tag:theconversation.com,2011:/ca-fr/topics/childhood-3264/articlesChildhood – La Conversation2024-03-08T16:20:15Ztag:theconversation.com,2011:article/2250352024-03-08T16:20:15Z2024-03-08T16:20:15ZImaginary: I research imaginary friends – here’s what the horror film gets right<p>I was hesitant to watch Imaginary. Not only because horror movies are often too scary for me, but also because, for the better part of my adult life, I’ve researched and studied the way children invent imaginary friends and there is widespread misunderstanding of what is perfectly normal play behaviour. </p>
<p>These misunderstanding sometimes lead people to think imaginary friends have supernatural explanations – especially when the typical play involves seeing and talking to things that are inanimate. But I was pleased to find that overall, the film is unusually well informed.</p>
<p>The movie’s main focus is an imaginary friend. He turns up unexpectedly after a family moves into the step mum’s childhood home – but soon after this, things start to get scary. </p>
<p>The film features a little-known form of imaginary companion – toys or dolls. In my own lectures I often ask for a show of hands for those who had imaginary friends as children. Typically, only a few students will raise their hand. But after explaining that the definition also includes dolls or toys imbued with personality the lecture hall usually gets louder and many more hands shoot up. </p>
<p>Both completely invisible beings and personified objects fall under the umbrella of imaginary companions. This is because creating invisible and personified companions involves creating, and interacting with, <a href="https://doi.org/10.1016/j.psychres.2018.11.046">another mind</a>.</p>
<p>Another accurate element of the film is the adult experience of imaginary companions. One of the adult characters (who I can’t name without spoiling the plot) had an imaginary companion in the past, but did not remember them until they were reminded later on in the movie. </p>
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<figcaption><span class="caption">Trailer for Imaginary.</span></figcaption>
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<p><a href="https://doi.org/10.1016/j.psychres.2018.11.046">Age affects the memory</a> of our childhood imagination. The older we get, the more likely we are to forget. Even the organisers of studies of children sometimes consult parents or guardians to determine if there was an imaginary companion that children <a href="https://doi.org/10.1002/icd.349">do not recall</a> immediately. </p>
<p>Women and only or first-born children are <a href="https://doi.org/10.1016/j.psychres.2018.11.046">more likely</a> to create imaginary beings in childhood – and the film follows this pattern. </p>
<p>The presence of a companion in and of itself has been found to influence later adult life. Those that had imaginary companions in childhood are more likely to <a href="https://doi.org/10.2466/02.04.10.PR0.107.4.163-172">have creative jobs</a> in adulthood. There are also accounts of imaginary companions beyond childhood. One large study of adults found that <a href="https://doi.org/10.3389/fpsyg.2019.01665">7% of their respondents</a> reported still having these imaginary beings in their lives.</p>
<h2>When imaginary friends seem sinister</h2>
<p>Something else Imaginary gets right is that invisible friends can easily be interpreted as eerie or supernatural. The reason that we scientists call imaginary friends by another name, imaginary companions, is because they are not always friends. </p>
<p>Some children have companions that are disobedient or even mean. This type of imaginary creature is not an indication of having a mental health issue, or any other problem. But the relationships between children and their imaginary companions fall on a continuum where some are quite agreeable and likeable while others are not.</p>
<p><a href="https://doi.org/10.1016/j.psychres.2018.11.046">Research indicates</a> that the more that children play and interact with imaginary companions the <a href="https://doi.org/10.2190/FTG3-Q9T0-7U26-5Q5X">more autonomous</a> they may be becoming in their minds. This phenomenon is called the “illusion of independent agency”, and it applies to imaginary beings that are mean and vengeful, as well as ones that are compassionate and caring. </p>
<p>For a child, this might feel as if they are not in control of the companion’s actions or words. It could also feel like the being could surprise them, or even have an ability to learn things that the child doesn’t yet know. For example, in <a href="https://onlinelibrary.wiley.com/doi/full/10.1002/icd.2390">one of my studies</a>, a child explained that when her parents are not looking, her imaginary companion teaches her maths. In some situations where a companion might be mean to a child, it could be upsetting. </p>
<p>But in reality, the child is still controlling the companion, they’re just not realising that the companion is not its own person. According to cognitive scientist <a href="https://doi.org/10.1016/j.psychres.2018.11.046">Jim Davies</a>, this should only happen when the imagined character is played with over time and understood by their creator, but would not be likely in a new creation. </p>
<h2>Imaginary friends in the film</h2>
<p>There are some scenes in Imaginary where the young girl, Alice (Pyper Braun), is talking to her imaginary companion and making responses as well. She is completely alone and doesn’t know anyone else is watching her. </p>
<p>Although it may look a bit creepy, this is actually a very accurate portrayal of companion play. The type of speech that Alice is engaging in when they are talking to and fro in conversation with their imaginary being is called <a href="https://doi.org/10.1007/978-1-4613-1655-8_10">“private speech”</a>. </p>
<p>Private speech is thought to be imperative in the formation of our verbal thoughts and links our inner dialogue to words that we use in our social world. In <a href="https://psycnet.apa.org/record/2013-33227-002">one of my own studies</a>, we found that children with imaginary companions not only showed more private speech than their peers, but their private speech was developmentally more sophisticated. </p>
<p>Of course as the film goes on there are much less realistic and accurate portrayals of imaginary companions – but that makes sense for a horror film. In the real world, children’s imaginary friends are usually nothing to be afraid of. </p>
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<img alt="" src="https://images.theconversation.com/files/536131/original/file-20230706-17-460x2d.png?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/536131/original/file-20230706-17-460x2d.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/536131/original/file-20230706-17-460x2d.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/536131/original/file-20230706-17-460x2d.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/536131/original/file-20230706-17-460x2d.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/536131/original/file-20230706-17-460x2d.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/536131/original/file-20230706-17-460x2d.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<p class="fine-print"><em><span>Paige Davis does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Some children have companions that are disobedient or even mean.Paige Davis, Lecturer in Psychology, University of LeedsLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2176802024-01-03T20:27:26Z2024-01-03T20:27:26Z‘Mum, Dad, I’m bored!’ How to teach children to manage their own boredom these holidays<figure><img src="https://images.theconversation.com/files/564161/original/file-20231207-19-8vz549.jpg?ixlib=rb-1.1.0&rect=9%2C68%2C6552%2C4299&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/bored-child-playing-blocks-home-1739763794">Shutterstock</a></span></figcaption></figure><p>As the holidays progress, parents will no doubt be hearing a classic line from their kids: “I’m boooooored”. </p>
<p>We all get bored from time to time and there is nothing particularly wrong with feeling bored. In fact, it is a useful emotion because it is helps us reflect and make changes to what we’re doing or our surroundings. </p>
<p>However, many children are still learning the skill of managing boredom. If you’re wondering how to respond when kids complain they are bored (without just letting them watch more TV), here are some ideas to try.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/564421/original/file-20231208-19-st9pol.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A child looks bored at his desk." src="https://images.theconversation.com/files/564421/original/file-20231208-19-st9pol.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/564421/original/file-20231208-19-st9pol.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/564421/original/file-20231208-19-st9pol.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/564421/original/file-20231208-19-st9pol.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/564421/original/file-20231208-19-st9pol.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/564421/original/file-20231208-19-st9pol.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/564421/original/file-20231208-19-st9pol.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Boredom is unpleasant but it is not bad for you.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/little-boy-bored-art-class-81320680">Shutterstock</a></span>
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<h2>Boredom helps kids learn</h2>
<p>Boredom is mildly unpleasant, but it’s OK for kids to feel bored. In fact, boredom provides the context for children to develop a number of important <a href="https://raisingchildren.net.au/about-us/media/media-releases/boredom">skills</a>, including:</p>
<p>• the ability to tolerate less-than-ideal experiences</p>
<p>• manage frustration and regulate emotions</p>
<p>• creative thinking</p>
<p>• problem solving, planning, and organisation</p>
<p>• independence and self-sufficiency.</p>
<p>These skills are central to children developing a sense of control over their own happiness and wellbeing.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/why-are-my-kids-good-around-other-people-and-then-badly-behaved-with-me-217279">Why are my kids good around other people and then badly behaved with me?</a>
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</em>
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<h2>Why do children complain about being bored?</h2>
<p>Typically, children’s lives are structured and organised for them. When presented with unstructured time, children can have difficulty <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2014.00593/full">thinking of and organising things to do</a>.</p>
<p>If children’s complaints of boredom always result in adults entertaining them, then children may not get an opportunity to learn to entertain themselves or generate their own ideas.</p>
<p>Sometimes, children seem to reject every idea that we suggest. They may have learned that this leads to a long discussion about what to do, or in us (eventually) engaging in an activity with them. In both circumstances, the child does not have to manage their own boredom.</p>
<p>The trick is to help support children generate their own ideas (rather than suggesting ideas to them).</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/564163/original/file-20231207-15-63vsqc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A child plays with a couch cushion." src="https://images.theconversation.com/files/564163/original/file-20231207-15-63vsqc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/564163/original/file-20231207-15-63vsqc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/564163/original/file-20231207-15-63vsqc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/564163/original/file-20231207-15-63vsqc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/564163/original/file-20231207-15-63vsqc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/564163/original/file-20231207-15-63vsqc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/564163/original/file-20231207-15-63vsqc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">If adults constantly entertain children, the child may not get an opportunity to learn to entertain themselves.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/kid-toddler-builds-house-pillows-on-2176647941">Shutterstock</a></span>
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<h2>How can parents help kids learn to manage boredom?</h2>
<p>There’s a lot parents can do to prepare for boredom and support their child learning to manage their own boredom. Here are some ideas:</p>
<p><strong>Create a ‘menu’ of activities.</strong> Talk to your child about what they enjoy doing, their interests and their passions. Develop a menu of activities with your child that they can refer to when they’re bored. Younger children may wish to illustrate theirs.</p>
<p>Try to list activities your child can do without your input – a mix of new things and stuff they’ve enjoyed in the past. Include some quicker activities (such as colouring, building a furniture fort, or having a teddy bear picnic), as well as longer-term projects (such as a big puzzle, reading a novel, working on sporting skills). Put the menu where your child can refer to it.</p>
<p><strong>Get everything ready.</strong> Make sure you have the toys, equipment and materials available and accessible for your child to do the stuff on their list. Toys and activities do not have to be expensive to be fun.</p>
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<a href="https://images.theconversation.com/files/564159/original/file-20231207-23-63vsqc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A girl looks at a set of coloured pencils." src="https://images.theconversation.com/files/564159/original/file-20231207-23-63vsqc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/564159/original/file-20231207-23-63vsqc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=397&fit=crop&dpr=1 600w, https://images.theconversation.com/files/564159/original/file-20231207-23-63vsqc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=397&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/564159/original/file-20231207-23-63vsqc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=397&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/564159/original/file-20231207-23-63vsqc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=499&fit=crop&dpr=1 754w, https://images.theconversation.com/files/564159/original/file-20231207-23-63vsqc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=499&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/564159/original/file-20231207-23-63vsqc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=499&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Equip your child with the things they need to do stuff on their ‘menu’ of activities.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/kid-girl-putting-colour-pencils-back-1745739092">Shutterstock</a></span>
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<p><strong>Prepare your child.</strong> Let your child know the plan for the day and the length of time they’re expected to do the activities on their menu. This will reassure them they’re not going to be on their own “forever”. A series of pictures to illustrate the day’s schedule might help. Before a period of free time, discuss two or three rules (for example, “Play quietly until mum and dad are finished and if you need to speak to us, say, ‘Excuse me’ and wait until we’re free”).</p>
<p><strong>Talk about rewards.</strong> At first, you could offer a reward (such as a special activity with you, a favourite snack or some screen time) if your child occupies themselves appropriately for a period of time. Phase out rewards over time by gradually increasing the amount of time your child needs to occupy themselves, and then offer them only every now and then.</p>
<p><strong>Prompt your child to use their list.</strong> If your child tells you they’re bored, redirect them to their list. Keep this conversation short and to the point.</p>
