Handbook of Child Well-Being
Theories, Methods and Policies in Global Perspective
Asher Ben-Arieh, Ferran Casas (GSIA), Ivar Frønes, Jill E. Korbin
Ed. SpringerReference
Anunciamos la publicación de este Manual del que es
editor, entre otros, el profesor Ferran Casas, socio de honor de GSIA.
También nuestra presidente de la Asociacion GSIA, Lourdes Gaitán
publica en este libro un capítulo titulado
Socialization and Childhood in Sociological Theorizing.
El bienestar de
los niños representa un desafío que todavía no se ha afrontado del todo.
Este
Manual proporciona a sus lectores una visión completa de las complejidades e
implicaciones relativas a la búsqueda científica y práctica del bienestar de
los niños.
El Manual aborda el concepto de bienestar a través de un análisis en
profundidad de las perspectivas y lenguajes de diferentes disciplinas como la
filosofía, la teología, la psicología y la sociología.
Abarca temas importantes
del bienestar infantil y problemas de la política de bienestar en general, así
como otros relativos a la implementación de programas y medidas de
intervención.
Además el Manual trata de los métodos para medir el bienestar,
para una comprensión del mismo con una base científica, así como para la
formulación de políticas.
El carácter interdisciplinar de este Manual lo
convierte en una obra única, que ofrece a lectores pertenecientes a un vasto espectro
de disciplinas y de profesiones relacionadas
con la infancia, una visión profunda de las complejidades e implicaciones que
tiene la búsqueda científica y práctica del bienestar de los niños.
Socialization and Childhood in Sociological Theorizing
Dr. Lourdes Gaitán, Presidente Asociación GSIA
Abstract
Socialization occupies a
central place in sociological theory, being considered the basic
process of social interaction by which people acquire behaviors
essential for effective participation in society – the process of
becoming a social being. It is essential for the renewal of culture and
the perpetuation of society. Primary socialization is the first stage in
a lifelong process, and though societies differ in their definitions of
childhood, all societies begin the socialization process as early as
possible since the transmission of societal norms during childhood and
adolescence is considered fundamental for sustaining all later forms of
socialization. Thus, the child is a central figure in socialization.
This does not mean that the child’s role has always been protagonistic.
In fact, the child appears in conventional versions of socialization as a
passive being, intended to receive a complex and complete set of rules
from adults to ensure proper adaptation to society and maintain the
social order. Faced with this concept of socialization, other approaches
have arisen that represent socialization as an interactive process in
which children themselves appropriate and reinterpret reality in the
course of ongoing relationships with others. This chapter presents
various concepts of socialization and explain how they interpret the
role of children and affect children’s social well-being. Due to these
effects, the chapter calls for a reconceptualization of socialization
within social studies of childhood.
Abstract
The introductory chapter for The Handbook of Child Well-Being sets forth major issues and areas of concern in understanding child well-being and outlines the structure of the book. This multi-volume compendium on child well-being takes as its starting point that child well-being is best understood within a multi-cultural and multi-disciplinary framework, encompassing a wide range of approaches and contexts. Child well-being is multifaceted in its conceptualizations, topic areas, policy implications, contexts, expressions, and the myriad of components that comprise the well-being of children. The book reflects broad geographic and global interest in child well-being with chapters representing nations and cultures around the world.
Social Psychology and Child Well-Being
Abstract
Many social
psychologists have published academic papers on topics related to child
well-being and much research has been done on child well-being from a
psychosocial perspective. Paradoxically, however, very few references
can be found in social psychology handbooks or even in the most
prominent scientific journals on social psychology. This is because
within said discipline child well-being has been considered an applied
topic rather than a theoretical challenge. Therefore, publications on
the subject are found mainly in books or journals on applied social
psychology or psychosocial intervention, with some also found in
interdisciplinary journals or in very specialized books and journals
relating to family, school, social policies, childhood, and adolescence,
among others. In this chapter, we provide a very general overview (in
no way exhaustive) of a range of contributions made to child well-being
from a psychosocial perspective, with examples of the different topics
addressed. We also present some of what we consider the most outstanding
theoretical contributions to child well-being, which come mainly from
European social psychology. As is the case with most human and social
sciences, the majority of contributions to child well-being research
have historically been from a negative perspective: social psychologists
have focused mainly on children’s social problems. Only in the last two
decades have publications begun to appear that deal with the subject
from a positive perspective, with areas such as children’s participation
and the promotion of children’s well-being and quality of life
receiving attention from the international scientific community of
social psychologists.
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