Bloomsbury Handbook of Children and Youth at Risk and Education

Michael Jopling is Professor of Education at University of Brighton, UK. David Zimmermann is Professor of Education Studies at Humboldt-University Berlin, Germany. Sofia Marques da Silva is Associate Professor at the Faculty of Psychology and Educational Sciences, University of Porto, Portugal.

• IntroductionPart I: Histories And Geographies Of Children And Youth At Risk And Education1. Overview Of Children And Youth At Risk Research In The Netherlands And Europe, Dolf van Veen (Ministry of Education, Netherlands)2. Children And Young People's Diagnoses: Problematization As Methodological Tool, Bolette Frydendahl Larsen and Bjørn Frithiof Hamre (Københavns Universitet, Denmark)3. Disabled Children With Complex Needs: International Educational Experiences, Zeta Williams-Brown (University of Wolverhampton, UK), Alan Hodkinson (Liverpool Hope University, UK) and Louise Fulcher (Independent, UK) 4. Juvenile Delinquency In Totalitarian And Post Totalitarian Context: The Case Of Lithuania, Gintautas Sakalauskas, Birute Švedaite-Sakalauske and Jolita Buzaityte-Kašalyniene (Vilnius University, Lithuania)5. Improving Outcomes For Children And Young People At Risk In The First Two Decades Of Twenty-First Century Scotland, David Watt (University of Glasgow, UK)6. Regional/Rural Youth At Risk, Sofia Marques da Silva (University of Porto, Portugal)7. Sequential Traumatisation As A Theoretical Concept And Framework For Pedagogical Practice, David Zimmermann (Humboldt-Universität zu Berlin, Germany)8. The 'Institution Éclatée ': A Psychoanalytical Guide To Transforming Educational Institutions, Ulrike Becker (University of Potsdam, Germany), Pierre-Carl Link (University of Teacher Education in Special Needs Zürich, Switzerland) and Robert Langnickel (University of Teacher Education Ludwigsburg, Germany)Part II: Methodologies And Methodological Issues: How Research With Children And Youth At Risk And Education Works9. Challenges And Difficulties In Intersectional Qualitative Research With Children And Youth At Risk, Marlene Märker and Veronika Wöhrer (Universität Wien, Austria)10. Rhetoric And Reality Of School Participation Rights: The Importance Of The Perspectives Of Children And Youth At Risk, Svenja Nike Hoffmann and Birgit Herz (Leibniz Universität, Germany)11. Questioning Youth Participatory Research: Epistemic Injustice And The (Un)Doing Of Adultism, Tara Ciric (Maynooth University, Ireland)12. Empowering Voices: Participatory Research Methods For The Active Involvement Of Children And Youth, Franziska Reitegger and Barbara Gasteiger-Klicpera (Universität Graz, Austria)13. Understanding and Addressing the Educational, Inclusion, and Mental Health Needs of Displaced Children in the Republic of Artsakh, Meline Grigoryan (Independent, Armenia) 14. When Vulnerabilities Unearth Caring, Disruptive And Unmanageable Children's Agencies, Anna Majó Rossell, Montserrat Rifà-Valls, Mireia Foradada Villar and Marta Bertran Tarrés (Universitat Autònoma de Barcelona, Spain)15. The Dispositive Of Discipline And Urban Marginality: A Methodological Perspective For Studying The Nexus Of School Discipline, Power And Social Exclusion, Thorsten Hertel (Universität Duisburg-Essen, Germany)16. Challenges In Conducting Research With Youth At Risk: Validation Of A Qualitative Research Design, Monica Fontana Abad and Celia Camilli Trujillo (Universidad Complutense de Madrid, Spain)Part III: Practice And Policy With/For Children And Youth At Risk And Education Sub-Part I: Children, Poverty And Care17. Poverty, Crime And A Poorly Performing Education System: Children And Youth Of South Africa At Risk, Kathrina J. Walther, Roland Stein and Thomas Mueller (University of Wuerzburg, Germany) and Dennis C. Hoevel (Zurich Training College for Teachers of Special