Debt problems and life transitions: a register-based panel study of Finnish young people

This register-based panel study analyzed the impacts of key life events on debt problems among emerging adults using a within-individual design. In this study, 8093 Finnish young people (born 1988–1990) were monitored for 9 years (2005–2013). The data comprised information from administrative registers, including information about debt enforcement, which was used as an indicator of debt problems. Key life events included leaving home, obtaining the first full-time job, and becoming a parent. Debt problems were highly common. They increased after leaving home, especially among those leaving home at a young age. Obtaining the first full-time job was not regarded as a major event in the context of debt problems, although having a job was associated with a lower level of debt problems. Such problems increased after becoming a parent. The results imply that life-changing events can have an impact on economic problems.     

Hope as a form of agency in the future thinking of disenfranchised young people

This paper examines future thinking in a group of disenfranchised young Australians. We draw on literature about individualisation and choice biographies to understand participants’ narratives. Participants that managed to narrate a future expressed strong desires to be ‘normal’, articulating futures marked by traditional indicators: a job, home and family. Yet, their narratives of future were specific to the minimal opportunity structures available to them – a prioritising of paid employment with little concern about the type of work done, a home that was secure but not owned and, often, a wish to regain custody of children. Significantly, many participants could not articulate a future beyond their present circumstances. The uncertainties of their lives shaped their future thinking, through their lack of capital but also through deficit views of themselves as possessing few choices. But, while there was no ‘choice-making’, there was agency: they hoped for something better such as to live securely and to be happier. We suggest that sociological thought pursue a closer understanding of how hope operates in young lives and how it shapes future practice and trajectories. We propose that one way forward is to consider hope as a form of agency conceptualised through relational theories of practice.     

Recognition as a framework for ethical participatory research: developing a methodology with looked after young people

This paper reflects on a project which involved the authors working in partnership with a working group of looked after children and young people established by a small unitary local authority to develop a pledge defining what support, services and care looked after children can expect from them. The authors aimed to develop an approach which ensured that the young people’s voices were heard and also that the well-being of those involved as participants remained at the centre of the process throughout. We argue that Honneth’s theory of recognition, which identifies three forms of recognition as important to ensure that human beings feel assured of their dignity or integrity – in brief love, rights and solidarity – offers a useful framework for achieving this. The main principles which emerged were: (i) building the research around the young people’s existing relationships, (ii) respecting the group’s decisions and (iii) honouring the views expressed.     

Disability theorising and real-world educational practice: a framework for understanding

This paper is concerned with the contradictions and tensions in disability theory that have generated an uncertain professional knowledge base in relation to the education of students with disabilities. This tension has produced concern regarding the enculturation of teachers into reductionist understandings of disability that limit the development of inclusive educational environments. A critical realist lens is employed to better understand the boundaries and contributions of three disability models and their connections to education practice. This perspective asserts that the models are social constructions of a real phenomenon requiring critical reflection on their adequacy for explaining and informing real-world practices. It draws upon the work of Bhaskar and Danermark to present a framework for positioning disability theory in a manner that may prove a useful theoretical guide for practitioners.     

Mainstream is not for all: the educational experiences of autistic young people

Abstract

This article highlights two current issues facing autistic young people in their pursuit of suitable education. First, mainstream education is advocated for all, from a rights-based perspective on inclusion, yet, as 12 autistic young people from Northern Ireland demonstrate, being academically able does not mean they are mainstream able. Second, autistic young people, who are largely missing from the debate on educational improvement, and in particular the inclusion debate, ought to be central to this discussion and have much to add. The social model of disability is considered relevant to autism. For the young people referred to in this article, inclusion is a feeling (a sense of belonging) not a place (mainstream or otherwise).     

