This book explores how the youth experience, viscerally felt and deeply ingrained at a time of substantial physical, psychological and emotional changes, serves to authenticate that youth experience to the exclusion of that of ensuing youth generations. Using Cohen’s concept of moral panic to frame the intergenerational conflict, notions of generational exclusivity and authenticity are explored through Bourdieu’s concept of habitus – how each generation privileges its own youth experience as the ‘standard’ by which other youth generations can be judged. Shared authenticated ‘generational understandings’ act as the benchmark by which ensuing youth generations can be assessed and found wanting. Intergenerational conflict has been brought into sharp focus by the emergence of the Millennial generation, digital natives, with their obsession with digital technology and particularly mobile phones. The book will be of interest for the field of youth studies in general, particularly upper-level undergraduate youth studies courses and postgrads and social scientists. In addition, it will be of interest for scholars interested in the work of Pierre Bourdieu and Stanley Cohen and subject areas: intergenerational conflict, social change, popular culture, music, media and cultural studies, and social theory.

The Youth Culture is certainly dominant in the world, and the United States is its champion. Has this cultural emphasis widened the generation gap, or is it just a natural by-product of the generational differences that exist in all societies? Is the generation gap such a problem as the media makes it out to be? The authors contend that, in fact, most of today's youngsters have a great deal of sympathy for their parents and share their values. But, the youth culture seeks to overcome the identity problem all adolescents face. As an expert in sociology of youth, the author explores this phenomenon and the development of a youth culture in the U.S., as well as its manifestations in daily life from recreation and music to dress codes and status games. The book is illustrated with case histories taken from the author's private practice. The book compares the competing influences of peers and parents, discusses homeless migrants, hippies, punks and rockers, and considers sex, language, cliques, gangs and reference groups.

"In this volume, At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings, our authors and contributors reveal how intergenerational partnerships inspire both adults and youth to bring their best selves to programs. In varied ways, the chapters explore how youth-adult partnerships can enable people and programs to develop toward their full potential, while acknowledging the complexities and tensions of these relationships. Together, the authors in this volume suggest that building youth-adult partnerships expands our collective capacity to achieve transformational change in our organizations, schools, neighborhoods, and communities. This volume brings together the voices of over 50 adults and youth. Each of these individuals have thought deeply and critically about youth-adult partnerships; their unique perspectives foster new ways of thinking about the theory and practice of this work in out-of-school time settings. Comprised of 14 chapters, the book represents a mix of empirical research, theoretical and conceptual studies, and engaged dialogue about the complexities of intergenerational partnership work. Several chapters are co-written by intergenerational collectives of youth and adults, or people who began collaborating with one another in the context of a youth-adult partnership; their essays are a direct reflection of the many opportunities for learning and knowledge-building inherent in positive youth-adult relationships. In addition, throughout the book, we have incorporated short essays, poetry, and artwork by 11 young people who offer insights based on their lived experiences of partnership with teachers, youth workers, counselors, family members, and other caring adults in their lives. Through their varied works of creative expression and storytelling, readers can engage in the practice of listening to the voices of youth and learning from the wisdom they have to share. In addition to providing research-based evidence and participant testimonials that illuminate the promise of intergenerational learning in OST spaces, the volume also responds to key questions that scholars, adult practitioners, policymakers, and youth navigate in this work, such as: What role can (or should) adults play in supporting youth learning, voice, and activism? What strategies of (and approaches to) youth-adult partnership are most effective in promoting positive youth development and organizational transformation? What tensions and challenges arise in the process of doing this work? And what are the pressures of the contemporary era that influence youth-adult partnership in OST today? Through highlighting authentic youth-adult partnerships as a central component of quality youth programs, this fourth volume of the IAP series on OST aims to sharpen the field's understanding of positive, intergenerational relationships-an essential what of OST programming. In addition, it aims to articulate how positive youth-adult partnerships are nurtured, such that educators across school and community-based contexts can better enact context-driven, personalized learning, while also enabling processes of healing, empowerment, and transformation. Out-of-school time programs have the potential to model new paradigms of learning, creating, and being. In these spaces, adults and youth have the opportunity to re-envision learning and build social consciousness without the scripts of the classroom. However, OST spaces can also reproduce the adultism, misogyny, and racism from which youth seek refuge, if these systems of oppression go unchecked. When adults partner with youth in driving the mission, approach, and outcomes of learning, OST settings can become sites of resistance and transformation. Thus, we believe that it is imperative to address both the possibilities and the challenges of engaging in partnership work in OST, and we see these youth-adult partnerships as representative of the work we can do at our best. It is our hope that educators begin to draw more readily from the best practices of the OST field; we believe that the power and promise of youth-adult partnerships can become a foundation for this work"--

