Handbook of Children’s Risk, Vulnerability and Quality of Life: Global Perspectives

Contents
1: Handbook of Children´s Risk, Vulnerability and Quality of Life: An Introduction
	1.1 The Focus of the Volume
	1.2 The Structure of the Volume
		1.2.1 Part 1: Concepts of Security, Vulnerability and Quality of Life
		1.2.2 Part 2: Children´s Perspectives of Violence and Safety
		1.2.3 Part 3: Peer Relationships for Children´s Feelings of Safety and Quality of Life
		1.2.4 Part 4: The Quality of Life of Children in Vulnerable Contexts
		1.2.5 Part 5: Interventions and Practice
Part I: Concepts of Security, Vulnerability and Quality of Life
	2: Adversity and Child Well-Being: Exploring Recent Research from Different Fields
		2.1 Introduction
		2.2 Methodology
		2.3 Adversity in Childhood Across Time and Fields
			2.3.1 Global Trends in Numbers and Research Fields
			2.3.2 Approaches Across Fields
				2.3.2.1 Health Sciences
				2.3.2.2 Psychology
				2.3.2.3 Other Social Sciences
				2.3.2.4 Natural and Life Sciences
				2.3.2.5 Multidisciplinary
				2.3.2.6 Economics
				2.3.2.7 Other Sciences
				2.3.2.8 Global Overview
		2.4 Conclusions and Discussion
		2.5 Final Remarks
		References
	3: The Value of Transnational, Qualitative Comparative Research on Children´s Vulnerability: Methodological and Epistemologica...
		3.1 Introduction
		3.2 Understanding Theories of Vulnerability
			3.2.1 The Increasing Interest in Vulnerability in Childhood Research
			3.2.2 Ontological Versus Contextual Vulnerabilities
			3.2.3 Are Children and Childhood Especially Vulnerable?
		3.3 The Value of Qualitative Research on Children´s Vulnerability: The CUWB Methodology
		3.4 An Example: Education as Developing Capacities and Creating Vulnerabilities
		3.5 Vulnerability and Relational Dependency/Autonomy
		3.6 Conclusion
		References
	4: Ideological Constructions of Childhood: Considerations for Children´s Subjective Well-Being
		4.1 Introduction
			4.1.1 From the Social to the Ideological: The Search for Meaning
		4.2 Method
			4.2.1 Design
			4.2.2 Participants
			4.2.3 Data Collection Procedure
			4.2.4 Analysis
		4.3 Findings
			4.3.1 Personal Safety
			4.3.2 Social Context
			4.3.3 Socio-psychological
			4.3.4 Summary of Discourse Analysis
			4.3.5 On meaning and Ideology: The Emerging Meanings of Childhood
				4.3.5.1 Childhood as a Contested-Consensual Space
				4.3.5.2 Intrapersonal Level
				4.3.5.3 Interpersonal Level
				4.3.5.4 Societal Level
			4.3.6 Negotiating a Synthesis: Ideologically Configured Meanings of Childhood
			4.3.7 Towards an Ideologically Configured Constructionism
		4.4 Concluding Remarks
		References
Part II: Children´s Perspectives of Violence and Safety
	5: Well-Being and Safety in Children from Buenos Aires, Argentina
		5.1 Introduction
			5.1.1 Children´s Well-Being
			5.1.2 The Relationship Between Well-Being and Safety
			5.1.3 The Situation of Children and Safety in Argentina
		5.2 Method
			5.2.1 Participants
			5.2.2 Instrument
			5.2.3 Measures
				5.2.3.1 Measures of Subjective Well-Being (SWB)
					Overall Life Satisfaction (OLS)
					A Modified Student Life Satisfaction Scale (SLSS)