Risky behaviour: a new framework for understanding why young people take risks

Theories of youth risk taking range from the realist to the sociocultural. Much of this theorising, particularly in the field of epidemiology, has been strongly influenced by the Health Belief Framework. More recently, attention has shifted to understanding how young people perceive risk and what makes some of them resilient to risk taking. In this article we develop a framework that brings together diverse theoretical perspectives on youth risk taking. We draw on lessons from across the social science disciplines to inform a conceptual framework incorporating the broad context and internal processes of young people's decisions to take risks. Our Youth Risk Interpretation Framework (Y-RIF) has been developed from insights gained during an ethnographic study conducted in South Africa (Graham, Lauren, 2012. Understanding risk in the everyday identity-work of young people on the East Rand of Johannesburg. Doctoral Thesis. University of Johannesburg, Johannesburg.). We argue that our framework is useful, as it offers new ways of understanding why some young people take risks while others are more cautious. It could be used to inform youth behaviour surveillance research and interventions. However, it will need to be rigorously tested.     

Persistency in the NEET state: a longitudinal analysis

This article addresses the NEET phenomenon in a longitudinal perspective, by examining the case of Italy, a country experiencing one of the highest and increasing NEET shares in the EU. We exploit the longitudinal sample of the 2008-2011 EU-SILC data, providing self-declared information on individuals’ educational and occupational status on a monthly basis for 4 years. Firstly, we propose a classification of individual histories in education, employment and the NEET states. According to our estimates, more than 40% of the Italian young people report being NEET for at least 13 months out of 48, and more than 10% for (almost) the entire period. Secondly, we examine the composition of the NEET groups and draw a long-term NEET risk profile for individuals from different sociodemographic groups. Thirdly, we examine the longitudinal histories by distinguishing between unemployment and inactivity spells. Our findings show that the NEET phenomenon among Italian young adults is largely an issue of unemployment. The only exception is represented by Italian older females with children, the majority of which portrays themselves as inactive. Still, a sizable portion of these women define themselves as being mainly ‘unemployed’ instead of ‘performing domestic tasks’, indicating an unsatisfied wish or need to work.     

Youth underemployment: A review of research on young people and the problems of less(er) employment in an era of mass education

In this article, we examine the problem of youth underemployment and how it is conceptualised, operationalised and understood within wider sociology, with particular focus on the sociology of youth and youth studies literature. We outline the contours of this body of work, showing how in most cases underemployment is undefined and used as a general term to describe the challenges and inadequacies of the contemporary labour market for young people. Further, we show how despite a lack of clarity, most researchers in this field contend that underemployment is increasing for young people, becoming a normative experience, cutting across class, ethnicity and gender. For some, however, underemployment is a ‘choice’, but as the literature shows, how different groups of young people respond to underemployment varies. In addition, we show how overeducation, another form of underemployment, is being understood by both researchers and young people as a ‘new normal’ rather than being challenged as another flank in the on-going neo-liberalisation and massification of education. We conclude with a call to think through the ideas presented and to develop new understandings of youth underemployment that can facilitate change. The sensitising concept of less(er) employment is proposed as best placed to facilitate this reanimation.     

Social work students dealing with moral dilemmas in the care for children and young people: an evaluation of moral case deliberation as an educational tool

Social work professionals face moral dilemmas. Evidence-based guidelines only partly help them to deal with these dilemmas. Recently, moral case deliberation (MCD) as a bottom-up aid has been successfully introduced into Dutch health care to help strengthen professional moral competence. This research investigates whether MCD can help future professionals caring for children and young people to deal with their dilemmas. Research questions are: (1) How do students evaluate two series of four MCD sessions related to moral dilemmas in cases they experienced in practice? and (2) Does MCD contribute to students’ ability to justify their decisions? Applying a mixed-method evaluation study, we found that students consider MCD highly important. They feel supported in their ability to justify decisions ethically. Most students value the challenge of thinking critically in MCD. However, some do not appreciate the uncertainties which come with this. One-third of the students prove able to justify their decisions ethically after attending MCD sessions. Robust conclusions about MCD as the cause of these results cannot be drawn on the basis of the study design. Suggestions are made for future research regarding the contribution of MCD to the development of competence in dealing better with moral dilemmas.     

