-being. Full article

(This article belongs to the Special Issue Innovative Research on Kinship Care and Its Role in Child Protection and Well-Being)

15 pages, 3981 KiB

Open AccessArticle

“A Picture Is Worth a Thousand Words”: Youth Migration Narratives in a Photovoice

by Monica Roman, Vlad I. Roșca, Smaranda Cimpoeru, Elena-Maria Prada and Ioana Manafi

Societies 2023, 13(9), 198; https://doi.org/10.3390/soc13090198 - 22 Aug 2023

Viewed by 1168

Abstract

This study focuses on the integration facilitators of young migrants in Romania, as resulting from the information gathered through a Photovoice participatory action research method. Young third country nationals were asked to take photos which they thought best summed up their migration experiences. [...] Read more.

This study focuses on the integration facilitators of young migrants in Romania, as resulting from the information gathered through a Photovoice participatory action research method. Young third country nationals were asked to take photos which they thought best summed up their migration experiences. Next to the photos, the migrants were also asked to submit short texts describing the captured images and the meanings that these had for them, thus adding richness and nuance to the data. The evidence gathered reveals that several factors, such as access to education, interacting with a new culture, and with new places and people, are perceived as opportunities and positive migration outcomes. Therefore, human and social capital, as well as the natural or urban environment in the host country, contribute to the enhancement of integration opportunities for young migrants. The paper sets out to analyze how such factors which can facilitate integration are captured in a PAR. Research results show that young migrants perceive their experiences in Romania as enhanced by some factors through which they advance in their integration paths. Full article

(This article belongs to the Special Issue Doing and Critically Evaluating Participatory Action Research in Migration Studies)

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22 pages, 934 KiB

Open AccessArticle

Stakeholders’ Experiences and Perceptions of the Provision and Practice of Language Support for Ethnic Minority School Children in Japan

by Michi Saki

Societies 2023, 13(9), 197; https://doi.org/10.3390/soc13090197 - 22 Aug 2023

Cited by 1 | Viewed by 1121

Abstract

This study examines experiences and perceptions concerning the provision of Japanese language support for ethnic minority school children between the ages of 6 and 12 enrolled in public elementary schools in a city located in the Kansai region of Japan (hereinafter referred to [...] Read more.

This study examines experiences and perceptions concerning the provision of Japanese language support for ethnic minority school children between the ages of 6 and 12 enrolled in public elementary schools in a city located in the Kansai region of Japan (hereinafter referred to as “City M”). This paper will focus in particular on interpreting the experiences and perspectives of language support teachers, volunteer interpreters, mother-tongue language supporters (hereafter referred to as MTLS) as well as three principals of three public elementary schools located in particularly different areas of the City M. Each of the school’s history, backgrounds and current situations are varied and unique. One-on-one interviews of 40 to 60 min in length were conducted with a total of 9 participants consisting of public elementary school principals and Japanese language support teachers. These results of the data collection provided a deeper understanding and explanation of the reasons behind current trends and challenges regarding the accessibility, implementation, provision, and practice of language learning support for ethnic minority school children. The findings from this research will increase awareness of current issues faced by practitioners supporting ethnic minority children in their learning. The research findings also provide insight into what obstacles need to be overcome in order to provide adequate, sufficient, and sustainable educational support for children from different cultural and linguistic backgrounds within the mainstream Japanese education system. Full article

(This article belongs to the Special Issue Migration and Multilingual Education: An Intercultural Perspective)

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Societies, Volume 13, Issue 9 (September 2023) – 17 articles

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