Time to be free”
Playful agency in Love 's in‐school programme for at‐risk youth
Bibliographic Data
| ID | 14895674 |
|---|---|
| Authors | Nadia Hausfather (0000-0002-1162-8325, Department of Political Science Université du Québec à Montréal Montreal Quebec Canada), M Montreuil (0000-0002-0238-025X, Ingram School of Nursing McGill University Montréal Quebec Canada), Jean‐Frédéric Ménard (0000-0002-8482-9443, Faculty of Law Université de Sherbrooke Montreal Quebec Canada), Franco A Carnevale (0000-0001-7255-9979, Ingram School of Nursing McGill University Montréal Quebec Canada, corresponding author) |
| Year | 2024 |
| Volume | 38 |
| Issue | 4 |
| Pages | 1317-1333 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children & Society (JOURNAL) |
| Journal identifiers | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.12803 |
| OpenAlex | W4387908288 |
| Language | EN |
| Citations received | 3 |
| References cited | 45 |
Research increasingly suggests that positive youth development programmes play an important part in preventing youth violence and promoting positive developmental trajectories. We conducted a focussed ethnography of LOVE, a social development programme aimed at supporting youth who have been exposed to violence. Building on a previous study's exploration of this programme's afterschool setting, we examined the programme's social functioning in school settings. Findings underline the role of playfulness—alongside an egalitarian/friendly approach, gentle authority/structure, strengths‐based support and a safe space to express vulnerability—to foster in youth the ability to feel free, confident/empowered, connected/empathic and positive feelings about school and life
Agency (philosophy · Developmental psychology · Empathy · Ethnography · Feeling · Positive Youth Development · Social science · Sociology · Vulnerability (computing · Youth studies · Early Childhood Education and Development · Psychology · Social Psychology · Youth Development and Social Support · Youth Education and Societal Dynamics
Critical issues in qualitative research methods
The Sage Handbook of Youth Work Practice
Social and Emotional Learning Programs for Adolescents
Polyvictimization and Youth Violence Exposure Across Contexts
In the field
The Power of Play
Positive youth development
The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes
Shame Resilience Theory
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions
Ethnography
Recognizing Children as Agents
Games
The promise of qualitative methods for expanding theories of positive youth development
Introducing SAMMSA, a Five-Step Method for Producing ‘Quality’ Qualitative Analysis
Your Friends Do Matter”
Childhood Ethics
Play as a Resource for Children Facing Adversity
Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education
A Critical Reframing of Play in Relation to Indigenous Children in Canada
What Works in Youth Violence Prevention
Where vulnerability can become a strength
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
Four themes in youth work practice
Systemic social and emotional learning
The Impact of Enhancing Students' Social and Emotional Learning
What's the Point If We Can't Have Fun
Participatory Hermeneutic Ethnography
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |