Table of Contents: Children and Peace :

Children and Peace : From Research to Action.

Bibliographic Details
Main Author:	Balvin, Nikola.
Other Authors:	Christie, Daniel J.
Format:	eBook
Language:	English
Published:	Cham : Springer International Publishing AG, 2019.
Edition:	1st ed.
Series:	Peace Psychology Book Series
Subjects:	Electronic books.
Online Access:	Click to View

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.

Children and Peace : From Research to Action.

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