				5.2.3.2 Measures of Safety
			5.2.4 Procedure
		5.3 Results
		5.4 Discussion
		5.5 Conclusion
		References
	6: Children´s Perspectives on Safety: The Case of Greece
		6.1 Introduction
		6.2 Literature Review
			6.2.1 Safety and Wellbeing in Young Children: Recent Research Findings
			6.2.2 Safety in Maslow´s Theory
		6.3 The Study and Methodology
		6.4 Findings
			6.4.1 Safety and Different Contexts
			6.4.2 How Do Support, Respect, Participation Relate to Children´s Sense of Safety At Home and at School?
			6.4.3 Predictors of Children´s Sense of `Overall´ Safety
		6.5 Discussion
		6.6 Conclusions
		References
	7: Negotiating Safe Spaces: Children´s Discursive Constructions of Safety and Vulnerability in a Context of Violence
		7.1 Children´s Safety in South Africa
			7.1.1 Empirical Research on Children´s Subjective Perspectives of Safety in South Africa
			7.1.2 Child Vulnerability
			7.1.3 Aim of the Study
		7.2 Method
			7.2.1 Research Design
			7.2.2 Research Context
			7.2.3 Participants
			7.2.4 Data Collection
			7.2.5 Data Analysis
			7.2.6 Procedure and Ethics
		7.3 Findings
			7.3.1 Children´s Safety and Vulnerability
			7.3.2 Normative Views on Childhood
			7.3.3 Influence of Safety on Children´s Subjective Well-Being
		7.4 Discussion
		7.5 Conclusion and Recommendations: Considerations for Programmes and Social Policy
		References
	8: About the Fear of ``the Other´´: Contributions to Reflecting on Children´s Opinions of Safety from a Political Standpoint
		8.1 Introduction
		8.2 A Brief About the Context of the Research
		8.3 Theoretical Background: An Overview
			8.3.1 From Infancy to Childhood
			8.3.2 The Concept of Well-Being in the Term Quality of Life
			8.3.3 The Concept of Security
				8.3.3.1 Security Provided by the State and Its Institutions
				8.3.3.2 The Problem of Security as an Aspect of Risk
				8.3.3.3 Security in the Urban Area
		8.4 Methodology
		8.5 Analysis and Interpretation of the Data Collected
			8.5.1 Insecurity and Fear in the Children´s Discourses
			8.5.2 Otherness as the Base of Insecurity in the City: The Problem of ``the Other´´
			8.5.3 Insecurity and Politics in Cities: Children´s Place
		8.6 Conclusion
		References
	9: A Child Standpoint on Issues of Safety in Public Places in Diverse Urban Localities in Eastern Australia
		9.1 Introduction
		9.2 Children´s Safety in Public Places
		9.3 Developing a Child Standpoint on Safe and Supportive Communities
			9.3.1 A Child-Centred Methodology
			9.3.2 Selecting Communities for the Research
		9.4 Towards a Child Standpoint on Communities, Safety, and Social Relationships
		9.5 Safety in the Context of Global Pandemic
		9.6 Concluding Comments
		References
Part III: Peer Relationships for Children's Feelings of Safety and Quality of Life
	10: Influence of Vulnerability on Subjective Well-Being and Self-Perceived Safety Among Bangladeshi Children
		10.1 Introduction
		10.2 Children´s Life in Bangladesh
		10.3 Methodology
			10.3.1 Study Area and Sampling
			10.3.2 Sample Size
			10.3.3 Data Collection Instrument
			10.3.4 Ethics
			10.3.5 Data Analysis
			10.3.6 Measures
				10.3.6.1 Independent Variables
					Control Variables
						Age
						Gender
						Family Structure
						Religious Majority
						Region
					Focal Independent Variables in This Study
						Economic Vulnerability
						Vulnerability in Peer-Group
				10.3.6.2 Dependent Variables
					Subjective Well-Being Scale
					Self-Perceived Safety
		10.4 Results
			10.4.1 Socio-demographic Characteristics of Children in the Study