<p><strong>If necessary, help your child get started.</strong> Some children might need help to get started in an activity. It may be necessary to spend a few minutes setting them up. Try not to do everything yourself, but rather use questions to help them to problem solve. You might ask, “What are you going to make? What will you need to make that? Where do you think you’ll start?”</p>
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<a href="https://images.theconversation.com/files/564165/original/file-20231207-15-1fpb9i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A child adds a sticker to a reward chart." src="https://images.theconversation.com/files/564165/original/file-20231207-15-1fpb9i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/564165/original/file-20231207-15-1fpb9i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/564165/original/file-20231207-15-1fpb9i.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/564165/original/file-20231207-15-1fpb9i.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/564165/original/file-20231207-15-1fpb9i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/564165/original/file-20231207-15-1fpb9i.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/564165/original/file-20231207-15-1fpb9i.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Would a reward chart help?</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/close-child-reward-chart-1107628451">Shutterstock</a></span>
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<p><strong>Encourage your child.</strong> When your child gets started on an appropriate activity themselves, offer praise and attention. You might say, “You found something to do all by yourself. I’m impressed!” Stop what you’re doing from time to time to praise them for keeping busy. Do this before they have lost interest, but over time, aim to gradually extend the amount of time before commenting.</p>
<p><strong>Spend time with your child.</strong> While it is important for children to learn how to manage boredom, children also need to feel valued and know their parents want to spend time with them. <a href="https://theconversation.com/mum-can-you-play-with-me-its-important-to-play-with-your-kids-but-let-them-make-the-rules-213748">Make time for your child</a> and be available to them when you are together.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/educational-activities-for-the-summer-break-to-beat-boredom-and-learning-loss-89301">Educational activities for the summer break to beat boredom and learning loss</a>
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<img src="https://counter.theconversation.com/content/217680/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Trevor Mazzucchelli is a co-author of Stepping Stones Triple P – Positive Parenting Program and a consultant to Triple P International. The Parenting and Family Support Centre is partly funded by royalties stemming from published resources of the Triple P – Positive Parenting Program, which is developed and owned by The University of Queensland (UQ). Royalties are also distributed to the Faculty of Health and Behavioural Sciences at UQ and contributory authors of published Triple P resources. Triple P International (TPI) Pty Ltd is a private company licensed by UniQuest Pty Ltd on behalf of UQ, to publish and disseminate Triple P worldwide. He has no share or ownership of TPI, but has received and may in the future receive royalties and/or consultancy fees from TPI. TPI had no involvement in writing of this article.</span></em></p>It is OK for kids to feel bored. In fact, boredom can help children to develop a number of important skills.Trevor Mazzucchelli, Associate Professor of Clinical Psychology, Curtin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/2047372023-06-08T01:06:01Z2023-06-08T01:06:01ZLove, loss and the end of the world: three Australian debut novels seduce and stumble<figure><img src="https://images.theconversation.com/files/530245/original/file-20230606-22-dgl9pc.jpg?ixlib=rb-1.1.0&rect=7%2C7%2C5278%2C3487&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Tatiana Syrikova/Pexels</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Coming of age is familiar territory for first-time novelists – the journey from youth to adult maturity. First novels often draw on personal experience. For the reader, they can feel like a hybrid of memoir and fiction. In these three debut novels, growing up happens very differently for each protagonist, across diverse Australian settings. </p>
<p>The territory they inhabit variously hovers between the recognisable real world, in two coastal novels that include themes of parental closeness and estrangement, and the purely imaginary – in a dystopian debut where the protagonist grows up in a near-future where it never stops raining.</p>
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<p><em>Review: Thirst for Salt – Madelaine Lucas (Allen & Unwin); The Comforting Weight of Water – Roanna McClelland (Wakefield Press); My Father the Whale (HarperCollins)</em></p>
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<p>In <a href="https://www.allenandunwin.com/browse/book/Madelaine-Lucas-Thirst-for-Salt-9781761066931/">Thirst for Salt</a>, Madelaine Lucas builds an emotional world so real that we viscerally inhabit the mind and heart of her young narrator. Any of us who has ever known (or wanted to know) rare intimacy in all its sensuality and rawness will recognise it in these pages. </p>
<p>The Australian cover of Thirst for Salt features a young woman, face partially obscured, on a windswept beach. The cliché undersells the literary strengths of Lucas’s novel; her psychological story is so much richer than the cover – and the bare plot – might suggest. </p>
<h2>A yearning affair</h2>
<p>A young woman forms a relationship with an older man, Jude, encountered on a beach holiday. She is 24, he 42. The symmetry portends hope, despite their difference in age. </p>
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<a href="https://images.theconversation.com/files/530247/original/file-20230606-29-7sme40.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/530247/original/file-20230606-29-7sme40.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/530247/original/file-20230606-29-7sme40.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=918&fit=crop&dpr=1 600w, https://images.theconversation.com/files/530247/original/file-20230606-29-7sme40.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=918&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/530247/original/file-20230606-29-7sme40.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=918&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/530247/original/file-20230606-29-7sme40.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1153&fit=crop&dpr=1 754w, https://images.theconversation.com/files/530247/original/file-20230606-29-7sme40.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1153&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/530247/original/file-20230606-29-7sme40.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1153&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<p>The narrator, never named, is breaking from an unusual closeness with the single mother who raised her. She wants to “establish a life outside her purview, a life that was mine alone”. The passionate affair with Jude forms the core of the novel, but neither love story nor coming-of-age are quite adequate to capture the deep and affecting emotional complexities explored in this novel: from the heartbreak of parental separation and estrangement to the losses of what might have been. </p>
<p>The young woman feels untethered. She sees it in the “raised-by-wolves look […] in certain pictures from the years after my mother left my father”. She shares with her mother “a marrowed loneliness, passed down womb to womb”. Love is a central theme, communicated with a finely attuned sensibility that never descends into trope. </p>
<p>The narrator yearns, too, for her absent father, whom she sees sporadically due to her transient upbringing. She recalls the occasion of playing a game of chess with him: </p>
<blockquote>
<p>I tried to mirror him, moving my pawns forward one square at a time until he cornered my king in five moves. Checkmate. It happened so quickly, the pieces swept away, the board closed up and slipped back into my father’s coat, and then he was gone. </p>
</blockquote>
<p>The quest for an absent father figure looms, but never overtakes, in the burgeoning affair with Jude.</p>
<p>This legacy of parental neglect – not materially, not even so much the lack of love, more a carelessness towards a growing child’s being – gives rise to an uncertain persona, a woman who mistrusts the gifts of life and love. She feels her relative youth as a flaw (“trying to appear seasoned, brave, lying in his bed with the sheets tucked up under my arms”) and struggles to find equality with a man so much older, more experienced, more worldly-wise.</p>
<p>The asymmetries of the relationship become more pronounced. “Jude said that we should be like a gift to each other, but I longed to be essential.” There is something of the <a href="https://theconversation.com/wuthering-heights-emily-bronte-and-the-truth-about-the-real-life-heathcliff-192230">Heathcliff</a> in Jude, or perhaps <a href="https://www.theguardian.com/books/2014/apr/07/100-best-novels-jude-obscure-thomas-hardy">Jude the Obscure</a>; the literary reference is not lost. He is handsome – and inscrutable. </p>
<p>The reader can’t help asking why an intelligent, qualified young woman is living a life of reclusion with an older loner of a man in a weather-ravaged house on a remote (windswept) coast. The answer: refuge, care, comfort, phenomenal sex (at first) and an illusion of trustfulness, stability and dependency, the “forever” she seeks. But ultimately Jude needs “not to feel bound to anyone – love with a loose leash”. Like a silk-spun cocoon, we know their affair must break (and this is not a spoiler – we know from the opening pages). </p>
<p>King, an affectionate, hound-like mutt of a dog enters their life. He, like the narrator, was once abandoned, now finding new love and care. His condition deteriorates as does the progression of love. “We wanted to believe, my mother and I, that love could restore what was beyond repair, and if not, at least let us walk around in the wreckage.” But love cannot cure all, she discovers. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/530304/original/file-20230606-17-y3q4co.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/530304/original/file-20230606-17-y3q4co.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/530304/original/file-20230606-17-y3q4co.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=431&fit=crop&dpr=1 600w, https://images.theconversation.com/files/530304/original/file-20230606-17-y3q4co.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=431&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/530304/original/file-20230606-17-y3q4co.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=431&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/530304/original/file-20230606-17-y3q4co.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=542&fit=crop&dpr=1 754w, https://images.theconversation.com/files/530304/original/file-20230606-17-y3q4co.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=542&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/530304/original/file-20230606-17-y3q4co.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=542&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Madelaine Lucas builds an emotional world so real that we viscerally inhabit her narrator.</span>
<span class="attribution"><span class="source">Kylie Coutts</span></span>
</figcaption>
</figure>
<p>Some novels invite you right in, to settle down in that warm house while storms rage outside. The protagonist’s naïve voice is interwoven with the mature insights of a much-older narrator, a decade on, reminiscing on this significant episode in her life. The two voices work together in delicate harmony, shifting effortlessly between description, action, sensory experience and reflection. The prose is textured and multilayered, as pure and melancholic as the sea in all its changing moods, which Lucas so beautifully captures. </p>
<p>“There is no end to grief,” the mother tells her daughter, “because there is no end to love”.</p>
<p>Thirst for Salt treads familiar territory, yet is told with such acuity as to render it fresh. Who is not drawn in by the seductiveness of first love: love like no one has ever experienced? Who of us hasn’t longed for that to endure and questioned why it didn’t or couldn’t? </p>
<p>These and other universal questions – the need for belonging, connection and stability, as well as the coming-of-age quest for identity, adventure and challenge – form the meditative core of Thirst for Salt. And they absorb the reader through the novel’s pages. </p>
<p>For all its melancholy, Lucas still leaves us with hope: “What continues to surprise me,” the narrator shares, “and what I still don’t understand, is not the reasons that love ends but the way that it endures.”</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/damsels-in-distress-two-new-australian-novels-fail-to-achieve-their-literary-ambitions-187089">Damsels in distress: two new Australian novels fail to achieve their literary ambitions</a>
</strong>
</em>
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<h2>Adolesence and the death of humanity</h2>
<p>Coming of age is depicted in a starkly contrasting environment in <a href="https://www.wakefieldpress.com.au/product.php?productid=1863&cat=0&page=&featured=Y">The Comforting Weight of Water</a>. The narrative chronicles the daily routines of an adolescent in a dystopian, near-future world where it never stops raining – except for one brief period of sunlight each day. </p>
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<a href="https://images.theconversation.com/files/530248/original/file-20230606-27-w1h1ts.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/530248/original/file-20230606-27-w1h1ts.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/530248/original/file-20230606-27-w1h1ts.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/530248/original/file-20230606-27-w1h1ts.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/530248/original/file-20230606-27-w1h1ts.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/530248/original/file-20230606-27-w1h1ts.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1131&fit=crop&dpr=1 754w, https://images.theconversation.com/files/530248/original/file-20230606-27-w1h1ts.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1131&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/530248/original/file-20230606-27-w1h1ts.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1131&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<p>The adolescent narrator lives with the ageing Gammy, who can remember “shops and people walking on the moon, being part of the land”. The adolescent – the only one remaining in the village (“they killed the rest like you”) wears a green cloak and a bell. She is responsible for providing food for the rest of the villagers: lizards, eels, frogs, cockroaches, crabs. At the same time, she is greatly feared by them. The animals of the swamp – a cod fish, a turtle – are her only companions. </p>
<p>This disturbing scenario is presented as an inevitability for anyone complacent about the threats to our environment. McClelland depicts a terrifying world exacting revenge on humanity for its excesses. The elements are personified. The Wet – ceaseless rain. “Before the Wet was the dry, scorched brown earth.” The River – the villagers angered the River, who “just takes what is hers […] not a bitch, just in charge”.</p>
<p>Then there is the Unbidden, symbolised by threatening figures with their “empty eyes” and “black empty shells”, breakaways from the group of shrouded villagers. Gammy recounts what the Unbidden did: “they chucked the parents into the river, bound with ropes.” </p>
<p>Gammy is old enough to recall the events of the past. “We could make machines that circled the stars, but we couldn’t stop the Wet.” (“What’s a star, Gammy?” asks the narrator.) When the waters came, </p>