INFOMEDIA LITERACY: an educational basic for young people in the new information age

The aim of this article is to introduce the concept of infomedia literacy, which refers to the ability to process critically all kinds of written information, sound, images, graphics and values transmitted by the new technology. This article argues that when information technology merges with communication technology, there is a need for a new form of literacy. The article is divided into two parts. The first part uses empirical data from Hong Kong to illustrate the necessity of providing infomedia literacy training to young people in schools. Adopting the perspective of socially constructed technology, the second part attempts to conceptualize infomedia literacy and define its rationales, aims, scope, key components and characteristics. A socially participatory approach of infomedia education is proposed. It is suggested that infomedia literacy as a life skill in the new information age has several components: (1) an understanding of the nature and functions of infomedia and critical awareness of their impact on individuals and society; (2) the skill of critical analysis of information transmitted through infomedia technology; (3) the skill of efficient search and selection of information; (4) knowledge to use infomedia technology for self-expression; (5) aesthetic appreciation; and (6) social participation by influencing the development of infomedia technology.     

The experience of open access youth work: the voice of young people

This research explores young people’s experiences of open access youth work and identifies what they consider to be its value. The detailed analysis of the data, achieved through focus groups, revealed that ‘association’ was a key driver of engagement. It also highlighted the support system the youth club creates amongst the peers. The young people also valued the relationships they form with youth workers and acknowledge the support and guidance offered to them which better enables them to reflect on and navigate their complex lives. Young people also valued the acceptance they feel from the community developed in the youth space. It provided comfort and reassurance when at times they do not feel like they fit in anywhere else. This research offers a significant counter to the tide of current targeted youth work policy which is resulting in the demise of a provision which, judged by the findings from this research, appears to be highly valued by, and beneficial to, young people.     

‘Do you really want me to tell ya!’ critical learning in engaging young people in contact with the justice system as peer educators with social work students

ABSTRACT

This paper outlines and evaluates an active and experiential learning project, which gave young people involved with the justice system, a voice as peer educators engaging with social work students outside of the traditional educational institution. The project had two key interconnecting elements. Firstly, by engaging a hidden population of young people in a realistic and meaningful way, it enabled them to share their experiences, and allowed students to understand the complexity of what it means to be socially excluded. Secondly, through this active participation process the young people began to see education as a desirable goal.

The project took place over three months and included 10 social work students and 13 young people involved with the justice system. Creative use of multimedia facilitated production of a learning resource to capture the young people’s lived experiences with statutory social work and justice systems. Young people were fundamentally challenged in their beliefs about themselves being involved in education to achieve a qualification. Students were challenged in their creativity and versatility responding to the task, when collaborating with ‘hard to reach’ young people. They were furthermore challenged in terms of their attitudes and assumptions in relation to offending and social justice.     

How young people perceive factors that support or prevent understanding between worldviews: perspectives of Finnish lower secondary school pupils

This paper investigated Finnish youth’s perceptions on what supports or prevents understanding between people holding different worldviews, especially religious and non-religious ones. A survey using projective, open-ended questions was conducted examining factors that enhance or damage inter-worldview dialogue among Finnish lower secondary school students (N = 563). The data was analysed using qualitative content analysis. Abu-Nimer’s developmental model of interreligious sensitivity was used as a theoretical framework, but data-driven categories were also created. First, pupils thought of reasons why somebody would wish that religions did not exist. Four categories were created: atheism, confusion about religious expressions, problems related to one’s own worldview, or problems in social interaction. Second, pupils reflected on why somebody would be reluctant to share things about his/her faith. The most important feature addressed here was social deviance, either fear of it or its consequences or actual experiences. Third, pupils suggested ways to create a culture of peaceful dialogue. Most responses referred to changes in attitudes or different kinds of social interaction.     

Not all experiences of precarious work lead to precarity: the case study of young people at university and their welfare mixes

The concept of precarity has gained momentum and challenges social scientists to consider the effects of labour-market insecurity across classes and welfare arrangements. This article discusses the varieties of experiences of precarious work by young people in university and identifies in which cases they are also experiences precarity. It is one of the first studies of its kind to investigate the material triggers of inequality by comparing young people’s experiences across countries (England, Italy and Sweden) and by looking at the welfare mixes available to young people who are working at university. Through a comparative qualitative research involving young people from different socio-economic backgrounds and ‘welfare mixes’, the article shows that experiences of precarity concern a minority of young people who have an absolute necessity to rely on labour-market sources, due to the lack or insufficiency of state support and family sources. It also identifies: a group of young people who feel pressure to get precarious jobs to fill a decline in family resources; and a convenient use of precarious jobs suiting the circumstances of young people with abundant family resources. Overall, the research found that precarity is deeply connected to young people’s welfare mixes.     