Needs, Switzerland) 18. Safeguarding Children And Young People In Education: Cases Where Children Have Died Or Been Seriously Harmed, Sharon Vincent (Leeds Beckett University, UK)19. Care Leavers And The Deinstitutionalization Process In Bulgaria, Radostina Antonova, Teodora Koleva and Nikolay Zlatev (New Bulgarian University, Bulgaria)20. Caring About And Caring For Young People Affected By Parental Drug Use In Education, Joyce Nicholson (University of Glasgow, UK)21. Developing Inclusive Education Pedagogies Of Practice That Respond To Children’s Street-Connected Identities, Su Corcoran (Manchester Metropolitan University, UK), Ruth Edmonds (Edinburgh University, UK), Vicky Ferguson and Siân Wynne (Independent, UK)22. Digital Disadvantage And At-Risk Youth, Michael Jopling (University of Brighton, UK)Sub-Part II: Schools23. The Instrumentality Of School For Children In Poverty Within The School Well-Being Model, Büsra Gündes Orman and Alperen Senol (Istanbul Aydin University, Turkey)24. Educating Boys And Young Men In An Age Of Extremism, Garth Stahl and Ben Adams (University of Queensland, Australia), Melanie Baak, Sarah McDonald and Sam Schulz (University of South Australia, Australia) and Laura Scholes (Australian Catholic University, Australia) 25. Bullying And Victimization Of Students With Difficulties In Their Emotional And Social Development, Jule Eilts, TIjs Bolz, Ute von Düring and Jessica Wilke (Carl von Ossietzky Universität, Germany)26. School Absenteeism, Ulf Fredriksson and Susanne Kreitz-Sandberg (University of Stockholm, Sweden)27. Emotional and Behavioral Problems And Language Skills: A Synthesis Of Theoretical Frameworks, Clara Schramm, Thomas Hennemann and Tanja Ulrich (University of Duisburg Essen, Germany)28. Enabling Equitable Access For Reading Gain Through Mobile Library Bus Interventions, Loh Chin Ee (Nanyang Technological University, Singapore)29. Second Chance Schools And Popular Education Against School Dropout: The Italian Experience In The European Context, Valeria Cotza (University of Milano-Bicocca, Italy)30. Promoting Students’ Agency To Prevent NEET, Alessia Bevilacqua, Claudio Girelli, Giorgio Mion and Camilla Pirrello, (University of Verona, Italy)31. Children’s Agency In A Collaborative Setting In School: Vulnerable Chinese Children’s Presentation Of Agency In Class Committee, Shichong Li (University of Leeds, UK)Sub-Part III: Parents and early years32. Children At Risk Of Social Exclusion In Early Childhood Settings: Implementing A Friendship Development Program, Marina Vasileiadou and Simoni Symeonidou (University of Cyprus, Cyprus)33. Inclusion Of Youth At Risk In Parent-Teacher Conferences, Clara Steensen and Stine Helms, (Professionshojskolen Absalon, Denmark)34. School-Family Partnerships During The Covid-19 Pandemic With Parents Of At-Risk-Students In The Netherlands, Annemie Struyf, Petrie van der Zanden, Frank Cornelissen, Peter Sleegers, Bieke Schreurs, Eddie Denessen and Femke Geijsel (Utrecht University, Netherlands)Sub-Part IV: Teachers and teacher education35. The MultiGradeMultiLevel-Methodology: A Sustainable Pedagogical Approach, Milind Brahme, (IIT Madras, India) and Thomas Müller (University of Wuerzburg, Germany)36. The Importance Of Teacher Training In Managing Ill Students, Nicola Sommer and Julia Klug (University of Education, Austria)37. Professionalisation During University Studies: A Psychoanalytical Approach, Marian Kratz (Rheinland-Pfälzische Technische Universität, Germany)38. Teachers' Collective Self-Efficacy In The Context Of Externalizing Behavior Problems Of Students Paul Martin Müller, Jule Behr and Tatjana Leidig (University of Cologne, Germany), Takumi Yada (University of Jyväskylä, Finland), Rachel Eells (University of Arkansas, USA) and Thomas Hennemann, (University of Cologne, Germany)ConclusionReferencesIndex