<blockquote>
<p>great lines of people [snaked] their way to higher ground […] leaving behind crumbling cities and poisoned waters and death.</p>
</blockquote>
<p>As if this isn’t bleak enough, there is no human salvation. In one chapter, the adolescent finds a position to spy on them. The villagers are pointlessly rebuilding their wooden huts in the incessant rain:</p>
<blockquote>
<p>their skin peeling off in sheets, revealing red, mottled and raw flash underneath. Some of them even have a patchwork of green and black swelling up from their ankles. Rotting as they stand there.</p>
</blockquote>
<p>They are “Zombie villagers, moving husks with nothing left inside. The wet hollowed them out”. They toil wordlessly, in their wooden-slatted shoes, or lie “in their own shit and piss”. A man falls into the sludge, submerges, his disappearance noted but ignored. This is humanity at its most degraded.</p>
<p>The villagers lack any recognisable form of empathy. The only communication is between the adolescent and Gammy. Even then, the dialogue is mocking, often harsh. Only in brief moments does Gammy acknowledge any form of sympathy or regret: “I’m sorry your future was taken away from you, kid.” </p>
<p>One day, there is no patch of sunlight. Gammy and the adolescent must leave: they set out, plodding and wading through the River, come across submerged villages, and surprisingly, find one that is flourishing (“The forest feels calm, not cowed”). They are pursued by a threatening figure (Gammy claims it was the Unbidden) but manage to elude the pursuer. </p>
<p>There are brief, energised moments and barely registerable scene changes, but for the most part, nothing much else happens in the narrative – which is the point. This is the void. The nothingness hereafter. A sobering allegory for our times.</p>
<p>The Comforting Weight of Water is not an easy read, but it’s searing in its portrayal of utter environmental annihilation and the death of humanity and humaneness. McClelland writes with angry passion – the depressed voice of a generation whose future has been stolen. As Gammy bemoans: </p>
<blockquote>
<p>all the plans you have, the way you thought you would live, suddenly wrenched away from you. Ideas for the future you didn’t even realise you relied on, washed away.</p>
</blockquote>
<p>McClelland draws the reader back into the primeval swamp and seems to be warning: if you don’t watch out, you’ll be abandoned there. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/sophie-cunninghams-pandemic-novel-admits-literature-cant-save-us-but-treasures-it-for-trying-187724">Sophie Cunningham's pandemic novel admits literature can't save us – but treasures it for trying</a>
</strong>
</em>
</p>
<hr>
<p> </p>
<h2>Idealised, imperfect – and abandoning</h2>
<p><a href="https://www.harpercollins.com.au/9781460714973/my-father-the-whale/">My Father the Whale</a> is an absorbing, if uneven, tale of growing up with the transience of life on the road and the shock of paternal abandonment.</p>
<p>It is 1984 and nine-year-old Ruby roams the country in a Kombi with father Mitch, performing acrobatic circus tricks with him for a living. Her mother is long dead, silenced out of the conversation. Ruby yearns for the stability of a permanent home – and when a vehicle breakdown delays them in a regional town, Ruby has the chance to attend the local school and befriends the kind Fiona Stanley. </p>
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<a href="https://images.theconversation.com/files/530249/original/file-20230606-18-aw2y9h.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/530249/original/file-20230606-18-aw2y9h.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/530249/original/file-20230606-18-aw2y9h.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=917&fit=crop&dpr=1 600w, https://images.theconversation.com/files/530249/original/file-20230606-18-aw2y9h.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=917&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/530249/original/file-20230606-18-aw2y9h.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=917&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/530249/original/file-20230606-18-aw2y9h.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1152&fit=crop&dpr=1 754w, https://images.theconversation.com/files/530249/original/file-20230606-18-aw2y9h.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1152&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/530249/original/file-20230606-18-aw2y9h.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1152&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<p>Divisions with her father begin, heightened when Ruby is left to fend for herself in the midst of a threatening bushfire. Mitch subsequently leaves his daughter in the care of the Stanleys, chasing an opportunity in Japan and only re-entering Ruby’s life 16 years later.</p>
<p>Mitch is a larrikin, hippy father, not particularly likable or dependable, but not wholly bad either. He is idealised by his daughter, though she is also cognisant of his shortcomings. Her longing for approval – and for him to even notice her – ring true enough, but his abandonment of her is somewhat implausible given the reasonably functional and close relationship they have shared. (Though there is a background explanation to come.) The Stanley family’s adoption of Ruby without intervention from social workers and the state also stretches belief, to me. Pauline and Max feel a little too decently good to be true – though such families do exist.</p>
<p>Now an adult, Ruby works for the whale-watching company in town and develops her skills as an artist. She is obsessed by whales, as if to underline the story’s recurrent motif and the novel’s title. </p>
<p>As a child she marvelled at the mother whales’ loyalty to her calves and was curious about the role of the father whale: “The males were the singers, the battle-scarred bodyguards who taught the calf what it needed to avoid danger and survive.” Her yearning is palpable: “standing there on the bow watching the whales it was as if her wishing had brought them to her.”</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/530250/original/file-20230606-29-48t6iw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="whale tail emerging from sea" src="https://images.theconversation.com/files/530250/original/file-20230606-29-48t6iw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/530250/original/file-20230606-29-48t6iw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/530250/original/file-20230606-29-48t6iw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/530250/original/file-20230606-29-48t6iw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/530250/original/file-20230606-29-48t6iw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/530250/original/file-20230606-29-48t6iw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/530250/original/file-20230606-29-48t6iw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">The narrator of My Father the Whale is ‘obsessed by whales, as if to underline the story’s recurrent motif’.</span>
<span class="attribution"><span class="source">Phillip Flores/Unsplash</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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</figure>
<p>And, as if her wish did come true, Ruby’s father suddenly reappears, tagging along Carlos, the three-year-old son of his current partner, Maeve. The ironic parallels – and Ruby’s envy of – the relationships around her are especially tough for her to bear. Mitch is attached to the unappealing young Carlos, who now dominates his time and care, while Maeve is preoccupied by bigger and greater things. </p>
<p>Ruby embarks on a mission to solve the unanswered questions of her past. The implausibility rolls on through the second part of the novel. </p>
<p>I couldn’t help but think of other books on the same theme of parental abandonment, which felt like they acutely, authentically captured the voice of the abandoned child as narrator: Cath Moore’s YA novel, <a href="https://www.textpublishing.com.au/books/metal-fish-falling-snow">Metal Fish Falling Snow</a> and Shannon Burns’ memoir, <a href="https://www.textpublishing.com.au/books/childhood-a-memoir">Childhood</a>. By comparison, the abandoned child’s voice in this novel didn’t feel as real. Nor did I find plausible the events of the narrative, given we know Ruby is curious about her maternal family.</p>
<p>For instance, why didn’t she ask more questions, try to find out more about her mother, contact her maternal grandparents? At least wonder about them, in her thoughts? Fourteen years without physically seeing the father she had been so close to seems unrealistic, even for the times.</p>
<p>When Ruby does finally meet with him again, it is as if he had only disappeared yesterday. I expected a more aggrieved reaction: more shock, anger and hurt. She is irritated at Carlos for defacing her painting, but later worries she overreacted. The word “anger” towards her father arises in her thoughts, but we don’t see this in her actions, nor is there any moody silence in the dialogue between them. </p>
<p>Perhaps it is because their relationship remains essentially unchanged: Mitch has always done what he wanted, and Ruby has always passively accepted that. “No point in dwelling on these things, you’ve got to move on” Mitch says, inadequately explaining his long abandonment. Ruby hits back sharply with a response that rings more truly: “We were always moving on.”</p>
<p>Other minor characters are half-baked. Ruby’s already-married romantic attachment is barely introduced – and then dispensed with conveniently, in a matter of pages. Minor characters like this might be better invoked in brief reminiscence, or left out altogether.</p>
<p>Perry writes with fluency and ease, but I wanted her to trust the reader more, to let the dialogue speak for itself – without so many explainer tags. </p>
<p>By the end of the novel, some questions are answered. But there’s a disappointing feeling Ruby hasn’t really grown up, as she herself observes: “a strange feeling of something ending rather than beginning”. </p>
<p>Given her tough upbringing and Mitch’s flaws, such a lack of resolution is not entirely unexpected, but I found it a little unsatisfying. I expected more agency and decisiveness from Ruby – but perhaps I am too much a sucker for the restoration of order and wrongs being put to right.</p>
<p>It is really hard to write a novel. There is no fail-safe recipe. These authors are to be commended on reaching the finish line, exploring universal themes that resonate with readers: love, loss, parental failings and the imperfections of our grown-up selves. Fiction, to <a href="http://www.textjournal.com.au/oct20/prendergast.pdf">quote</a> <a href="https://shortaustralianstories.com.au/product/bloodrust-and-other-stories/">Julia Prendergast</a>, is an “apt vessel for capturing the haunting incompleteness of human experience”. These three novels, each in their own ways, effectively tackle that incompleteness.</p><img src="https://counter.theconversation.com/content/204737/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jane Turner Goldsmith does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Three debut Australian novels explore diverse territory: the recognisable real world of parental estrangement, and a dystopian near-future where it never stops raining.Jane Turner Goldsmith, PhD candidate, Creative Writing, University of AdelaideLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1933562022-11-02T17:22:37Z2022-11-02T17:22:37ZChild sexual abuse review: listening to children and young people is crucial<p>The <a href="https://theconversation.com/can-the-child-abuse-inquiry-retain-the-integrity-it-needs-to-survive-69175">independent inquiry into child sexual abuse</a> (IICSA), set up in the wake of the <a href="https://theconversation.com/jimmy-savile-how-the-netflix-documentary-fails-to-address-the-role-institutions-play-in-abuse-181383">Jimmy Savile</a> and <a href="https://theconversation.com/rolf-harris-guilty-but-what-has-operation-yewtree-really-taught-us-about-sexual-abuse-28282">Rolf Harris</a> scandals, has published its <a href="https://www.iicsa.org.uk/reports-recommendations/publications/inquiry/final-report">final report</a>. Commissioned by then home secretary Theresa May in 2014, the inquiry has spent seven years examining how state and private institutions failed to protect the children in their care from sexual abuse. </p>
<p><a href="https://www.iicsa.org.uk/reports-recommendations/publications/investigation">The investigations</a> that fed into the final report spanned a wide range of organisations. These included child protection services at local authority level, religious institutions, hostels and residential schools. </p>
<p>Among its 20 <a href="https://www.iicsa.org.uk/reports-recommendations/publications/inquiry/final-report/ii-inquirys-conclusions-and-recommendations-change/part-k-summary-inquirys-recommendations/k6-justice-system-response-child-sexual-abuse">recommendations</a>, the report calls for the government to establish a child protection authority for England and Wales and a cabinet minister for children. It also highlights the need for specific support, compensation and redress, emphasising that no statute of limitation be placed on people, who have experienced child sexual abuse, coming forward.</p>
<p>A salient contribution to these recommendations came from the <a href="https://www.iicsa.org.uk/victims-and-survivors/truth-project">Truth Project</a> aspect of the inquiry, which drew on the accounts of over 6,000 victims and survivors of sexual abuse. What comes across most urgently is the imperative that the voices of those that have been abused be heard. </p>
<h2>Why reporting should be mandatory</h2>
<p>Across the investigations it carried out, the inquiry found that children and young people were not listened to. A key recommendation it makes is that reporting of child sexual abuse be made mandatory: that people in a position of power with children should have a legal obligation to report abuse if it has been disclosed or witnessed, or if indicators are present. </p>
<p>These are not new concepts. In 1997, the <a href="https://www-bmj-com.bham-ezproxy.idm.oclc.org/content/314/7081/622">Childhood Matters inquiry</a> into child abuse recommended the creation of the role of minister of state with specific responsibility for children. It highlighted the need for improved regulation of staff who work with children. Crucially, it put great emphasis on the notion of children having rights and a voice. </p>
<p>A subsequent <a href="https://learning.nspcc.org.uk/research-resources/2013/no-one-noticed-no-one-heard">study of disclosures of childhood abuse</a> carried out by the National Society for the Prevention of Cruelty to Children (NSPCC), in 2013, found that over 80% of the children who took part had tried to tell someone about the abuse they had experienced and that 90% of these children had had negative responses. Opportunities for intervention were missed, action was not taken, children were not believed and no support was given.</p>
<p>These findings predate the IICSA report by nearly a decade. Understanding why the problem has endured and why there is such systematic failure at so many complex levels is fundamental. </p>
<h2>Professionals should be trained to hear what victims are saying</h2>
<p>Disclosure is a complex issue. <a href="https://journals-sagepub-com.bham-ezproxy.idm.oclc.org/doi/full/10.1177/1524838015584368#bibr61-1524838015584368">Research shows</a> that quite often children <a href="https://pubmed.ncbi.nlm.nih.gov/16289689/">do not directly say</a> what they have experienced. Professionals have to be trained <a href="https://pubmed.ncbi.nlm.nih.gov/22203619/">to understand</a> the nuances at play in what they do disclose. </p>
<p>Disbelieving children is <a href="https://journals.sagepub.com/doi/10.1177/088626092007004008">not a new phenomenon</a>. Studies <a href="https://pubmed.ncbi.nlm.nih.gov/8306113/">have</a> frequently <a href="https://www.somer.co.il/articles/2001.variab.discl.am%20j%20orthopsy.pdf">demonstrated</a> that this is a crucial flaw in child protection systems.</p>