			10.4.2 Bivariate Analysis
				10.4.2.1 Influence of Socio-demographic Factors and Vulnerability on Self-Perceived Safety
				10.4.2.2 Influence of Socio-demographic Factors and Vulnerability on Subjective Well-Being
				10.4.2.3 Association Between Self-Perceived Safety and Subjective Well-Being
			10.4.3 Multivariate Analysis
				10.4.3.1 Influence of Vulnerability on Self-perceived Safety
				10.4.3.2 Influence of Vulnerability on Subjective Well-Being
		10.5 Discussion
			10.5.1 Economic Vulnerability and Children´s Self-Perceived Safety
			10.5.2 Peer-Group Vulnerability and Children´s Self-Perceived Safety
			10.5.3 Economic Vulnerability and Children´s Subjective Well-Being
			10.5.4 Peer-Group Vulnerability and Children´s Subjective Well-Being
		10.6 Conclusion
		References
	11: Offline and Online Peer Violence: Significance for Child Well-Being in Southeast Europe
		11.1 Introduction
		11.2 Offline and Online Peer Violence and Their Effects on Child Well-Being
		11.3 Offline Peer Violence and Children Well-Being in Southeast Europe
			11.3.1 Peer Violence and Child Well-Being in the Southeast Europe: Available Indicators
		11.4 Well-Being of Children in the Online Environment: Experiences of Southeast Europe
		11.5 Prevalence of Cyberbullying in Southeast Europe
		11.6 Conclusion
		References
	12: Understanding Bullying Cases in Indonesia
		12.1 Introduction
		12.2 The Indonesian Context
		12.3 Theoretical Background
		12.4 School Bullying
		12.5 Sibling Bullying
		12.6 Bullying in Indonesia from a Gender Perspective
		12.7 Predictors of Bullying in Indonesia
		12.8 Government´s Concern with Bullying
		12.9 Intervention to Prevent Bullying Cases
		12.10 Discussion and Conclusions
		References
	13: Cyberbullying as a New Form of Aggression: A Theoretical Review and Implications for Adolescent Well-Being
		13.1 Introduction
		13.2 Bullying and Cyberbullying
		13.3 Theoretical Models
		13.4 Cyberbullying and Adolescent Well-Being
		13.5 Cyberbullying and Mental Health
		13.6 Intervention Guidelines
		13.7 Conclusion
		References
	14: What Stops a Good Life for Children? An Exploration of Bullying, Poverty and Gender
		14.1 Introduction
			14.1.1 Impact of Bullying
			14.1.2 Predictors of Bullying
			14.1.3 Definitions
				14.1.3.1 Bullying
				14.1.3.2 Quality of Life
				14.1.3.3 Risk and Vulnerability
			14.1.4 The UK Context
		14.2 Data and Methods
			14.2.1 The Qualitative Analysis
			14.2.2 The Quantitative Analysis
			14.2.3 Hypotheses
			14.2.4 Measures
				14.2.4.1 Subjective Well-being
				14.2.4.2 Bullying
				14.2.4.3 Socioeconomic Circumstances
				14.2.4.4 Relationships with Family and Friends
		14.3 Results
			14.3.1 The Qualitative Analysis
				14.3.1.1 Types of Bullying
				14.3.1.2 Impact of Bullying
				14.3.1.3 Gender
				14.3.1.4 Age
				14.3.1.5 The Transition to Secondary School
				14.3.1.6 Poverty
				14.3.1.7 Anger
				14.3.1.8 Violent Neighbourhoods
				14.3.1.9 Appearance
				14.3.1.10 Friends and Social Competence
				14.3.1.11 Family Relationships
				14.3.1.12 Summary
			14.3.2 The Quantitative Analysis
				14.3.2.1 Bullying
				14.3.2.2 Socioeconomic Circumstances
				14.3.2.3 Children´s Characteristics
				14.3.2.4 Family Characteristics
				14.3.2.5 Socioeconomic Circumstances
				14.3.2.6 Children´s Characteristics
				14.3.2.7 Family Characteristics
				14.3.2.8 Socioeconomic Circumstances
				14.3.2.9 Interactions
				14.3.2.10 Structural Equation Modelling
		14.4 Discussion
		14.5 Conclusion
		References
	15: Victimization by Peers and Subjective Well-being of Romanian School Children