Interparental Conflict and Child Development provides an in-depth analysis of the rapidly expanding body of research on the impact of interparental conflict on children. Emphasizing developmental and family systems perspectives, it investigates a range of important issues, including the processes by which exposure to conflict may lead to child maladjustment, the role of gender and ethnicity in understanding the effects of conflict, the influence of conflict on parent-child, sibling, and peer relations, family violence, and interparental conflict in divorced and step-families.

Social work practice with refugees and immigrants requires specialized knowledge of these populations and specialized adaptations and applications of mainstream services and interventions. Because they are often confronted with cultural, linguistic, political, and socioeconomic barriers, these groups are especially vulnerable to psychological problems such as anxiety, depression, alienation, grief, and post-traumatic stress disorder, as well as concerns arising from inadequate health care. Institutionalized discrimination and anti-immigrant policies and attitudes only exacerbate these challenges. The second edition of Best Practices for Social Work with Refugees and Immigrants offers an update to this comprehensive guide to social work with foreign-born clients and an evaluation of various helping strategies and their methodological strengths and weaknesses. Part 1 sets forth the context for evidence-based service approaches for such clients by describing the nature of these populations, relevant policies designed to assist them, service-delivery systems, and culturally competent practice. Part 2 addresses specific problem areas common to refugees and immigrants and evaluates a variety of assessment and intervention techniques in each area. Using a rigorous evidence-based and pancultural approach, Miriam Potocky and Mitra Naseh identify best practices at the macro, meso, and micro levels to meet the pressing needs of uprooted peoples. The new edition incorporates the latest research on contemporary social work practice with refugees and immigrants to provide a practical, up-to-date resource for the multitude of issues and interventions for these populations.

Asians have settled in every country in the Western Hemisphere; some are recent arrivals, other descendents of immigrants who arrived centuries ago. Bringing together essays by thirteen scholars from the humanities and social sciences, Displacements and Diasporas explores this genuinely transnational Asian American experience-one that crosses the Pacific and traverses the Americas from Canada to Brazil, from New York to the Caribbean. With an emphasis on anthropological and historical contexts, the essays show how the experiences of Asians across the Americas have been shaped by the social dynamics and politics of settlement locations as much as by transnational connections and the economic forces of globalization. Contributors bring new insights to the unique situations of Asian communities previously overlooked by scholars, such as Vietnamese Canadians and the Lao living in Rhode Island. Other topics include Chinese laborers and merchants in Latin America and the Caribbean, Japanese immigrants and their descendants in Brazil, Afro-Amerasians in America, and the politics of second-generation Indian American youth culture. Together the essays provide a valuable comparative portrait of Asians across the Americas. Engaging issues of diaspora, transnational social practice and community building, gender, identity, institutionalized racism, and deterritoriality, this volume presents fresh perspectives on displacement, opening the topic up to a wider, more interdisciplinary terrain of inquiry and teaching.

Cultures, Communities, and Conflict offers provocative, cutting-edge perspectives on the history of English-Canadian universities and war in the twentieth century. The contributors explore how universities contributed not only to Canadian war efforts, but to forging multiple understandings of intellectualism, academia, and community within an evolving Canadian nation. Contributing to the social, intellectual, and academic history of universities, the collection provides rich approaches to integral issues at the intersection of higher education and wartime, including academic freedom, gender, peace and activism on campus, and the challenges of ethnic diversity. The contributors place the historical university in several contexts, not the least of which is the university’s substantial power to construct and transform intellectual discourse and promote efforts for change both on- and off-campus. With its diverse research methodologies and its strong thematic structure, Cultures, Communities, and Conflict provides an energetic basis for new understandings of universities as historical partners in Canadian community and state formation.