<p>Even when a disclosure is made, however, or when it is evident that abuse is taking place, many professionals in positions of power regarding children are not aware of the reporting procedures in place. They don’t know which mechanisms to use to report that information. </p>
<p>There is also a culture of silence around reporting, particularly when it involves effectively <a href="https://catalogue.sunderland.ac.uk/items/439292">whistleblowing</a> on colleagues. The inquiry’s investigations found there had often been a reluctance to report abuse, because protecting the organisation and individuals was seen as paramount. The report found that this was then coupled with organisational culture and how child sexual abuse can be normalised within this, which leads to any challenge to this being perceived as extreme. </p>
<p>Again this is not new information. It was highlighted by the NSPCC <a href="https://openlibrary.org/books/OL22390067M/Institutional_abuse_of_children_-_from_research_to_policy">in a 1991 report</a> into the institutional abuse of children. Clearly, more needs to be done to support those who want to speak up in the form of education and protective mechanisms for reporting.</p>
<h2>Why taboos need to be challenged</h2>
<p>Shifting organisational culture is notoriously difficult. This is the fundamental problem that underpins the issues of disclosure and subsequent reporting.</p>
<p>Coupled with these issues are those of how children are perceived within <a href="https://books.google.co.uk/books/about/The_Importance_of_Being_Innocent.html?id=6mvccAUnbokC&redir_esc=y">society</a> and the power structures in which childhood is embedded. Children, while being seen as the innocent representations of <a href="https://open.spotify.com/episode/4TKAKrRT0pAPI6PNk8Tkvn?si=5cagSypyTk-zSNYaVrFN3A&nd=1">society</a>, are also viewed as inferior. Adults are deemed to know <a href="https://onlinelibrary.wiley.com/doi/10.1111/j.1099-0860.2008.00200.x">best</a>. </p>
<p>Yet listening to the child’s voice is vitally important. The report duly recommends the government should commission regular programmes to increase public awareness around child sexual abuse and ensure people know what to do if abuse is suspected. </p>
<p>The inquiry also advises that myths and stereotypes around child sexual abuse be <a href="https://www.iicsa.org.uk/key-documents/31216/view/report-independent-inquiry-into-child-sexual-abuse-october-2022_0.pdf">challenged</a>. The lack of reporting and listening to children when it comes to sexual abuse is linked to the taboos that surround talking about this topic within wider society: the mutual exclusivity of <a href="https://www.youtube.com/watch?v=Kzu6vWi5HQc">children and sex</a>.</p>
<p>The United Nations convention on the rights of the child nonetheless <a href="https://www.unicef.org.uk/what-we-do/un-convention-child-rights/">defines</a> a child as someone under the age of 18. This provides a clear legal framework within which to identify power structures and what constitutes abuse. The perception of what defines a child within wider society nonetheless remains complex, especially when considering adolescence. However, if we do not address these issues, child sexual abuse will persist, undetected and unreported.</p><img src="https://counter.theconversation.com/content/193356/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Sophie King-Hill does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The seven-year review into how state and private institutions in the UK failed to protect children has highlighted the central importance of making sure young people and children are listened to.Sophie King-Hill, Senior Fellow at the Health Services Management Centre, University of BirminghamLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1923802022-10-17T12:30:31Z2022-10-17T12:30:31ZAnxiety detection and treatment in early childhood can lower risk for long-term mental health issues – an expert panel now recommends screening starting at age 8<figure><img src="https://images.theconversation.com/files/489609/original/file-20221013-13-iqoxtv.jpg?ixlib=rb-1.1.0&rect=372%2C40%2C6337%2C4406&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">People who experience anxiety in childhood are more likely to deal with it in adulthood too.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/worried-mom-comforting-depressed-teen-daughter-royalty-free-image/1221847312?phrase=anxiety%20kids&adppopup=true">fizkes/iStock via Getty Images Plus</a></span></figcaption></figure><p><em>The U.S. Preventive Services Task Force, an independent panel of experts in primary care and prevention, issued a final recommendation on Oct. 11, 2022, <a href="https://doi.org/10.1001/jama.2022.16936">published in the journal JAMA</a>, stating that all children and adolescents between the ages of 8 and 18 should be screened for anxiety, regardless of whether they have symptoms. The recommendation follows a systematic review that evaluated the potential harms and benefits of screening.</em> </p>
<p><em>The Conversation asked Elana Bernstein, a school psychologist who researches child and adolescent anxiety, to explain the task force’s recommendations and what they might mean for kids, parents and providers.</em></p>
<h2>1. Why is the task force recommending young kids be screened?</h2>
<p>Nearly 80% of chronic mental health conditions <a href="https://doi.org/10.1097/YCO.0b013e32816ebc8c">emerge in childhood</a>, and when help is eventually sought, it is often years after the problem’s onset. In general, recommendations to screen for mental health disorders are based on research demonstrating that youths do not typically seek help independently, and <a href="https://doi.org/10.1097/CHI.0b013e318160e3a0">that parents</a> and <a href="https://doi.org/10.1007/s12310-014-9125-9">teachers</a> are not always skilled at correctly identifying problems or knowing how to respond.</p>
<p>Anxiety is the <a href="https://dx.doi.org/10.1176%2Fappi.focus.20150029">most common</a> mental health problem affecting children and adolescents. Epidemiological studies indicate that <a href="https://doi.org/10.1016/j.jpeds.2018.09.021">7.1% of children are diagnosed with anxiety disorders</a>. However, studies also estimate that upwards of 10% to 21% of children and adolescents struggle with an anxiety disorder and as many as <a href="https://childmind.org/wp-content/uploads/2021/09/CMI_2018CMHR.pdf">30% of children</a> experience moderate anxiety that interferes with their daily functioning at some time in their life.</p>
<p>This tells us that many kids experience anxiety at a level that interferes with their daily functioning, even if they are never formally diagnosed. Additionally, there is a <a href="https://doi.org/10.1080/15374416.2015.1046177">well-established evidence base</a> for treating childhood anxiety. </p>
<p>The task force evaluated the best available research and concluded that, while there are gaps in the evidence base, the benefits of screening are clear. Untreated anxiety disorders in children <a href="https://doi.org/10.1007/s10802-007-9194-4">result in added burdens</a> to the public health system. So from a cost-benefit perspective, the cost-effectiveness of screening for anxiety and providing preventive treatment is favorable, while, as the task force pointed out, the harms are negligible. </p>
<p>The task force recommendation to screen kids as young as age 8 is driven by the research literature. Anxiety disorders are most likely to first show up during the elementary school years. And the typical age of onset for <a href="https://doi.org/10.1016/j.jaac.2010.05.017">anxiety is among the earliest</a> of all childhood mental health diagnoses. The panel also pointed to a lack of accurate screening instruments available to detect anxiety among younger children; as a result, it concluded that there is not sufficient evidence to recommend screening children age 7 or younger. </p>
<p>Anxiety disorders can persist into adulthood, particularly those disorders with early onsets and those that are left untreated. Individuals who experience anxiety in childhood are more likely to deal with it in adulthood, too, along with other mental health disorders <a href="https://doi.org/10.1111/j.1469-7610.2007.01812.x">like depression</a> and an overall diminished quality of life. The task force considered these long-term impacts in making its recommendations, noting that screening in children as young as 8 may alleviate a preventable burden for families.</p>
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<figcaption><span class="caption">The US task force’s recommendations include screening for all children beginning at age 8, regardless of whether they show symptoms of anxiety.</span></figcaption>
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<h2>2. How can care providers identify anxiety in young kids?</h2>
<p>In general, it is easier to accurately identify anxiety when the child’s symptoms are behavioral in nature, such as refusing to go to school or avoiding social situations. While the task force recommended that screening take place in primary care settings – such as a pediatrician’s office – the research literature also supports <a href="https://doi.org/10.1177/10598405211056647">in-school screening for mental health problems</a>, including anxiety. </p>
<p>Fortunately, in the past three decades, considerable advances have been made in mental health screening tools, including for anxiety. The evidence-based strategies for identifying anxiety in children and adolescents are centered on collecting observations from multiple perspectives, including the child, parent and teacher, to provide a complete picture of the child’s functioning in school, at home and in the community. </p>
<p>Anxiety is what’s called an internalizing trait, meaning that the symptoms may not be observable to those around the person. This makes accurate identification more challenging, though certainly possible. Therefore, psychologists recommend including the child in the screening process to the degree possible based on age and development.</p>
<p>Among the youths who are actually treated for mental health problems, nearly two-thirds <a href="https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-health/school-psychology-and-mental-health/comprehensive-school-based-mental-and-behavioral-health-services-and-school-psychologists">receive those services at school</a>, making school-based screening a logical practice. </p>
<h2>3. How would the screening be carried out?</h2>
<p>Universal screening for all children, including those with no symptoms or diagnoses, is a preventive approach to identifying youths who are at risk. This includes those who may need further diagnostic evaluation or those would benefit from early intervention. </p>
<p>In both cases, the aim is to reduce symptoms and to prevent lifelong chronic mental health problems. But it is important to note that a screening does not equate to a diagnosis, something that the task force highlighted in its recommendation statement. </p>
<p>Diagnostic assessment is more in-depth and costs more, while screening is intended to be brief, efficient and cost-effective. Screening for anxiety in a primary-care setting may involve completion of short questionnaires by the child and/or parent, similar to how <a href="https://doi.org/10.1542/peds.2011-2654">pediatricians frequently screen kids</a> for <a href="https://theconversation.com/what-causes-adhd-and-can-it-be-cured-170179">attention-deficit/hyperactivity disorder, or ADHD</a>. </p>
<p>The task force did not recommend a single method or tool, nor a particular time interval, for screening. Instead, care providers were advised to consider the evidence in the task force’s recommendation and apply it to the particular child or situation. The task force did point to multiple available screening tools such as the <a href="https://www.pediatricbipolar.pitt.edu/resources/instruments">Screen for Child Anxiety Related Emotional Disorders</a> and the <a href="https://www.phqscreeners.com/select-screener">Patient Health Questionnaire Screeners</a> for generalized anxiety disorder, which accurately identify anxiety. These assess general emotional and behavioral health, including questions specific to anxiety. Both are available at no cost. </p>
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<figcaption><span class="caption">A discussion of the differences between normal worry and anxiety.</span></figcaption>
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<h2>4. What are care providers looking for when screening for anxiety?</h2>
<p>A child’s symptoms can vary depending on the type of anxiety they have. For instance, social anxiety disorder involves fear and anxiety in social situations, while specific phobias involve fear of a particular stimulus, such as vomiting or thunderstorms. However, many anxiety disorders share symptoms, and children typically do not fit neatly into one category. </p>
<p>But psychologists typically observe some common patterns when it comes to anxiety. These include negative self-talk such as “I’m going to fail my math test” or “Everyone will laugh at me,” and emotion regulation difficulties, like increased tantrums, anger or sensitivity to criticism. Other typical patterns include behavioral avoidance, such as reluctance or refusal to participate in activities or interact with others.</p>
<p>Anxiety can also show up as physical symptoms that lack a root physiological cause. For example, a child may complain of stomachaches or headaches or general malaise. In fact, studies suggest that spotting youths with anxiety in pediatric settings may simply occur through <a href="https://doi.org/10.1016/j.cbpra.2007.08.003">identification of children with medically unexplained physical symptoms</a>.</p>
<p>The distinction we are aiming for in screening is identifying the magnitude of symptoms and their impact. In other words, how much do the symptoms interfere with the child’s daily functioning? Some anxiety is normal and, in fact, necessary and helpful. </p>
<h2>5. What are the recommendations for supporting kids with anxiety?</h2>
<p>The key to an effective screening process is that it be connected to evidence-based care. </p>
<p>The good news is that we now have decades of high-quality research demonstrating how to effectively intervene to reduce symptoms and to help anxious youth cope and function better. These include both medications or therapeutic approaches like cognitive behavioral therapy, which <a href="https://doi.org/10.1016/j.jaac.2020.05.005">studies show to be safe and effective</a>.</p>
<p><em>This is an updated version of an <a href="https://theconversation.com/why-a-us-task-force-is-recommending-anxiety-screening-in-kids-8-and-older-181562">article originally published on May 13, 2022</a>.</em></p><img src="https://counter.theconversation.com/content/192380/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Elana Bernstein has received funding from her organization to examine school-based practices for youth with anxiety. She is currently working collaboratively on a federally funded (HRSA) grant aimed at improving behavioral health workforce education and training. Additionally, as part of a national research team focused on improving mental health screening practices, she is collaborating to develop a screening tool for emotional well-being in teens. This project was recently funded through the Institute for Collaboration on Health, Intervention, and Policy at the University of Connecticut via their Mechanisms Underlying Mind-Body Interventions & Measurement of Emotional Well-Being (M3EWB) Network, which is funded through the NIH (Grant #: NIH U24AT011281).</span></em></p>Anxiety is the most common mental health issue facing children and adolescents. But research shows that early screening – including in school settings – can identify children who are at risk.Elana Bernstein, Assistant Professor of School Psychology, University of DaytonLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1861142022-10-10T19:02:18Z2022-10-10T19:02:18ZShannon Burns’ Childhood is a story of disconnection, neglect, violence and poverty<figure><img src="https://images.theconversation.com/files/488232/original/file-20221005-24-nf21yo.jpg?ixlib=rb-1.1.0&rect=39%2C19%2C4237%2C2877&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Shannon Burns’ memoir <a href="https://www.textpublishing.com.au/books/childhood-a-memoir">Childhood</a> begins with an epigraph from Leo Tolstoy’s book of the same name:</p>
