The case study discusses how the endemic nature of race and racism affects Black individuals’ level of trust in the medical system. The case begins with highlighting several past legacies of exploitation as well as contemporary experiences of discrimination in health care, which set the stage for medical distrust. It also presents disparities in several health outcomes. The case study then presents the experience of a Black family, who because of their lack of trust in the medical system was accused of, and reported to Child Welfare for medically neglecting their daughter. Inspired by CRT, the social worker in the case understood that Black and other marginalized families are often disproportionately targeted and face harsher judgments in child welfare cases. This informed her engagement with the family. Through this case, the author made the argument that without acknowledging systemic racism, biases are more likely to influence the classification of neglect, leading to interventions that do not address a family’s needs or mistakenly involves them with the child welfare system.

Early-onset psychosis (EOP) is a severe mental disorder with a significant impact on affected children, young people and their families. Its assessment and diagnosis may be challenging, treatment approaches may not always lead to full remission of symptoms, and it is frequently associated with recurrent episodes and long-term disability. A comprehensive evaluation of psychotic symptoms, co-morbidities, physical health and environmental risk factors is likely to contribute to the holistic understanding of the child or adolescent with psychosis and provide the best possible management framework. A systematic approach to treatment with antipsychotic medication and psychosocial interventions should incorporate regular reviews of its effectiveness and adverse effects. Early intervention seems to lead to optimal outcomes through reducing the duration of untreated psychosis and providing input during the critical period after its onset when treatment can be most effective. Further research aiming to advance our understanding of the complex aetiology of psychotic disorders, effectiveness of management strategies, and necessary service provision is urgently needed.

Clinicians navigating the legislation when working with young people and their families in the United Kingdom (UK) may need to use several relevant frameworks of legislation at the same time. This may appear complex in practice. Clinicians need to consider how a young person’s development across multiple domains, for example, cognitive, emotional, moral, social and so on, can have an impact upon their decision-making. Clinicians who work with children and young people often also work with parents or their local authority statutory equivalents, as well as other statutory and non-statutory agencies, to help find the best outcomes for children and young people (CYP). This requires good knowledge of legal frameworks, competence in working within complex multi-agency systems and being able to understand and work with different perspectives around an issue.This chapter specifically discusses aspects of the law in relation to children and adolescents (all those under 18 years) including the Human Rights Framework, Mental Capacity Act 2005, Children Act 1989 (amended 2004), Mental Health Act (amended 2007), and Criminal Justice Act (2003) within England and Wales. We have not addressed the differences in legislation in Northern Ireland or Scotland but have commented on distinct issues where relevant.

Explores conversation memory among children, adolescents, and older adults.

Chapter 5 traces the history of a number of existing UN mechanisms which represent the interests of particular vulnerable groups in the international system (persons with disabilities, women, and children). The aim of this analysis is to see what types of normative discourses have found traction and led to the development of institutions to represent these vulnerable groups, in order to ascertain the type of normative arguments that would gain support in arguing for international institutions to represent future generations. An important lesson from the case studies is that a normative discourse in which development concerns feature prominently, has been a common thread running through the history of these UN mechanisms. The chapter analyses the differences and similarities between arguments which justify the institutions which have been put in place to represent these vulnerable groups, with arguments used to justify institutions to represent future generations.

This chapter discusses the extent to which these merchants defined themselves via their membership in their lineage, but then turns to the extensive evidence they provided about their marriages and their children, in effect their role as patriarchs of the nuclear households they founded. The men appear to have taken their familial responsibilities seriously and, even as they demonstrated their power over wives and children, they did not present themselves as harsh or unfeeling husbands and fathers.

Inspired by interesting research in the field of neuroscience, Dorothea Haspelmath-Finatti argues that singing in a liturgical context is not only an essential part of the act of praising and praying, but it is also healthy.

Opening with observations about public anxieties around the effects of rapid social change on children, this chapter offers a model of child socialization developed within psychological anthropology that provides more nuanced ways of thinking about how children are shaped by particular social and cultural contexts and children’s active participation in them. Drawing from experientially close, child-centered ethnographies, this chapter challenges dichotomous understandings of social change that flatten the rich variability and connectedness of societies and obscure the complex historical trajectories and emergent dynamics that shape such variability and connectedness. Alternatively, Chapin and Xu argue that all human communities must contend with the often-conflicted processes of fostering both individuality and sociality in children’s development in locally appropriate ways. The final section of the chapter challenges the view of children as passive recipients of socialization processes, arguing instead that children are agents who actively contribute to processes of social change.

In the ‘betweens’ of art, research and teaching, this chapter adopts an a/r/tographic approach to explore children’s learning through media art within the Anthropocene, a proposed epoch that acknowledges human impact on Earth’s geology and ecosystems. This learning is thought of as ‘connected learning’, a type of learning that emphasises the integration of educational experiences across various settings, leveraging new media to foster innovative approaches to knowledge creation. The idea of connected learning aligns with the linked concept of children’s lifeworlds – which Arnott and Yelland take to encompass the everyday interactions that children negotiate in daily life as well as the less visible social, technical and material forces that shape those experiences – and the significance of Land as a participant in children’s learning. Children co-labour (or collaborate) with words, materials, technologies and Land to make meaning with their lifeworlds (e.g. semiosis as a process of wording and worlding). They do this in situated practice and through speculation (e.g. by asking “What if...?) to examine possible futures and alternative realities.

The objective of this chapter is to define socio-dramatic play from a cultural-historical perspective and to describe how teachers can become co-players with children in their play. To do this we present case studies from research and a pedagogical toolbox to support children’s participation, learning and development. The chapter begins by outlining children’s socio-dramatic play using a cultural-historical perspective to focus on interactions in shared play. In socio-dramatic play, imagination and creativity are central as children create narratives together. Play creates conditions for children to express and construct meaning with others and to become co-players in a shared imagined world. Adults in early childhood settings traditionally support children’s play by planning, resourcing and observing, although their role as co-player is less understood.