Children and Peace : : From Research to Action.

• Superior document: Peace Psychology Book Series
• Author: Balvin, Nikola.
• TeilnehmendeR: Christie, Daniel J.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2019.; ©2020.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Series: Peace Psychology Book Series
• Physical Description: 1 online resource (405 pages)

Table of Contents

Children and Peace -- Foreword -- Acknowledgements -- Introduction -- The Partnerships Behind This Book -- A Brief Overview of the Content -- Conclusion -- References -- Contents -- Author Biographies -- Part I: Addressing the Well-Being of Refugee and Migrant Children -- Chapter 1: A Multi-method Assessment of Risk and Protective Factors in Family Violence: Comparing Italian and Migrant Families -- 1.1 Introduction -- 1.1.1 The Process-Oriented Model -- 1.1.2 Distal and Proximal Factors -- 1.2 C.Ri.d.e.e. Multi-method Assessment System -- 1.2.1 Risk and Protective Factors Protocol and Graph -- 1.2.2 Todd Map -- 1.2.3 Parenting Stress Index Short Form (PSI-SF) -- 1.2.4 Child Abuse Potential Inventory (CAPI) -- 1.2.5 Resilience Scale for Adults (RSA) -- 1.2.6 Trauma Symptom Checklist for Children (TSCC) -- 1.3 Research Data on the C.Ri.d.e.e. Multi-method Assessment System -- 1.3.1 Exemplary Data on Italian Sample -- 1.3.2 Research Data on Comparisons Between Italian and Migrant Families -- 1.3.3 Decision Trees -- References -- Chapter 2: Engaging Men to Support the Resilience of Syrian Refugee Children and Youth in Lebanon -- 2.1 Introduction -- 2.1.1 Syrian Refugees in Lebanon -- 2.1.2 Early Marriage -- 2.1.3 Child Labor -- 2.2 The Intervention: "Engaging Men to Promote Resilient Communities" -- 2.3 Method -- 2.4 Key Findings -- 2.4.1 Family Atmosphere and Emotional Regulation -- 2.4.2 Men as Fathers and the Impact on Their Children -- 2.4.3 Reduction in Yelling at and Beating Children -- 2.4.4 Increased Dialogue and Positive Time Spent with Children -- 2.4.5 Child Marriage -- 2.4.6 Child Labor -- 2.5 Discussion -- 2.6 Conclusion -- References -- Chapter 3: Promoting Civic Engagement and Social Inclusion Interventions for Minors Involved with Crimes -- 3.1 The Italian Law for Minors -- 3.1.1 Explaining Juvenile Justice Procedures in Italy.

3.2 About Migrant Minors -- 3.2.1 Migration and Its Impact on Minors -- 3.3 Reflections About Juvenile Detention and the Development of a New Experience: The Project PROVA - Prevention of Violent Radicalisation and of Violent Actions -- 3.3.1 From the PROVA Project's Aims: How to Cope with Youth Violent Radicalisation -- 3.4 Methods -- 3.4.1 Participants and Instruments -- 3.4.2 Data Analysis -- 3.4.3 Results -- 3.5 Discussion and Conclusions -- References -- Chapter 4: Indirect Contact Interventions to Promote Peace in Multicultural Societies -- 4.1 Introduction -- 4.2 Methods of Indirect Intergroup Contact -- 4.2.1 Extended Contact -- 4.2.2 Vicarious Contact -- 4.2.2.1 Parasocial Contact -- 4.2.2.2 Parasocial Exposure Without Cross-Group Interaction -- 4.2.3 Imagined Contact -- 4.3 Optimizing Methods for Practical Application -- 4.4 Future Directions -- 4.5 Conclusion -- References -- Chapter 5: Promoting Prosocial Behavior Toward Refugees: Exploring the Empathy-Attitude-Action Model in Middle Childhood -- 5.1 Introduction -- 5.2 Children as Social Actors and Peacebuilders -- 5.3 Refugees as an Out-Group -- 5.4 Previous Interventions -- 5.5 Empathy-Attitudes-Action Model -- 5.5.1 Empathy -- 5.5.2 Empathy and Prosocial Behaviors -- 5.5.3 Extending Prosocial Behavior to the Group -- 5.5.4 Empathy and Attitudes -- 5.5.5 Attitudes to Action -- 5.5.6 Inducing Intergroup Empathy -- 5.6 Pilot Study -- 5.6.1 Limitations and Future Research -- 5.7 Call to Action -- References -- Chapter 6: Civic Participation and Other Interventions That Promote Children's Tolerance of Migrants -- 6.1 Tolerance Toward Migrants -- 6.1.1 Defining Tolerance: Positive and Negative Connotations -- 6.1.2 A Developmental Approach on the Study of Tolerance -- 6.2 Evidence from the PIDOP and the CATCH-EyoU Projects -- 6.3 Different Approaches for Increasing Tolerance.