<blockquote>
<p>The happy unrecoverable days of childhood! How could I not love, not cherish its memories? They have lifted up and refreshed my soul and served as the source of its finest pleasures.</p>
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<p>The South Australian suburban childhood explored in this memoir is far from idyllic. Burns’ early life was one of disconnection, neglect, violence and poverty.</p>
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<p><em>Review: Childhood – Shannon Burns (Text Publishing).</em></p>
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<p>When he started writing Childhood, Burns was a literary critic and writer, who had taught at university for a decade. He had been experimenting with memoir for a while. Earlier versions of sections of this book have been published in various periodicals. </p>
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<p>Given the neglect he experienced, Burns has few records of his life before the age of six, and sketchy memories – potentially unpromising material for a memoir. He admits that “the inner archive is almost blank”. Yet he retains a “tiny window of flickering memory” that he draws on extensively.</p>
<p>Frequently misrecognised as somebody from a middle class background, Burns claims that people tend to assume he went to a nice private school and “enjoyed a solid measure of nurture and support”. Fellow students or new colleagues have been shocked when he tells them about his childhood, invariably asking: “<em>How did you go from that to this?</em>” His answer is: “<em>I knew how to forget.</em>” </p>
<p>Burns describes his existence as “aberrant”, because it was based on a lie. His mother was in her late teens and father in his late twenties when they got together. His father’s story was that she told him she was pregnant to force him to stay in the relationship. Her pregnancy to a non-Greek man outside of marriage brought shame to her traditional Greek family. His yiayia “adored” him and his papou “endured” his presence, but they were not able to shelter him for long.</p>
<p>The setting for his early years is Elizabeth North – a working class suburb 20km north of Adelaide also associated with Jimmy Barnes’ dysfunctional childhood, as depicted in his memoir <a href="https://www.jimmybarnes.com/books/working-class-boy/">Working Class Boy</a>. As a child, the only person Burns knew with a job was an uncle, who was a security guard. Most members of his family were on benefits, rendering them “human waste” in the eyes of his unsympathetic working class neighbours. </p>
<p>The memoir begins with a vignette from when he was four or five: a recollection of his backyard with an almond tree, prickly weeds and a cast iron fence. He sees his mattress drying on the back porch with a frisson of shame, alongside a caged budgerigar called Pretty Boy who later died of exposure. </p>
<p>The boy picks a red shrub rose for his Mum to make a show of wooing her. Like the weather, she is unpredictable, blowing hot and cold, leaving him watchful and anxious. Her mental illness and lack of prospects contribute to her negligent parenting, including a remembered moment when he wakes up alone on a concrete floor with a bloodied face. He draws on hazy memories of being locked in his bedroom, not knowing whether his mother was home or not.</p>
<p>His time with his mother was punctuated with spells in other homes, where he is almost continuously hungry and unsafe. Sent to his father’s house in a stranger’s car in the middle of the night, he ends up staying there for a few years on and off. His father is depicted as an angry, underemployed young man, who taunts his son and has an unhealthy obsession with his stepdaughter. The young boy soon settles on a few clear truths: his father and stepmother don’t love him, don’t want him, and they are <em>scary</em>. He gathers from what his father tells him that “To love and need my mother was to be a fool.”</p>
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Read more:
<a href="https://theconversation.com/in-the-place-of-creation-there-was-only-fear-oliver-mol-rides-to-recovery-in-his-memoir-train-lord-188369">‘In the place of creation there was only fear’: Oliver Mol rides to recovery in his memoir Train Lord</a>
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<h2>Distancing and form</h2>
<p>Most memoirs are written in the first-person, though some contemporary memoirists take a more experimental approach. In her “form-bending” trauma memoir <a href="https://theconversation.com/how-to-write-about-broken-trust-in-a-memoir-janine-mikoszas-homesickness-maps-trauma-in-bold-new-ways-179086">Homesickness</a>, for example, Janine Mikosza deploys two voices, Jin and Janine, an interviewer and a memoirist, who visit Mikosza’s former homes together, showing how internal voices may both comfort and compete with one another.</p>
<p>Throughout Childhood, the narration switches from the first-person to the third-person. At times, Burns talks about himself as “the boy”, possibly as a more bearable way of handling distressing memories. It also implies that his experience is particular and shared by many children from the “welfare class”.</p>
<p>In the epilogue, Burns cites Franz Kafka’s story “<a href="https://www.kafka-online.info/a-report-for-an-academy.html">A Report to an Academy</a>” (1917), which features Red Peter, an educated ape, to illustrate his own feeling of being out of place in a university milieu: </p>
<blockquote>
<p>I could never have achieved what I have done had I been stubbornly set on clinging to my origins, to the remembrances of my youth […] In revenge, however, my memory of the past has closed the door against me more and more. </p>
</blockquote>
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<a href="https://images.theconversation.com/files/488409/original/file-20221006-12-ntoqs1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/488409/original/file-20221006-12-ntoqs1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/488409/original/file-20221006-12-ntoqs1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=978&fit=crop&dpr=1 600w, https://images.theconversation.com/files/488409/original/file-20221006-12-ntoqs1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=978&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/488409/original/file-20221006-12-ntoqs1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=978&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/488409/original/file-20221006-12-ntoqs1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1229&fit=crop&dpr=1 754w, https://images.theconversation.com/files/488409/original/file-20221006-12-ntoqs1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1229&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/488409/original/file-20221006-12-ntoqs1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1229&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Franz Kafka in 1917.</span>
<span class="attribution"><span class="source">Public domain</span></span>
</figcaption>
</figure>
<p>For Red Peter, the price of becoming human is that it is a one-way trip; to return would involve skinning himself alive. This analogy might seem hyperbolic to some readers, but for those who have suffered trauma, the prospect of return may be impossibly perilous.</p>
<p>The story of Red Peter has been cited by J.M. Coetzee in his metafictional work The Lives of Animals, which takes the form of lectures delivered by his character <a href="https://en.wikipedia.org/wiki/Elizabeth_Costello">Elizabeth Costello</a>, signalling a link with the J.M. Coetzee Centre for Creative Practice where Burns is a fellow. With its generic title, Childhood also acknowledges its debt to Coetzee’s autobiographical trilogy <a href="https://www.penguinrandomhouse.com/books/311443/scenes-from-provincial-life-by-j-m-coetzee/">Scenes from Provincial Life</a>, especially the first two volumes Boyhood and Youth, both of which are written in the third-person, creating an ironic distance between the mature author and his younger self.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-write-about-broken-trust-in-a-memoir-janine-mikoszas-homesickness-maps-trauma-in-bold-new-ways-179086">How to write about broken trust in a memoir? Janine Mikosza’s Homesickness maps trauma in bold new ways</a>
</strong>
</em>
</p>
<hr>
<h2>A way of being</h2>
<p>The sociologist <a href="https://www.britannica.com/biography/Pierre-Bourdieu">Pierre Bourdieu</a> used the term “habitus” to describe a person’s way of being in the world, understood as a product of their specific personal history. As a result of the trauma he has suffered, Burns develops an evasive disposition. Although he might look purposeful and striving, he argues that his real talent is withdrawal and redirection. He is able to focus his energies on one thing and let all other considerations float away, an ability that has been beneficial in his chosen career of literary scholarship. For Burns, reading is its own form of human connection and serves to regulate his emotions. </p>
<p>Rejecting the role of victim, Burns embraces a working class ethos, which is at odds with the welfare class existence that he’s born into. As he explains in his 2017 essay <a href="https://meanjin.com.au/essays/in-defence-of-the-bad-white-working-class/">In Defence of the Bad White Working Class</a>:</p>
<blockquote>
<p>whenever I allowed myself to feel like a victim, I fell into paralysis and deep poverty; whenever I took pride in my capacity to work and endure, things got slightly better. One world view worked; the other didn’t.</p>
</blockquote>
<p>When he drops out of school and works full-time at a recycling centre, Burns is surrounded by older damaged men, ex-prisoners and addicts. This unrelentingly dirty and repetitive work makes his hands bleed, but it also allows him to live alone, albeit without electricity for night-time reading.</p>
<p>After an ongoing struggle, he arrives at university and decides that a law degree is dangerous for somebody with his temperament: “the resentment was too strong and made me uglier than I hoped to be, so I gave up law as a precautionary measure.” By the time he became a tutor in literature, he had learned to “gulp down” his distaste and “concentrate on the words”, and the intelligence and industriousness of his students.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/488420/original/file-20221006-11-2wv8uk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/488420/original/file-20221006-11-2wv8uk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/488420/original/file-20221006-11-2wv8uk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=444&fit=crop&dpr=1 600w, https://images.theconversation.com/files/488420/original/file-20221006-11-2wv8uk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=444&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/488420/original/file-20221006-11-2wv8uk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=444&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/488420/original/file-20221006-11-2wv8uk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=557&fit=crop&dpr=1 754w, https://images.theconversation.com/files/488420/original/file-20221006-11-2wv8uk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=557&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/488420/original/file-20221006-11-2wv8uk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=557&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Shannon Burns.</span>
<span class="attribution"><span class="source">Image: Text Publishing</span></span>
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<p>Near the end of Childhood, Burns reproduces an unsent letter to his mother which appears to be chillingly disengaged. He compares himself to a dog he encountered in foster care that ate its own shit, from sheer hunger. “Here is the real calamity”, he says to his mother, </p>
<blockquote>
<p>the tragedy that keeps us apart: we’re characters in two different stories, and yours is a nightmare from which I am trying to escape. </p>
</blockquote>
<p>Realising that she wants to reconnect with him, he asks her to “imagine” that her boy forgives her when the truth is that he doesn’t believe in forgiveness. Long ago, he taught himself how to live without his mother, and there is no going back.</p>
<p>Trauma memoirs are often hailed as “inspiring”, but I suspect Burns would refuse the designation. Instead, he emphasises the warping effects of falling upwards, bravely listing his own misdemeanours, such as bullying others at school and being a careless boyfriend as a younger man, along with his complicated feelings of complicity with his father’s perversion. The passages in which he describes his relationship with a teenage friend’s unstable mother make for excruciating reading. </p>
<p>As a survivor, Burns has an ingrained habit of expecting the worst. He is able to make himself numb when required and forgets painful moments easily. Reflecting on the demise of the boy who picked the shrub rose for his beloved mother, he remarks: </p>
<blockquote>
<p>Perhaps there are people who can afford to be supersensitive beyond their middle teens, but he is not one of them. He lost years of his life in the name of strong emotion, paid for it with abjection.</p>
</blockquote>
<p>Childhood recounts domestic horrors in a matter-of-fact voice devoid of self-pity, yet it is not without feeling. It offers a compelling view of Burns’ turbulent formative years from the perspective of a “dangerously contented” existence in another part of Adelaide. Thirty-five years after leaving Elizabeth North, Burns drives half an hour from his current home to explore it again. The journey feels like “crossing galaxies”. Surprisingly, instead of the painful moments, he recalls the fun of those days, experiencing a fleeting sense of “at-homeness”. Being in Elizabeth North again makes him realise that </p>
<blockquote>
<p>the lost world is still there, close to the surface, and so is my childhood, if I only allow myself to see it.</p>
</blockquote><img src="https://counter.theconversation.com/content/186114/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Brigid Magner does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A story of ‘falling upwards’, Childhood examines the author’s painful memories with detachment and unsparing honesty.Brigid Magner, Senior Lecturer in Literary Studies, RMIT UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1883632022-09-27T20:10:04Z2022-09-27T20:10:04Z‘Prima donna in pigtails’: how Julie Andrews the child star embodied the hopes of post-war Britain<figure><img src="https://images.theconversation.com/files/486420/original/file-20220926-57491-hqtm9e.jpg?ixlib=rb-1.1.0&rect=15%2C10%2C3463%2C2539&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Keystone/Hulton Archive/Getty Images</span></span></figcaption></figure><p>In June, the American Film Institute presented its 48th Life Achievement Award, the highest honour in American cinema, to the beloved stage-and-screen star <a href="https://www.afi.com/laa/julie-andrews/">Julie Andrews</a>. </p>
<p>On conferring the award, the AFI praised Andrews as “a legendary actress” who “has enchanted and delighted audiences around the world with her uplifting and inspiring body of work”.</p>
<p>As anyone who has seen Mary Poppins (1964) or The Sound of Music (1965) can attest, “uplift” is central to the <a href="https://www.sensesofcinema.com/2002/female-glamour-and-star-power/andrews/">Julie Andrews screen persona</a>. </p>
<p>It is a sweetness-and-light image that is easy to lampoon. <a href="https://www.instagram.com/p/BZtTQSbl-nw/?hl=en">Andrews herself</a> is alleged to have quipped “sometimes I’m so sweet even I can’t stand it”. But it’s an element of feel-good edification that fuels much of the star’s iconic appeal. </p>
<p>The idea of Julie Andrews as a figure of uplift has a long history. </p>
<p>Decades before she attained global film stardom in Hollywood, Andrews enjoyed an early career as <a href="https://www.tandfonline.com/doi/abs/10.1080/19392397.2022.2109303">a child performer</a>. </p>
