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.