By the early 1970s, Japan had become an affluent consumer society, riding a growing economy to widely shared prosperity. In the aftermath of the fiery political activism of 1968, the country settled down to the realization that consumer culture had taken a firm grip on Japanese society. Japan, 1972 takes an early-seventies year as a vantage point for understanding how Japanese society came to terms with cultural change. Yoshikuni Igarashi examines a broad selection of popular film, television, manga, and other media in order to analyze the ways Japanese culture grappled with this economic shift. He exposes the political underpinnings of mass culture and investigates deeper anxieties over questions of agency and masculinity. Igarashi underscores how the male-dominated culture industry strove to defend masculine identity by looking for an escape from the high-growth economy. He reads a range of cultural works that reveal perceptions of imperiled Japanese masculinity through depictions of heroes’ doomed struggles against what were seen as the stifling and feminizing effects of consumerism. Ranging from manga travelogues to war stories, yakuza films to New Left radicalism, Japan, 1972 sheds new light on a period of profound socioeconomic change and the counternarratives of masculinity that emerged to manage it.

At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings brings together the voices of over 50 adults and youth to explore both the promises and challenges of intergenerational work in out-of-school time (OST) programs. Comprised of 14 chapters, this book features empirical research, conceptual essays, poetry, artwork, and engaged dialogue about the complexities of youth-adult partnerships in practice. At Our Best responds to key questions that practitioners, scholars, policymakers, and youth navigate in this work, such as: What role can (or should) adults play in supporting youth voice, learning, and activism? What approaches and strategies in youth-adult partnerships are effective in promoting positive youth development, individual and collective well-being, and setting-level change? What are the tensions and dilemmas that arise in the process of doing this work? And, how do we navigate youth-adult partnerships in the face of societal oppressions such as adultism, racism, and misogyny? Through highlighting contemporary cases of authentic youth-adult partnerships in youth programs, this fourth volume of the IAP series on OST aims to introduce, engage, and sharpen educators’ understandings of the power and promise of these relationships. Together, the authors in this volume suggest that both building youth-adult partnerships and actively reflecting on intergenerational work are foundational practices to achieving transformational change in our OST organizations, schools, neighborhoods, and communities. Praise for At Our Best: "There is nothing more powerful in our efforts to improve our society than understanding how to cultivate deep and meaningful partnerships with young people. “At Our Best” offers key insights about the power of youth-adult partnerships in out-of-school time settings. Brion-Meisels, Fei & Vasudevan have compiled a powerful and comprehensive collection of voices of people who are blazing a new path in partnering with youth. This book is a must read for researchers and practitioners searching for fresh analysis and innovative insights into building youth-adult partnerships." ~ Shawn Ginwright, Ph.D, Associate Professor of Education & Africana Studies, San Francisco State University Chief Executive Officer, Flourish Agenda, Oakland CA "There are few books that consider how youth and adults work as partners for the benefit of their schools, their communities and themselves. “At Our Best” changes the status quo. It takes seriously the urgency and centrality of intergenerational inclusion by bringing together the voices of educators, academics, artists, youth workers, organizers and students. The chapters move between theory and practice, providing rich reflections on foundations of youth-adult partnerships while also detailing best practices in out-of-school time. The authors generously share the struggles and joy of this work. In so doing, they provide a roadmap for navigating the complex work of youth-adult partnerships in our current social and political context." ~ Shepherd Zeldin, Professor Emeritus, Civil Society and Community Studies, University of Wisconsin-Madison Book reviews and associated articles: Journal of Youth Development: Book Review—At Our Best: Building Youth–Adult Partnerships in Out-of-School Time Settings Learning in Afterschool & Summer: Promoting Youth-Adult Partnerships in the Era of COVID-19 Sperling Center: Q&A with Gretchen Brion-Meisels, Deepa Vasudevan, and Anna West Youth Today: Collaborating With Youth in OST Setting Is Best for Goals