<p>Billed as “Britain’s youngest singing star”, she performed widely on the postwar concert and variety circuit with forays into radio, gramophone recording and even early television. </p>
<p>Possessing a precociously mature soprano voice, Andrews was widely promoted in the era as a <a href="https://paralleljulieverse.tumblr.com/post/63601790519/julies-status-as-a-juvenile-prodigy-possessed">child prodigy</a>. A 1945 BBC talent report filed when the young singer was just nine years old enthused over “this wonderful child discovery” whose “breath control, diction, and range is quite extraordinary for so young a child”. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-austrians-learned-to-stop-worrying-and-love-the-sound-of-music-38137">How Austrians learned to stop worrying and love The Sound of Music</a>
</strong>
</em>
</p>
<hr>
<h2>‘Infant prodigy of trills’</h2>
<p>Andrews made her professional West End debut in 1947 where she dazzled audiences with a coloratura performance of the Polonaise from Mignon. Newspapers were ablaze with stories about the “12-year-old singing prodigy with the phenomenal voice”. </p>
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<p>Reports claimed the pint-sized singer had a vocal range of over four octaves, a fully formed adult larynx and an upper <a href="https://en.wikipedia.org/wiki/Whistle_register">whistle register</a> so high dogs would be beckoned whenever she sang. </p>
<p>On the back of such stories, Andrews was given a slew of lionising monikers: “prima donna in pigtails”, “infant prodigy of trills”, “the miracle voice” and “Britain’s juvenile coloratura”.</p>
<p>While much of it was PR hype, the representation of Andrews as an extraordinary musical prodigy resonated deeply with postwar British audiences. The devastation of the war cast <a href="https://www.ncbi.nlm.nih.gov/books/NBK436946/">a long shadow</a>, and there was a keen sense a collective social rejuvenation was needed to reestablish national wellbeing. </p>
<p>The figure of the child was pivotal to the rhetoric of postwar British reconstruction. From political calls for <a href="https://journals.sagepub.com/doi/full/10.1177/0363199020945746">expanded child welfare</a> to the era’s booming <a href="https://www.jstor.org/stable/30036327">family-oriented consumerism</a>, images of children saturated the cultural landscape, serving as a lightning rod for both <a href="https://www.iwm.org.uk/history/growing-up-in-the-second-world-war">social anxieties and hopes</a>. </p>
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<p>In her status as “Britain’s youngest singing star”, Andrews chimed with these postwar discourses of child-oriented renewal. </p>
<p>A popular myth even traced her prodigious talent to the very heart of the Blitz. Like a scene from a morale-boosting melodrama, the story claimed the young Andrews was huddled one night with family and friends in a Beckenham air raid shelter. In the middle of a communal singalong, a powerful voice suddenly materialised out of her tiny frame, astonishing all into silent delight.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/child-stars-the-power-and-the-price-of-cuteness-189444">Child stars: The power and the price of cuteness</a>
</strong>
</em>
</p>
<hr>
<h2>‘Our Julie’</h2>
<p>One of the most pointed alignments of Andrews’ juvenile stardom with a discourse of postwar British nationalism came with her appearance at the <a href="https://www.royalvarietycharity.org/royal-variety-performance/archive/detail/1948-london-palladium-">1948 Royal Command Variety Performance</a>. </p>
<p>Appearing just two weeks after her 13th birthday, Andrews was the youngest artist ever to participate in the annual event. It generated considerable media coverage and yet another grand nickname: “command singer in pigtails”. </p>
<p>Andrews performed a solo set at the event, and was also charged with leading the national anthem at the close.</p>
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<p>Ideals of restorative nationalism shaped Andrews’ child stardom in other ways. </p>
<p>Much of her early repertoire was markedly British, drawn from the English classical canon and rounded out by traditional folk songs. </p>
<p>Press reports emphasised, for all her remarkable talent, “our Julie” was still a typical English girl thoroughly unspoiled by fame. In accompanying images she would appear in idyllic scenarios of classic English childhood: playing with dolls, riding her bicycle, doing her homework.</p>
<p>Elsewhere, commentary was rife with speculations about Andrews’ prospects as “the next <a href="https://en.wikipedia.org/wiki/Adelina_Patti">Adelina Patti</a>” or “future <a href="https://en.wikipedia.org/wiki/Lily_Pons">Lily Pons</a>”. The mix of nostalgia and hope helped make the young Andrews a reassuring figure in the anxious landscape of postwar Britain. </p>
<h2>All grown up</h2>
<p>Little prodigies can’t remain little forever. There lies the troubled rub for many child stars, doomed by biology to lose their principal claim to fame. </p>
<p>In Andrews’ case, she was able to make the successful transition to adult stardom – and even greater fame – by moving country and professional register into the American stage and screen musical. </p>
<p>Still, the themes of therapeutic uplift that defined her early child stardom would follow Julie Andrews as she graduated to become the world’s favourite singing nanny.</p><img src="https://counter.theconversation.com/content/188363/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Brett Farmer does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Today she is most recognised for roles in Mary Poppins or The Sound of Music, but Julie Andrews made her professional West End debut at the age of 12.Brett Farmer, Lecturer in Film, Media and Communication, Deakin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1894442022-09-20T17:36:24Z2022-09-20T17:36:24ZChild stars: The power and the price of cuteness<figure><img src="https://images.theconversation.com/files/483045/original/file-20220906-22-49l9q1.jpg?ixlib=rb-1.1.0&rect=182%2C132%2C5294%2C3377&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Fame can bring young performers financial success, but it also comes with hidden costs.</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><iframe style="width: 100%; height: 100px; border: none; position: relative; z-index: 1;" allowtransparency="" allow="clipboard-read; clipboard-write" src="https://narrations.ad-auris.com/widget/the-conversation-canada/child-stars--the-power-and-the-price-of-cuteness" width="100%" height="400"></iframe>
<p>Anyone who was paying attention to North American pop culture in the late 1990s and early 2000s will remember that it was a moment fascinated with childhood. The most mainstream entertainment revolved around idealized images of predominantly white children and young teens. From the appealing cast of the <a href="https://people.com/movies/harry-potter-where-is-the-cast-now/">Harry Potter</a> franchise to fresh faced <a href="https://www.youtube.com/watch?v=C-u5WLJ9Yk4">pop</a> <a href="https://www.youtube.com/watch?v=5NPBIwQyPWE">princesses</a>, and child characters in shows for <a href="https://www.youtube.com/watch?v=n_TO9E3ugLM">young</a> and <a href="https://www.youtube.com/watch?v=ZtKqQNpFJCo">old</a>, idealized images of childhood were everywhere. </p>
<p>Many of those who performed the roles are now mature enough to <a href="https://www.pbs.org/wnet/amanpour-and-company/video/actress-mara-wilson-on-how-hollywood-treat-child-stars/">make sense of having been children growing up in the public eye</a>. It shouldn’t shock us that many of them had uncomfortable and even traumatic experiences. Adding to the intense drama of recent events in <a href="https://www.bbc.com/news/world-us-canada-53494405">Britney Spears’s life</a>, memoirs by <a href="https://www.penguinrandomhouse.com/books/688129/run-towards-the-danger-by-sarah-polley/">Sarah Polley</a> and <a href="https://www.simonandschuster.com/books/Im-Glad-My-Mom-Died/Jennette-McCurdy/9781982185824">Jennette McCurdy </a> force us to confront why we love to see child stars, and what our appetite for cute white kids says about us.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/mickey-rooney-was-the-child-star-who-kept-on-working-25337">Mickey Rooney was the child star who kept on working</a>
</strong>
</em>
</p>
<hr>
<h2>The costs of stardom</h2>
<p>The phenomenon of childhood stardom is hardly a new one. Scholar <a href="https://www.routledge.com/The-Cultural-Significance-of-the-Child-Star/OConnor/p/book/9780415542678">Jane O'Connor suggests</a> that Jesus was the first child star; an apparently old soul in a tiny body whose ability to <a href="https://www.biblegateway.com/passage/?search=Luke%202%3A41-52&version=NIV">dazzle adults</a> at a young age was a sign of things to come.</p>
<p>In the 1700s, <a href="https://www.smithsonianmag.com/arts-culture/maria-anna-mozart-the-familys-first-prodigy-1259016/">Mozart and his sister Maria Anna</a> spent much of their childhood on tour, performing adorableness and brilliance for audiences across Europe.</p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/482385/original/file-20220901-4898-3syvbf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A black and white sketch shows a family in old European clothing. A young boy plays a piano while a man stands playing a violin behind him. A girl stands beside the piano holding a music sheet." src="https://images.theconversation.com/files/482385/original/file-20220901-4898-3syvbf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/482385/original/file-20220901-4898-3syvbf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=741&fit=crop&dpr=1 600w, https://images.theconversation.com/files/482385/original/file-20220901-4898-3syvbf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=741&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/482385/original/file-20220901-4898-3syvbf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=741&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/482385/original/file-20220901-4898-3syvbf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=931&fit=crop&dpr=1 754w, https://images.theconversation.com/files/482385/original/file-20220901-4898-3syvbf.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=931&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/482385/original/file-20220901-4898-3syvbf.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=931&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">A sketch of a young Mozart with his father and sister. Circa 1845.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>With the development of 20th century recording technology, child performers could be preserved on film and in sound, so that their charm is available to us forever.</p>
<p>The first real child star in Hollywood was <a href="https://www.imdb.com/name/nm0001067/">Jackie Coogan</a>, who starred in Charlie Chaplin’s 1921 silent film masterpiece <a href="https://www.youtube.com/watch?v=0wg7QjQztlk"><em>The Kid</em></a>. That performance launched a career that would make him an international star before he was 10. When he reached adulthood, however, he found that his mother and step-father had spent all of his earnings, and worse, that there was no law preventing them from having done so. Coogan sued, but he was only able to regain a fraction of his earnings.</p>
<p>California enacted <a href="https://www.sagaftra.org/membership-benefits/young-performers/coogan-law">Coogan’s Law</a> in 1939 to protect the financial interests of children working in film. Many child stars since Coogan have been the <a href="https://www.complex.com/pop-culture/child-stars-family-financial-issues">primary breadwinners</a> for their households, in a tricky inversion of family hierarchy.</p>
<p>At the dramatic climax of <em>The Kid</em>, five-year-old Jackie <a href="https://silentmoviesera.tumblr.com/post/101061341741/chaplinfortheages-filmiclife-the-kid">performed despair</a> with a conviction that transformed expectations for what a child actor could do. But how could such a young child access such profound emotion on command? His father had coached him for the scene by threatening to <a href="https://www.indiebound.org/book/9780810859111">leave him at a workhouse if he did not do well</a>.</p>
<p>In an age and place where many <a href="https://www.npr.org/sections/money/2012/08/16/158925367/child-labor-in-america-1920">children worked dangerous jobs</a> and had lost fathers in the Great War, the danger of poverty and abandonment was vivid, even to a small boy. Coogan’s heart-rending performance has provided emotional catharsis to millions of viewers over the last century — the price was his own distress and fear.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/482551/original/file-20220902-13399-qyhp0u.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A black and white photo of a young boy looking out of a ship window." src="https://images.theconversation.com/files/482551/original/file-20220902-13399-qyhp0u.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/482551/original/file-20220902-13399-qyhp0u.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=604&fit=crop&dpr=1 600w, https://images.theconversation.com/files/482551/original/file-20220902-13399-qyhp0u.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=604&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/482551/original/file-20220902-13399-qyhp0u.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=604&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/482551/original/file-20220902-13399-qyhp0u.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=759&fit=crop&dpr=1 754w, https://images.theconversation.com/files/482551/original/file-20220902-13399-qyhp0u.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=759&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/482551/original/file-20220902-13399-qyhp0u.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=759&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Jackie Coogan in 1924. Coogan rose to fame starring alongside Charlie Chaplin in the 1921 film ‘The Kid.’</span>
<span class="attribution"><span class="source">(Bibliothèque Nationale de France)</span></span>
</figcaption>
</figure>
<h2>Working children and the inner child</h2>
<p>The ability to cry on cue remains “<a href="https://www.simonandschuster.com/books/Im-Glad-My-Mom-Died/Jennette-McCurdy/9781982185824">the skill you want in child acting</a>,” according to Jennette McCurdy, who played a leading role in the Nickelodeon TV show <em>iCarly</em>. For most audiences, the magic of child performers is the way they compel us to access our own feelings and reconnect with our inner child.</p>
<p>The sound of a child’s voice singing a familiar song is powerful because it evokes the future and the past simultaneously. We remember our own childhoods and we can also imagine that the music and stories we love will go on into a new generation. The child’s performance can provoke moments of poignancy that help us retain — or regain — our sense of humanity. </p>
<p>Historian Carolyn Steedman <a href="https://www.hup.harvard.edu/catalog.php?isbn=9780674839786">argues</a> that our cultural notion of “the self” came to take the form of a vulnerable child beginning in the 19th century. During that time, the use of children in <a href="https://www.historic-uk.com/CultureUK/History-Boy-Chimney-Sweep/#:%7E:text=The%20chimney%20sweep%2C%20or%20climbing,the%20job%20by%20their%20parents.">dangerous</a> labour conditions juxtaposed uncomfortably with new ways of considering children as fragile and precious. Child stars in entertainment work in better conditions than chimney sweeps, of course. Still, it is essential to recognize child stars as labourers, whose bright eyes, dimpled cheeks and sweet voices are the tools of their trade. </p>
<p><a href="https://press.princeton.edu/books/hardcover/9780691181813/the-power-of-cute">Our appetite for the power of cute</a> shows no signs of waning, so it’s important to confront the cost of child stars. Must real children do this work for us? Are there ways for children to experience the excitement of performing without the dangers of stardom?