		15.1 Introduction
			15.1.1 Victimisation: Definition and Types
			15.1.2 Correlates of Victimisation
			15.1.3 Effects of Bullying and Victimisation in Schools
			15.1.4 Victimization by Peers and Well-being of Romanian School Children
		15.2 Research Methodology
			15.2.1 The Survey and the Sample
			15.2.2 Measures
		15.3 Results
			15.3.1 Levels of Victimization
				15.3.1.1 Physical Victimization
				15.3.1.2 Verbal Victimization
				15.3.1.3 Relational Victimization
			15.3.2 Profile of Victimized Child
			15.3.3 A Summary of Predictors of Victimization
				15.3.3.1 Physical: Gender (Boys), Age (8 Vs 10 and 12), Rural Schools, Material Deprivation
				15.3.3.2 Verbal: Age (12 Vs 8), Rural Schools, Material Deprivation
				15.3.3.3 Relational: Age (8 Vs 10 and 12), Rural Schools, Material Deprivation
			15.3.4 A Synthesis of the Profile of Victimized School Child
			15.3.5 Correlations Between Types of Victimization
			15.3.6 Victimization and Subjective Well-being
		15.4 Conclusions
		References
Part IV: The Quality of Life of Children in Vulnerable Contexts
	16: The Wellbeing of Children in the Vulnerable Context of Seasonal Migrant Workers in Turkey
		16.1 Introduction
		16.2 The Context
		16.3 Method
		16.4 Findings
			16.4.1 Context of Vulnerability: Living and Working Conditions in the Field
			16.4.2 Material Wellbeing and Children at Risk
			16.4.3 Living Conditions and Health
			16.4.4 Education and Child Labour
		16.5 Discussion
		References
	17: How Do Working Children Feel about Their Lives? And Why It Matters That We Know
		17.1 Background
		17.2 The Challenges of Measuring Physical and Psychological Risks
		17.3 The Research Methodology
		17.4 Results and Their Implications
			17.4.1 Working Children Vis-à-Vis Their Peers
			17.4.2 The Effect of Education
			17.4.3 The Effects of Gender, Age, and Local Culture
		17.5 Discussion
		References
	18: The Children of Palestine: Struggle and Survival Under Occupation
		18.1 Introduction
		18.2 A Brief History of Palestine
		18.3 Current Conditions in Palestine
		18.4 Approach and Data Resources
		18.5 Findings
			18.5.1 Economy
			18.5.2 Justice and Injustice
			18.5.3 Education
			18.5.4 Health
			18.5.5 Mental Health
		18.6 Recommendations
		18.7 Conclusions
		References
	19: Understanding Relations between Access to Healthcare, Social Capital, and Health-Related Well-Being of Street-Involved Chi...
		19.1 Introduction
		19.2 Access to Healthcare, Social Capital, and Health of Street Children: Conceptual Perspective and Literature Review
		19.3 Methods
			19.3.1 Research Design
			19.3.2 Data Collection and Sampling
			19.3.3 Measures
			19.3.4 Data Analyses
		19.4 Results
		19.5 Discussion
		19.6 Conclusion
		References
	20: The Well-being and Inclusion of Children from Africa and the Middle East Living in Malta
		20.1 Background
		20.2 Methodology
			20.2.1 Sample
				20.2.1.1 Migrant Children
				20.2.1.2 Maltese Children
			20.2.2 Instruments
				20.2.2.1 Strengths and Difficulties Questionnaire (SDQ, Goodman, 1997)
				20.2.2.2 Child and Youth Resilience Measure (Child and Youth versions) (CYRM-28, RRC, 2009)
				20.2.2.3 Subjective Well-being Questionnaire (Primary and Secondary Versions) (Rees and Main, 2015).
				20.2.2.4 Educational Engagement Questionnaire
				20.2.2.5 Access to Services Questionnaire
				20.2.2.6 Child Health Questionnaire
				20.2.2.7 Mutual Intercultural Relations in Plural Societies, Adapted from the Intercultural Relations Questionnaire used in th...