Child‐free and unmarried: Changes in the life planning of young east German women

Using evidence from demographic and survey data, this research examines how one decade of postsocialism has changed the life planning of young East German women. Aggregate data reflect marriage and fertility postponement and increased nonmarital birth rates and cohabitation. The analysis shows East German women's “stubbornness” ( Dölling, 2003 ) in adhering to life perspectives in line with the German Democratic Republic (GDR) standard biography (high nonmarital childbearing, high work orientation, rejection of the homemaker status, desire to combine work and family). The most important findings are that (a) motherhood is postponed to increase child‐free time, (b) cohabitation is increasingly becoming an alternative to marriage, (c) marriage (but not partnership) is increasingly optional for childbearing, and (d) employment is prioritized over family formation.     

The educational experiences of young people with sickle cell disorder: a commentary on the existing literature

Sickle cell disorder (SCD) is a chronic illness that in England disproportionately affects marginalized ethnic groups, but has yet to feature extensively within educational or disability research. This review of existing literature makes the case for a sustained developmental research programme around SCD, disability and education. There are potentially life-saving decisions that could be made by teachers in caring for a child with SCD. The place of the school as a venue for health screening with respect to vision, hearing and dental care is also complicated by SCD. The lack of a formal school policy to address the combined episodic and longer term school absences correlated with SCD clearly disadvantages a group of pupils whose academic potential may already have been curtailed by teacher expectations based on their ethnicity. Both the physical and social milieu of the school could be adapted so that the environmental triggers of severe painful episodes associated with SCD are greatly reduced. Systems of pastoral care and health education elements of the school curriculum need to be attuned to the challenges and opportunities for learning that SCD raises. SCD may be considered as a resource for education across a range of national curriculum subjects, could bring an anti-racist dimension to subjects such as mathematics, biology, history and geography and could challenge a number of prevailing disabling and racist discourses in wider society. In short, SCD could be one bridge to more inclusive education for pupils of marginalized ethnic groups.     

On the political economy of youth: a comment

This article is written as a brief comment on a recent discussion that has taken place in the pages of the Journal of Youth Studies on the question of youth, youth studies and political economy, in a series of articles by Côté [2014. “Towards a New Political Economy of Youth.” Journal of Youth Studies 17 (4): 527–543; Côté, J. 2016. “A New Political Economy of Youth Reprised: Rejoinder to France and Threadgold.” Journal of Youth Studies. doi:10.1080/13676261.2015.1136058] and France and Threadgold [2015. “Youth and Political Economy: Towards a Bourdieusian Approach.” Journal of Youth Studies. doi:10.1080/13676261.2015.1098779]. It argues for the value of embracing a broad understanding of the term political economy, and for the importance of increasing the attention paid to political economy in the field of youth studies. The comment draws on a simple review of articles published in the Journal of Youth Studies over a five-year period between 2011 and 2015 in order to clarify the different approaches that can be taken by youth studies researchers with respect to the question of political economy.     

The Arrow of Time in the Space of the Present: Temporality as Methodological and Theoretical Dimension in Child Research

The concern of this article is that some prevailing theoretical dualisms in child research may be traced back to a split between time and space, and the argument is that securing a temporal as well as a spatial dimension in the research methodology may allow to transgress such dualisms. The article analyses how an insufficient account of the temporal dimension in different theoretical moments in childhood studies has led to theoretical dualisms between agency and development and between change and continuity in the process of subject formation. Confronting these theoretical dualisms with a qualitative longitudinal study of children indicates that the two sides of each dualism may be understood as interdependent dimensions that co‐constitute subjectivity. The article suggests that temporal and spatial dimensions may be easier to integrate if they are conceived of as two interacting temporal modes, one connected to linear time (the arrow of time) and one connected to non‐linear processes (significations in the space of the present). Theoretically, this is elaborated on with a hermeneutic interpretation of Henri Bergson and Freud's thinking about time and space.