Recent strategies for child actors indicate a positive shift. Australian animated show Bluey <a href="https://www.bountyparents.com.au/news-views/bluey-voice-cast/">protects the identities of its child actors</a> to allow them privacy alongside fame. This seems a healthy approach, but we won’t know for sure until those actors — and their child audiences — grow up and tell us.</p><img src="https://counter.theconversation.com/content/189444/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jacqueline Warwick does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>What do we love about seeing children perform? And how do their performances shape our understanding of childhood?Jacqueline Warwick, Professor of Musicology, Dalhousie UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1805672022-08-18T02:17:55Z2022-08-18T02:17:55ZWe asked children how they experienced poverty. Here are 6 changes needed now<figure><img src="https://images.theconversation.com/files/479263/original/file-20220816-12-dx3w5x.jpg?ixlib=rb-1.1.0&rect=0%2C11%2C2560%2C1682&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Photo by Orlando Vera/Pexels</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>An <a href="https://cpc.weblogs.anu.edu.au/files/2021/10/Children-Communities-and-Social-Capital-Report.pdf">eight-year-old boy</a> is often hungry, but knows if he tells his mum, she will eat less herself and go hungry. He hates the thought, so he stays quiet.</p>
<p>An <a href="https://www.tandfonline.com/doi/pdf/10.1080/19452829.2021.1911969?needAccess=true">11-year-old girl</a> knows once rent is paid, there is almost nothing left over, so she tries not to ask for too much. She never takes school excursion notes home in case the cost is too much.</p>
<p>A <a href="https://cpc.weblogs.anu.edu.au/files/2021/10/Children-Communities-and-Social-Capital-Report.pdf">10-year-old boy’s</a> dad has been angry since he was injured at work; he can no longer support his family, and awaits compensation. It makes this boy feel sad, but he understands and tries not to add to his dad’s stress.</p>
<p>This is how children have described their <a href="https://www.tandfonline.com/doi/pdf/10.1080/19452829.2021.1911969?needAccess=true">experiences of poverty</a> in research I have done over several years.</p>
<p>Children have also told us relationships are <a href="https://onlinelibrary.wiley.com/doi/10.1111/chso.12197">essential</a>. They talk about the importance of family, the strength of community, and people <a href="https://www.anu.edu.au/giving/impact-stories/paul-ramsay-foundation-supports-anu-to-end-disadvantage">helping one another</a>.</p>
<p>These help buffer children from the effects of poverty – but none can address its structural drivers, or the ways systems fail many people.</p>
<p>Decades after then prime minister Bob Hawke <a href="https://www.smh.com.au/politics/federal/no-child-will-live-in-poverty-30-years-on-bob-hawkes-promise-remains-an-elusive-goal-20170621-gwvdya.html">declared</a> that by 1990, “no Australian child will live in poverty”, the problem remains very real in Australia. </p>
<p>So what is that experience like for children, and what needs to be done?</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/richer-schools-students-run-faster-how-the-inequality-in-sport-flows-through-to-health-185681">Richer schools' students run faster: how the inequality in sport flows through to health</a>
</strong>
</em>
</p>
<hr>
<h2>Three key themes</h2>
<p>My <a href="https://researchprofiles.anu.edu.au/en/persons/sharon-bessell/publications/">research</a> shows that when we listen to children about their experiences of poverty, <a href="https://www.tandfonline.com/doi/full/10.1080/19452829.2021.1911969">three themes</a> almost always emerge. </p>
<p>First, not having the material basics – enough food, a safe and secure home, transport - is a near-constant problem for <a href="https://cpc.weblogs.anu.edu.au/files/2021/10/Children-Communities-and-Social-Capital-Report.pdf">far too many children</a>.</p>
<p>Some of these things can be bought if money is sufficient, but some – like secure housing and transport – require investment in public infrastructure and equal distribution of resources. These are structural problems, not individual ones. </p>
<p>My colleagues and I have found children are more likely to talk about the importance of <a href="https://www.tandfonline.com/doi/pdf/10.1080/19452829.2021.1911969?needAccess=true">food</a> than toys or electronic devices. Hunger shapes priorities powerfully.</p>
<p>Second, poverty limits children’s ability to participate in activities and services (such as sport, public library time and health care).</p>
<p>This can be due to families not having the money – but often the barriers are, once again, structural. Schools in low-income areas are often under-resourced, playgrounds are less likely to be maintained, services are limited, and public transport is inadequate. </p>
<p>Third, relationships are deeply affected by the pressures poverty creates. This is exacerbated by factors such as:</p>
<ul>
<li>low income</li>
<li>punitive conditions placed on welfare recipients (such as <a href="https://www.theguardian.com/australia-news/2018/nov/06/single-parents-forced-to-attend-story-time-or-lose-centrelink-payments">needing to attend playgroups and parenting classes</a> or <a href="https://au.finance.yahoo.com/news/centrelink-job-seeker-will-change-next-month-heres-why-recipients-are-worried-015017339.html">job interviews</a>)</li>
<li>insecure work</li>
<li>housing stress </li>
<li>unaffordable costs of living. </li>
</ul>
<p>For children, time with the people they love – particularly parents – is always a priority. Poverty eats away at that time.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/479265/original/file-20220816-18-vkphou.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/479265/original/file-20220816-18-vkphou.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/479265/original/file-20220816-18-vkphou.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/479265/original/file-20220816-18-vkphou.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/479265/original/file-20220816-18-vkphou.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/479265/original/file-20220816-18-vkphou.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/479265/original/file-20220816-18-vkphou.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/479265/original/file-20220816-18-vkphou.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">The pressure of poverty eats away at the time children can spend with their parents.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/crop-faceless-mom-touching-hand-of-newborn-7282843/">Photo by Sarah Chai/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>A culture of shame</h2>
<p>Another, perhaps even more harmful, theme has emerged in Australia over recent decades – the discourse around poverty often attaches blame and stigma to individuals.</p>
<p>Anyone deemed to be part of the “undeserving poor” is shamed. Children experience this in the names targeted at them, their families and communities. Policy settings around welfare can be unbelievably punitive.</p>
<p>As a society, we are diminished by this blaming and shaming rhetoric. It undermines our ability to care for others, and to recognise the value of care.</p>
<h2>6 changes needed now</h2>
<p>There is no quick fix, but here are six changes that would help immediately.</p>
<p><strong>1. Boost welfare benefits</strong></p>
<p>Children in families dependent on working-age benefits will grow up in income poverty. Children in single-parent (usually single mum) families dependent on income support are most likely to be in <a href="https://povertyandinequality.acoss.org.au/poverty/sole-parents-and-unemployed-face-poverty-as-nation-surges-ahead/">poverty</a>. The policy response is clear – we must raise the <a href="https://www.cfecfw.asn.au/wp-content/uploads/2021/03/Social-security-and-time-use-during-COVID-19-Report-Treating-Families-Fairly-2021.pdf">rate of working age benefits</a> and reform the <a href="https://www.austaxpolicy.com/poverty-by-design-how-single-mothers-benefits-are-reduced-without-them-knowing/">child support system</a>.</p>
<p><strong>2. Recognise the importance of strong and supportive relationships</strong></p>
<p>Relationships are crucial to children but undue pressure on parents – through welfare conditions or child-unfriendly, insecure working conditions – undermines those relationships. </p>
<p>Some countries, such as New Zealand, are undertaking <a href="https://www.msd.govt.nz/about-msd-and-our-work/publications-resources/resources/child-impact-assessment.html">child impact assessments</a>, which aim to work out whether a given policy proposal will improve the wellbeing of children and young people. </p>
<p>Australia should do similar assessments of all policies, particularly those linked to social security and labour markets.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/479268/original/file-20220816-24-bojg8k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/479268/original/file-20220816-24-bojg8k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/479268/original/file-20220816-24-bojg8k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/479268/original/file-20220816-24-bojg8k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/479268/original/file-20220816-24-bojg8k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/479268/original/file-20220816-24-bojg8k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/479268/original/file-20220816-24-bojg8k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/479268/original/file-20220816-24-bojg8k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Undue pressure on parents undermines relationships.</span>
<span class="attribution"><a class="source" href="https://www.pexels.com/photo/silhouette-of-man-with-children-at-sundown-6008346/">Photo by Maria Lindsey/Pexels</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p><strong>3. Build child-friendly communities</strong></p>
<p>As governments respond to the housing crisis through greater numbers of social housing it is critical we adhere to principles of <a href="https://childfriendlycities.org/">child-friendly communities</a>.</p>
<p>This means providing safe, welcoming places for children to play, building footpaths so children can easily and safely get around, creating communal, child-inclusive spaces to bring people together across generations, and creating child-friendly services close to home.</p>
<p><strong>4. Reform education funding</strong></p>
<p><a href="https://theconversation.com/what-does-equity-in-schools-look-like-and-how-is-it-tied-to-growing-teacher-shortages-185394">Education funding</a> must be more equitable, and ensure all children can access and enjoy high-quality schooling. </p>
<p><strong>5. Change the narratives and language around poverty</strong></p>
<p>We must recognise poverty is not the fault of the individual. Debates and policies should be based on <a href="https://www.policyforum.net/resource/making-empathy-unconditional-changing-the-story-on-poverty-and-inequality/">empathy, not blame</a>.</p>
<p><strong>6. Put children at the centre of policy</strong></p>
<p>This could include approaches like the <a href="https://ec.europa.eu/social/main.jsp?catId=1428&langId=en">European Child Guarantee</a>, which aims to guarantee every child access to essential services. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/attending-school-every-day-counts-but-kids-in-out-of-home-care-are-missing-out-182299">Attending school every day counts – but kids in out-of-home care are missing out</a>
</strong>
</em>
</p>
<hr>
<img src="https://counter.theconversation.com/content/180567/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Sharon Bessell receives funding from The Australian Research Council; Paul Ramsay Foundation. This article is part of The Conversation’s Breaking the Cycle series, which is supported by a philanthropic grant from the Paul Ramsay Foundation.</span></em></p>One 11-year old girl told us she knows once rent is paid, there is almost nothing left over. So she never takes school excursion notes home, in case the cost is too much.Sharon Bessell, Professor of Public Policy, Crawford School of Public Policy, Australian National UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1856612022-08-05T12:12:37Z2022-08-05T12:12:37ZParenting styles vary across the US<figure><img src="https://images.theconversation.com/files/476739/original/file-20220729-13683-uha9wt.jpg?ixlib=rb-1.1.0&rect=51%2C42%2C5640%2C3745&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Parents take different approaches to raising their kids.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/mother-sitting-by-teenage-son-studying-at-home-royalty-free-image/1321465605">Maskot via Getty Images</a></span></figcaption></figure><p>Most people agree that children <a href="https://www.ncbi.nlm.nih.gov/books/NBK402020/">should have enough to eat</a>, not be sexually molested and never be punished in a way that requires medical treatment. But beyond those basics, <a href="https://scholar.google.com/citations?user=erA8gbIAAAAJ&hl=en&oi=ao">my research</a> has found that parenting styles in the United States <a href="https://doi.org/10.1007/s10826-017-0749-x">vary by region</a>.</p>
<h2>Differing styles</h2>
<p>I have found that <a href="https://doi.org/10.1007/s10826-017-0749-x">parents in the South</a> were more likely than parents in central Florida to demand obedience and respect from their children and believe that children should be treated strictly. Parents in central Florida, which is demographically and culturally different from other parts of the South, were more likely to discuss family decisions with their children, allow disagreement and let children make their own decisions. </p>
<p>Wider-ranging research I conducted with two doctoral students, <a href="https://scholar.google.com/citations?user=3mdvHHIAAAAJ&hl=en&oi=ao">Melanie Stearns</a> and <a href="https://scholar.google.com/citations?user=EUky6d4NRBwC&hl=en">Erica Szkody</a>, found differences in how <a href="https://doi.org/10.1177%2F0192513X211055114">young adults in the Northeast, Midwest, South and West</a> are parented.</p>
<p>Overall, there were some commonalities. A <a href="https://doi.org/10.1037/h0030372">style of parenting</a> called “authoritative,” in which parents are both responsive and demanding, providing support alongside rules and limits while encouraging communication, was most common across the U.S. Also relatively common was a different parenting style called “<a href="https://doi.org/10.1037/h0030372">authoritarian</a>,” in which parents are less responsive but still demanding, providing rules and limits without as much support and requiring more obedience to authority.</p>
<p>Less common was “<a href="https://doi.org/10.1037/h0030372">permissive</a>” parenting style. That’s when parents are responsive but less demanding, tending to be warm and caring but perhaps without consistent rules and indulging children more often than other styles.</p>
<p>But there were key regional differences.</p>
<h2>Regional variations</h2>
<p>In the Northeast, Midwest and South, some young adults said their mothers were more supportive and caring, while their fathers were more demanding and obedience-driven. In general, this could reflect <a href="https://doi.org/10.1007/s10508-018-1185-8">traditional gender roles</a> of a responsive mother and a strict father, as <a href="https://doi.org/10.1007/s12144-020-01014-6">other research</a> has also found. This combination was less common in the West.</p>
<p>In the Northeast and West, small but significant groups of young adults reported parents who were more supportive and even indulgent, without a lot of insistence on obedience. We believe that this finding could be related to how parents in these regions might be <a href="http://dx.doi.org/10.1037/0022-3514.77.2.279">more individualistic</a> and encouraging of communication and equality than parents in other regions of the U.S.</p>
<p>The South was the only region where some young adults stated that they had stricter mothers but more responsive fathers. This is a <a href="https://www.pewresearch.org/social-trends/2015/12/17/parenting-in-america/">difference from overall national trends</a>.</p>
<h2>Potential causes</h2>
<p>Many forces influence parents’ approaches, including <a href="https://www.pewresearch.org/social-trends/2015/12/17/3-parenting-approaches-and-concerns/">demographic factors</a>, <a href="https://doi.org/10.1111%2Fjcpp.12705">religious traditions</a>, <a href="https://www.pewresearch.org/social-trends/2015/12/17/parenting-in-america/">economic status</a> and <a href="https://www.pewresearch.org/internet/2020/07/28/parenting-children-in-the-age-of-screens/">technology</a>. </p>
<p>Typically, the <a href="https://www.simplypsychology.org/Bronfenbrenner.html">most important factors</a> are family, friends, neighborhoods, schools, economic status and access to resources. Those obviously can vary widely even within a region of the U.S.</p>
<p><a href="https://doi.org/10.1111/jcpp.13539">Cultural attitudes and laws</a> are also key factors in parenting styles that are more broadly shared – and that <a href="https://www.britannica.com/place/United-States/Traditional-regions-of-the-United-States">vary by region</a> across the country.</p><img src="https://counter.theconversation.com/content/185661/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Melanie Stearns received the APA Division 36 Student Research Award ($500), which funded participants fees for the study on regional differences in parenting we conducted.</span></em></p>In some regions of the country, mothers and fathers have different approaches than their counterparts in other regions.Cliff McKinney, Professor of Clinical Psychology, Mississippi State UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1838052022-07-24T12:29:30Z2022-07-24T12:29:30ZNostalgia for childhoods of the past overlooks children’s experiences today<figure><img src="https://images.theconversation.com/files/475425/original/file-20220721-10583-fvh8jr.jpg?ixlib=rb-1.1.0&rect=0%2C350%2C6000%2C3637&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Feeling nostalgic isn’t proof of how things used to be. </span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>Nostalgia made a comeback under COVID-19. In the context of enforced lockdowns, there was an increase in <a href="https://doi.org/10.1080/01490400.2020.1773993">nostalgic activities such as watching classic films, baking and reminiscing</a> with family and friends. </p>