			20.2.3 Data Analysis
		20.3 Findings
			20.3.1 Language
			20.3.2 Socio-economic Level and Accommodation
			20.3.3 Educational Engagement and Inclusion
			20.3.4 Physical Health
			20.3.5 Use of Services
			20.3.6 Mental Health and Resilience
			20.3.7 Attitudes of Native Maltese Children Towards Children from a Migrant Background
		20.4 Discussion and Recommendations
			20.4.1 Healthier Physical and Social Spaces for Diverse, Intercultural Communities
			20.4.2 More Accessible, Sensitive and Inclusive Services
			20.4.3 A More Inclusive and Multilingual Educational System
			20.4.4 Removing Spaces to Come Together
		20.5 Conclusion
		References
	21: Understanding Factors Challenging Children´s Well-Being in Algeria: A Research Synthesis
		21.1 Introduction
		21.2 Objectives and Approach
		21.3 The Algerian Context: Children´s Rights and Opportunities
		21.4 Material Well-Being
		21.5 Family Well-Being
			21.5.1 Well-being Survey Results
		21.6 Friends and Peers
		21.7 School Well-Being
		21.8 Local Area
		21.9 Some Other Life Aspects
		21.10 Overall Well-Being
		21.11 Discussion and Recommendations
		References
Part V: Interventions and Practice
	22: Programs to Promote Children´s Wellbeing: From Data to Practice
		22.1 Introduction
		22.2 Theoretical Background
		22.3 Development: Programs Review
			22.3.1 The e-Couch Anxiety and Worry Program (www.ecouch.anu.edu.au) (Calear et al., 2016)
			22.3.2 b (``Dot Be´´) Mindfulness in Schools Curriculum (Johnson et al., 2016, 2017)
			22.3.3 Maytiv Positive Psychology School Program (Shoshani et al., 2016)
			22.3.4 Strong Minds (Burckhardt et al., 2016)
			22.3.5 Learning to BREATHE (Bluth et al., 2017)
			22.3.6 Holyoake´s DRUMBEAT (Martin and Wood, 2017)
			22.3.7 Online Intervention on Emotions (Smith et al., 2018)
			22.3.8 Mindfulness Meditation (Kang et al., 2018)
			22.3.9 Promoting Alternative Thinking Strategies (PATHS) Curriculum (Panayiotou et al., 2019)
			22.3.10 BePART-Be Positive, Ambitious, Resilient and Thoughtful (Putwain et al., 2019)
			22.3.11 Intervention Based on the Core Reflection Approach (Ruit et al., 2019)
			22.3.12 Gratitude Intervention (Bono et al., 2020)
			22.3.13 Living Mindfully Programme, UK (Amundsen et al., 2020)
		22.4 Discussion and Conclusion
		References
	23: Exploring After-School Activities by Socio-Demographic Characteristics and Subjective Well-Being
		23.1 Introduction
			23.1.1 Time Use and Subjective Well-Being
			23.1.2 The Current Study
			23.1.3 Research on Albanian Children After-School Time
			23.1.4 Aims of the Research
		23.2 Methods
			23.2.1 Participants and Procedure
			23.2.2 Measures
				23.2.2.1 Socio-Demographic Variables
				23.2.2.2 Child Centered Material Deprivation Scale
				23.2.2.3 After-School Time
				23.2.2.4 Children´s Satisfaction with Time Use
				23.2.2.5 Children Subjective Well-Being
			23.2.3 Analysis
		23.3 Results
			23.3.1 Time Use by Different Groups of Children
				23.3.1.1 Age
				23.3.1.2 Gender
				23.3.1.3 Residence
				23.3.1.4 Ethnicity
				23.3.1.5 Material Deprivation
			23.3.2 Multiple Hierarchical Regressions to Predict Children Subjective Well-Being
		23.4 Discussion
			23.4.1 Age and Gender
			23.4.2 Residence
			23.4.3 Material Deprivation and Ethnicity
			23.4.4 Time Use and Subjective Well Being
