Adolescents' perspectives on relationships with grandparents: The contribution of adolescent, grandparent, and parent–grandparent relationship variables

There is limited research on adolescent–grandparent relationships, especially from the adolescent perspective and on large-scale samples. The study examined the associations between the adolescent–grandparent relationship (i.e., importance of, emotional closeness to, and respect for grandparents' views) and the characteristics of the adolescent, grandparent, and parent–grandparent relationship, as well as the interactions between several of these factors. It was based on a representative sample of 1478 students aged 11–16 from England and Wales who completed a structured questionnaire. Results supported the position that grandparents are a significant factor in the lives of adolescents. Findings of hierarchical regression analyses showed that more frequent contact, greater grandparent involvement, and better parent–grandparent relationships predicted adolescents' reports on higher levels of emotional closeness to, importance of, and respect for their closest grandparent's views. The interactions consistently emphasized the role of parents as gatekeepers of intergenerational exchange.     

Attitudes of Palestinian pre‐school teachers from Israel towards reporting of suspected cases of child abuse and neglect

The paper documents a study conducted among 225 Palestinian pre‐school teachers from Israel. Data were collected through a self‐administered questionnaire that examined the teachers’ attitudes towards reporting child abuse and neglect. In general, the participants’ attitudes towards reporting child abuse and neglect to the child protection services (CPS) were more positive than their attitudes towards reporting to the police. Willingness to report suspected cases of child sexual abuse to the police and CPS was higher than willingness to report other types of child abuse and neglect. Inconsistent results were revealed with regard to how awareness of reporting regulations and awareness of signs and risk factors for child maltreatment affect willingness to report to CPS and to the police. A comprehensive discussion of the possible relevance of the participants’ socio‐cultural and sociopolitical values to their attitudes towards reporting child abuse and neglect is presented. The implications of the results for future studies are also discussed.     

Runaway behavior among adolescents in residential care: The role of personal characteristics,victimization experiences while in care,social climate,and institutional factors

Existing research on runaway behavior among young people in care is severely limited, based mainly on small-scale samples, adult reports and administrative data. The research to date focuses mainly on children's characteristics and pre-care experiences rather than on placement-centered correlates. The present study examines the occurence and multilevel correlates of runaway behavior among Israeli Arab and Jewish adolescents aged 11 to 19 in residential care for at-risk children.     

‘They’ve Always Been There for Me’: Grandparental Involvement and Child Well‐Being

With diversifying families, increased life expectancy, growing numbers of dual‐worker households and higher rates of family breakdown, grandparents are now playing an increasing role in their grandchildren’s lives. Despite growing importance there has been little empirical research exploring how grandparental involvement impacts on young people’s well‐being. This national study, which includes a survey of 1596 children (aged 11–16) and in‐depth interviews with 40 young people, aimed to address this deficit. Multivariate analyses demonstrate that grandparental involvement is significantly associated with child well‐being – results that are reinforced by qualitative evidence. Findings suggest grandparents may be under‐recognised in the policy agenda.     

Safety and Home–School Relations as Indicators of Children Well Being: Whose Perspective Counts?

Recent attention to children’s well being has generated research showing that safety and home–school relations are two of the most important indicators of children’s well being. Recent studies have also demonstrated the consistent differences in perspectives between children and teachers and between parents and teachers in regard to home–school relations and between children and parents in regard to children safety. This paper reports findings from an exploratory study, conducted as part of the “Strong Communities” initiative in South Carolina, comparing between the three perspectives of children, parents, and teachers in regard to children both home–school relations and safety. The findings show significant differences regarding almost all items between the three groups. For example, teachers felt school and the way to and back from school were safer for children than how the children themselves felt. However, other patterns were found with regard to home–school relations. The article concludes with a discussion of the apparent weight given to each of these perspectives, possible explanations for the gaps found and its practical implications for social indicators usage.