6.3.1 Global Citizenship Education -- 6.3.2 Intercultural Dialogue and Intercultural Competence Education -- 6.3.3 Community-Based Approach -- 6.4 Conclusion -- References -- Chapter 7: Does Participating in National and Ethnic Associations Promote Migrant Integration? A Study with Young First- and Second-Generation Migrants -- 7.1 Introduction: The Challenges of Migration and the Role of Social Participation in National and Ethnic Associations -- 7.2 A Study on Young First- and Second-Generation Migrants in Italy -- 7.2.1 Principal Findings and Discussion -- 7.2.2 Conclusion -- 7.3 Implications -- References -- Chapter 8: Empowerment of Intergroup Harmony and Equity -- 8.1 Introduction -- 8.2 Theoretical Framework: Social Representation Theory and Social Identity Theory -- 8.3 Empowerment Interventions -- 8.3.1 The Role of Social Interactions -- 8.3.2 The Role of Power -- 8.3.3 The Role of Communities -- 8.3.4 The Primacy of Context -- 8.4 Conclusions -- References -- Part II: Children Growing Up in Violent Geopolitical Contexts -- Chapter 9: Beyond Risk Factors: Structural Drivers of Violence Affecting Children -- 9.1 Introduction -- 9.2 Methods and the Process -- 9.3 Linking the Global and the Local: The Structural Drivers of Violence Affecting Children -- 9.3.1 Poverty -- 9.3.2 Migration -- 9.4 Understanding the Importance of Historical Inequalities to Present-Day Experiences: A Case Study of Peru -- 9.5 Conclusion -- References -- Chapter 10: Growing Up in Violent Contexts: Differential Effects of Community, Family, and School Violence on Child Adjustment -- 10.1 Introduction -- 10.2 Defining Exposure to Violence -- 10.3 Violence Exposure aAcross Multiple Contexts: Prevalence Estimates and Differential Effects -- 10.4 Youth Exposure to Community Violence: The Case of Naples -- 10.4.1 Why Do We Work on Youth Community Violence in Naples?.

10.5 Linking Violent Exposure to Negative Developmental Outcomes -- 10.5.1 Exposure to Community Violence and the Role of Effortful Control -- 10.5.2 The Paradigm of Pathologic Adaptation to Community Violence -- 10.5.3 The Role of Parental Monitoring in Violent Neighborhoods -- 10.6 Implications for Policy and Practice -- 10.7 Conclusions -- References -- Chapter 11: Historical Culture and Peace: How Older Generations Address the Need of Younger Generations to Learn About Their In-Group Past -- 11.1 The Need of Young Generations to Learn About Their In-Group past -- 11.2 Silence and Self-Denials of Older Generations -- 11.2.1 Why Do Older Generations Keep Troubled Memories Hidden? -- 11.3 Peace as an Intergenerational Task -- 11.3.1 Peace as an Intergenerational Task -- 11.4 Breaking the Silence on Italian Colonialism: An Applied Example -- 11.5 Concluding Remarks -- 11.6 Application to Policy and Practice -- References -- Chapter 12: Youth Identity, Peace and Conflict: Insights from Conflict and Diverse Settings -- 12.1 Introduction -- 12.2 Youth Identity Development -- 12.2.1 Ethnic Identity Development -- 12.3 Case Study 1: Youth Identity in Conflict Settings -- 12.3.1 Youth Identity in Northern Ireland -- 12.4 Case Study 2: Youth Identity in Diverse Settings -- 12.4.1 Turkish Youth Identity in England -- 12.5 Policy and Practice Implications -- 12.6 Conclusion and Future Research Directions -- References -- Chapter 13: Children's Conceptualizations of Forgiveness, Reconciliation, and Peacebuilding in the Context of Armed Conflict -- 13.1 Introduction -- 13.1.1 Effect of Armed Conflict on Children -- 13.1.2 The Participatory Role of Children -- 13.1.3 Multidimensional Model of Peacebuilding -- 13.1.4 Forgiveness and Reconciliation Related to Peacebuilding -- 13.1.4.1 Forgiveness -- 13.1.4.2 Reconciliation -- 13.2 Research Context.

13.2.1 The Method Employed -- 13.3 Results -- 13.3.1 Forgiveness -- 13.3.2 Reconciliation -- 13.3.3 Peacebuilding in Colombia -- 13.4 Conclusions and Implications -- References -- Part III: Promoting Peace and Well-Being in Children -- Chapter 14: Learning for Peace: Lessons Learned from UNICEF's Peacebuilding, Education, and Advocacy in Conflict-Affected Context Programme -- 14.1 Insecurity: The Primary Development Challenge of Our Time -- 14.2 Child Development and Protection Prerequisites for Sustainable Peace -- 14.2.1 UN Resolutions on Child Well-Being and Conflict Prevention -- 14.2.2 Basic Human Needs, Altruism, and Aggression -- 14.3 UNICEF's Peacebuilding, Education, and Advocacy Programme [Learning for Peace] -- 14.4 Theoretical Framework for Understanding Education in Conflict and Peace and Education for Peacebuilding Programming -- 14.4.1 Redistribution of Education Resources: To Counter Education Inequities and Inequalities -- 14.4.2 Recognition: Of Identity, Voices, and Needs -- 14.4.3 Representation: Participation in Decision-Making -- 14.4.4 Reconciliation -- 14.5 Assessing Education for Peacebuilding Interventions -- 14.6 Conclusion: Learning for Peace -- References -- Chapter 15: Educating Toward a Culture of Peace Through an Innovative Teaching Method -- 15.1 Introduction to the Education Program -- 15.2 Peace Education in Italy: An Overview -- 15.2.1 Proposals for Peace Education -- 15.3 Peace and Peer Education: A Proposal -- 15.3.1 Context and Contents of the Education Program Aimed at Peace and Cultural Diversity -- 15.3.2 Cooperation in Education and Learning by Doing -- 15.4 Conclusions -- References -- Chapter 16: Experiencing Diversity: Complexity, Education, and Peace Construction -- 16.1 Introduction -- 16.2 The Relationship with Diversity -- 16.3 Diversity and Complexity.

16.4 Diversity, Complex Thinking, Peace Construction, and School.