		23.5 Conclusions and Future Research
		References
	24: Children´s Standpoint on Vulnerability: Implications for Social Work Practice with Children and Young People
		24.1 Introduction
		24.2 Methodology and Method
			24.2.1 Children´s Understandings of Well-Being (CUWB) Study
			24.2.2 Children´s Standpoint on Well-Being Study
		24.3 Vulnerability and Children´s Well-Being
			24.3.1 Rule Safety
			24.3.2 Metaphorical Safety
		24.4 Self-Determination and Children´s Well-Being
			24.4.1 Self-Determination and Practical Care
			24.4.2 Self-Determination and Abstract Care
		24.5 Discussion
		24.6 Conclusion
		References
	25: Family Foundations: Improving our Understanding of What Neglect in Adolescence Means, the Harm it Causes and how to Respond
		25.1 Introduction
		25.2 Context: What Is Known about Adolescent Neglect
			25.2.1 The Scale of Adolescent Neglect
			25.2.2 Impacts of Adolescent Neglect
				25.2.2.1 Physical Health
				25.2.2.2 Mental Health and Subjective Well-being
				25.2.2.3 Cognition / Education
				25.2.2.4 Externalising Behaviours and `Delinquency´
			25.2.3 Links Between Different Outcomes of Neglect and Longer Term Impact
		25.3 Why Little Is Known about the Impacts of Adolescent Neglect
		25.4 Conceptualisation and Definition: What Is `Adolescent Neglect´?
			25.4.1 Neglect in Child Protection Practice
			25.4.2 Neglect in Research on Child Maltreatment
		25.5 Normative Features of Adolescent Development and Experience and how they Affect the Role of Parents: A Further Challenge ...
			25.5.1 Adolescent Development-Transformation and Transition
			25.5.2 Risk in Adolescence
			25.5.3 Vulnerability in Adolescence
			25.5.4 Risk, Vulnerability and the Parenting of Adolescents
		25.6 Parental Care and Support during Adolescence
			25.6.1 Neglect as a `Parenting Style´
			25.6.2 The Part Played by Young People in how they Are Parented-Or its Effects
		25.7 How Adolescents Define Neglect
		25.8 How Should we Understand Adolescent Neglect?
		25.9 How Can we Respond to Adolescent Neglect? Suggestions for Research, Policy and Practice
		25.10 Conclusion
		References
	26: Specificities of the Subjective Quality of Life of Children Involved with the Child Welfare System
		26.1 Introduction
		26.2 Protection, Participation and Well-being of Children: A Collective Responsibility
		26.3 Sources and Methodology of Data Collection
		26.4 The Experiences of Placement and Separation: The Children´s Viewpoint
		26.5 The Well-being of Children in Care
		26.6 The Role of Attachment in the Well-being of Children in Care
		26.7 Links Between Well-being and the Placement of Protected Children
		26.8 Conclusion
		26.9 Implications for Future Practice
		References
	27: A Quality of Life Perspective on Vulnerability: The Case of Young People in Flemish Youth Care
		27.1 Introduction
		27.2 Youth Care in Flanders
		27.3 From Risk-Management Towards Enhancing Quality of Life
		27.4 Vulnerability and Youth Care: Overcoming the Decontextualized Narrative
			27.4.1 Addressing the Structural Context of Everyday Life
			27.4.2 Starting from the Lived Experiences of Young People
		27.5 The Precarious Position of Youngsters in Vulnerable Situations during COVID-19
		27.6 A Shift from Labels to Contextualized Layers of Vulnerability
		27.7 Conclusion
		References