<p>Nostalgia can be defined as a feeling of <a href="https://www.basicbooks.com/titles/svetlana-boym/the-future-of-nostalgia/9780465007080/">longing for a better time in the past that no longer exists and may never have</a>.</p>
<p>When it isn’t excessive, nostalgia can be a productive feeling that provides a sense of <a href="https://www.michigandaily.com/statement/nostalgia-time-covid/">continuity, purpose and optimism in difficult times</a>. </p>
<p>As writer Danielle Campoamor explains, “<a href="https://www.nytimes.com/2020/07/28/smarter-living/coronavirus-nostalgia.html">nostalgia serves as a kind of emotional pacifier, helping us to become accustomed to a new reality</a> that is jarring, stressful and traumatic.” </p>
<p>But nostalgia can create an overly simplistic picture <a href="https://reporter.rit.edu/views/hindsight-isnt-always-2020-dark-side-nostalgia">of the past that hinders attention to the present and limits the imagination of a different future</a>. </p>
<h2>What’s the use of nostalgia?</h2>
<p>Since nostalgia often brings to mind memories of <a href="https://theconversation.com/a-new-view-of-an-old-emotion-or-how-science-is-saving-nostalgia-16658">cherished social bonds and togetherness, it may also help people cope with feelings of loneliness</a>. </p>
<p>Cultural theorist Svetlana Boym adds that nostalgia disrupts “<a href="http://monumenttotransformation.org/atlas-of-transformation/html/n/nostalgia/nostalgia-svetlana-boym.html">the irreversibility of time that plagues the human condition</a>” and offers a way of using the past to rethink the present and future.</p>
<p>For these reasons, <a href="https://doi.org/10.1080/10463283.2022.2036005">nostalgia may be especially important for people made vulnerable by displacement, bereavement and mental health challenges</a>.</p>
<p>Some people may even experience an increased <a href="https://www.theatlantic.com/ideas/archive/2021/09/pandemic-nostalgia-tiktok/620230/">longing for the early days of COVID-19, when lockdowns felt like a break from the rush of everyday life</a>. However, nostalgia reflects an overly positive view of this time, and centres the experiences of those more privileged or protected in society. </p>
<p>In the unfolding context of COVID-19, yearning to return to life as “normal” can also produce <a href="https://www.concordia.ca/cunews/offices/vprgs/sgs/public-scholars-21/2021/06/03/nostalgia-in-the-times-of-COVID-19.html">unrealistic expectations and feelings of impatience, frustration and fear</a>. </p>
<p>Longing for pre-pandemic times may defend against <a href="https://www.nytimes.com/2021/03/11/opinion/covid-isolation-narrative.html">the many losses of COVID-19</a> and the uneven effects of illness, online learning and access to resources for <a href="HTTPS://DOI.ORG/10.22329/JTL.V15I2.6714">children, young people</a> and <a href="https://doi.org/10.1080/08959420.2020.1764319">adults</a>.</p>
<h2>Childhood innocence and toys</h2>
<p>Historically, nostalgia can be linked to <a href="https://doi.org/10.2307/25601604">childhood and a longing to return to a fantasied state of innocence</a>. </p>
<p>Still today, in dominant popular western imagination, childhood is understood to be a <a href="https://doi.org/10.1111/chso.12428">time before responsibility, before problems and violence and before knowledge about loss and death</a>. </p>
<p>Play objects designed for children are, too, driven by nostalgia. As archaeologist Jane Eva Baxter suggests, <a href="https://doi.org/10.1080/21594937.2016.1220046">toys and playthings may say as much about adult longings for childhood</a> as they do about the children for whom they are intended.</p>
<figure class="align-center ">
<img alt="Teddy bears." src="https://images.theconversation.com/files/471891/original/file-20220630-18-i93i5u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/471891/original/file-20220630-18-i93i5u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=403&fit=crop&dpr=1 600w, https://images.theconversation.com/files/471891/original/file-20220630-18-i93i5u.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=403&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/471891/original/file-20220630-18-i93i5u.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=403&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/471891/original/file-20220630-18-i93i5u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=507&fit=crop&dpr=1 754w, https://images.theconversation.com/files/471891/original/file-20220630-18-i93i5u.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=507&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/471891/original/file-20220630-18-i93i5u.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=507&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Toys created for children are also about adult longings for childhood.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Teachers remembering childhood</h2>
<p>Our research examines <a href="https://theconversation.com/how-teachers-remember-their-own-childhoods-affects-how-they-challenge-school-inequities-154996">how childhood memories shape the ways prospective teachers and people seeking to work with children understand their roles as future educators</a>. </p>
<p>As part of our work, we asked undergraduate students enrolled in teacher education and childhood studies programs <a href="https://doi.org/10.1080/14681366.2022.2063930">to select an object — a token, toy or tool — that they believed to represent childhood</a>. </p>
<p>Participants were asked to discuss their objects in focus groups. A range of objects were shared, including stuffed toys, bikes and binoculars, games and puzzles, drawings and books. </p>
<p>At first glance, there may be nothing surprising about these choices. They might also be said to <a href="https://www.jstor.org/stable/j.ctv18phh3d">represent normative ideas about child development and the tendency to view children as precursors to productive adulthoods</a>. </p>
<p>However, participants did not simply repeat the norms represented by their objects. They often used them to describe diverse and difficult childhood experiences such as the loss of significant others, questions about gender and sexuality, times of worry, bullying or failure and <a href="https://doi.org/10.37291/2717638X.202232170">how they exercised agency in the face of rigid educational aims</a>. </p>
<h2>Pre-pandemic childhoods and tech-free toys</h2>
<p>While the respondents in our study described their own complicated experiences as children, they returned to nostalgic ideas about childhood when the topic of COVID-19 arose. </p>
<p>In these discussions, technology was a key theme. Specifically, participants emphasized the tech-free qualities of their own objects as more natural, more innocent and more joyful than the gadgets they understood to dominate children’s experiences today. </p>
<p>On the one hand, there are important reasons to be concerned about <a href="https://doi.org/10.1080/22041451.2016.1266124">technologies designed for children, particularly in terms of privacy, security and consent</a>. Many youth themselves have <a href="https://theconversation.com/youth-have-a-love-hate-relationship-with-tech-in-the-digital-age-109453">expressed unease about the impacts of technology in their lives</a>. </p>
<p>In the case of emergency online education, teacher education scholar Sarah Barrett further points to the role of technology in <a href="https://doi.org/10.22329/jtl.v15i2.6683">widening social inequities and the loss of classroom communities</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/classdojo-raises-concerns-about-childrens-rights-111033">ClassDojo raises concerns about children's rights</a>
</strong>
</em>
</p>
<hr>
<p>On the other hand, children’s creative uses of technologies may not be so different from their uses of material objects and playthings. <a href="https://theconversation.com/should-you-get-your-child-an-ai-doll-this-holiday-89115">Even as they raise uncertainties, high-tech toys can be outlets for imagination, curiosity and emotional attachment</a>.</p>
<figure class="align-center ">
<img alt="A pair of green children's binoculars." src="https://images.theconversation.com/files/471657/original/file-20220629-13-orfg4y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/471657/original/file-20220629-13-orfg4y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=338&fit=crop&dpr=1 600w, https://images.theconversation.com/files/471657/original/file-20220629-13-orfg4y.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=338&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/471657/original/file-20220629-13-orfg4y.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=338&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/471657/original/file-20220629-13-orfg4y.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=425&fit=crop&dpr=1 754w, https://images.theconversation.com/files/471657/original/file-20220629-13-orfg4y.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=425&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/471657/original/file-20220629-13-orfg4y.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=425&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Nostalgia can obscure the complexity of current realities and historical experiences.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>What nostalgia forgets</h2>
<p>The problem is that nostalgia may obscure any such debate. Longing for pre-pandemic childhoods can reinforce <a href="https://www.routledge.com/Decolonizing-Place-in-Early-Childhood-Education/Nxumalo/p/book/9781138384538">normative ideas about what counts as a “real” or “natural” childhood, even though these ideas have never included all children</a>. </p>
<p>Nostalgia may therefore overlook <a href="https://www.tcpress.com/sex-death-and-the-education-of-children-9780807776483">the experiences of children themselves, experiences that have always been affected by historic shifts, social inequities and emotional conflicts</a>, much like the participants of our study recalled. </p>
<p>Nostalgia for pre-pandemic childhoods may also forget that <a href="https://peopleforeducation.ca/our-work/towards-race-equity-in-education/">schools have never been safe spaces for everyone</a>, and particularly not for <a href="https://news.ubc.ca/2021/10/19/half-of-canadian-kids-witness-ethnic-racial-bullying-at-school-study/">racially minoritized</a>, <a href="https://www.thestar.com/life/parent/2010/12/03/many_canadian_gay_bisexual_trans_students_bullied_study.html">queer and trans children</a>. </p>
<p>Given such inequities, it is telling that a good number of minoritized children and young people have described the technological shift to online education during COVID-19 as a <a href="https://www.theglobeandmail.com/canada/article-for-some-children-online-learning-had-unexpected-benefits/">reprieve from the racist, homophobic and transphobic violence of in-person schools situations</a>.</p>
<p>Because nostalgia creates an overly positive view of the past, it may also detract attention from <a href="https://doi.org/10.22329/jtl.v15i2.6663">the need for structural changes in post-COVID recovery plans within education</a>.</p>
<h2>The good news</h2>
<p>Nostalgia is a powerful emotion that can feel like sure evidence of an idealized time in the past to which we may aim to return. </p>
<p>However, as education theorist Janet Miller suggests, it is important <a href="https://journal.jctonline.org/index.php/jct/article/view/181">“to take responsibility for any nostalgic tales we might spin in terms of simply longing for that often idealized time or place which no longer exists — or more likely, never fully did exist</a>.” </p>
<p>It might be strangely good news to recognize that nostalgia isn’t proof of how things used to be. If we can hold in mind the impossibility of nostalgia’s idealized promises, and if we can take responsibility for the nostalgic tales we do tell, then we might be able to imagine new and inclusive understandings of both childhood and education.</p><img src="https://counter.theconversation.com/content/183805/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Lisa Farley receives funding from the Social Sciences and Humanities Research Council of Canada. </span></em></p><p class="fine-print"><em><span>Debbie Sonu receives funding from Social Sciences and Humanities Research Council of Canada. </span></em></p><p class="fine-print"><em><span>Julie C. Garlen receives funding from Social Sciences and Humanities Research Council of Canada.</span></em></p><p class="fine-print"><em><span>Sandra Chang-Kredl receives funding from the Social Sciences and Humanities Research Council of Canada (SSHRC) and Fonds de Recherche de Québec - Société et Culture (FRQSC)</span></em></p>Childhood wasn’t more ‘innocent’ or ‘natural’ before digital technologies or the pandemic.Lisa Farley, Associate Professor, Education, York University, CanadaDebbie Sonu, Associate Professor, Curriculum and Teaching, Hunter CollegeJulie C. Garlen, Associate Professor, Childhood and Youth Studies, Carleton UniversitySandra Chang-Kredl, Associate Professor in Education, Concordia UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1736282022-04-25T19:11:53Z2022-04-25T19:11:53ZWhen parents turn children into weapons, everybody loses<figure><img src="https://images.theconversation.com/files/459560/original/file-20220425-26-7nz3kx.jpg?ixlib=rb-1.1.0&rect=67%2C0%2C7500%2C4973&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">One form of domestic abuse involves a parent breaking their child's connection with the other parent.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/illustration/divorce-and-difficult-choice-concept-royalty-free-illustration/1355645462">Mikhail Seleznev/iStock/Getty Images Plus</a></span></figcaption></figure><p>Domestic abuse can involve one parent using a child as a weapon against the other parent, which harms the child in immense ways. My research has identified how these dynamics play out and examines the damage. </p>
<p>There are approximately <a href="https://www.cdc.gov/violenceprevention/pdf/nisvs/nisvs-impactbrief-508.pdf">5.7 million cases</a> of domestic abuse in the U.S. each year, and in some of those, mothers and fathers use children to manipulate and <a href="https://psycnet.apa.org/record/2018-58808-004?doi=1">harm the other parent</a>. This behavior can include directly pressuring the child to spy on the abused parent or threatening the abused parent that they will never see the child again if they leave the relationship.</p>
<p>Another way a parent can use a child as a weapon involves turning the child against the other parent. In this case, the abuser makes the child believe the other parent never loved them, abandoned them or is dangerous and unsafe to be around. In this way, the abuser corrupts the child’s reality, even convincing the child that the abuser is the victim of abuse.</p>
<p>The outcome of this process is what <a href="https://scholar.google.com/citations?user=G4n0IUsAAAAJ&hl=en&oi=ao">psychologists like me</a> call “<a href="https://doi.apa.org/doi/10.1037/bul0000175">parental alienation</a>.” The child feels betrayed, hurt and very angry toward the alienated parent – much like a spurned lover, but worse, because it involves a parent the child had a primary attachment to and who comprises half of their identity. What happens next is a <a href="https://doi.org/10.1016/j.copsyc.2021.05.002">cascade of losses</a> associated with great harm to children.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/459561/original/file-20220425-12-ze6f9r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="One parent stands alone on one side of a room, while another parent stands in front of a child" src="https://images.theconversation.com/files/459561/original/file-20220425-12-ze6f9r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/459561/original/file-20220425-12-ze6f9r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=426&fit=crop&dpr=1 600w, https://images.theconversation.com/files/459561/original/file-20220425-12-ze6f9r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=426&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/459561/original/file-20220425-12-ze6f9r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=426&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/459561/original/file-20220425-12-ze6f9r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=535&fit=crop&dpr=1 754w, https://images.theconversation.com/files/459561/original/file-20220425-12-ze6f9r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=535&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/459561/original/file-20220425-12-ze6f9r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=535&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">When one parent separates the child emotionally from the other parent, great harm ensues.</span>
<span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/illustration/problems-and-conflict-in-family-fight-and-royalty-free-illustration/1327597178">robuart/iStock/Getty Images Plus</a></span>
</figcaption>
</figure>
<h2>1. Loss of self-confidence</h2>
<p>When this happens, researchers in my field call this weaponizing a child. The child often <a href="https://www.americanbar.org/products/inv/book/214361/">loses trust in their own memories</a> or experience with the abused parent because it’s at odds with what the abuser is leading them to believe. Many adults who were alienated from a parent as a child report feeling <a href="https://doi.org/10.3390/children9040475">helpless and disconnected from their emotions</a> and having problems trusting other people.</p>
<h2>2. Loss of innocence</h2>
<p>The abusive parent can take away the child’s innocence by <a href="https://doi.org/10.1080/10502556.2012.663265">exposing them to ideas and behaviors</a> that are not age-appropriate, or are in fact not appropriate at all. The abuser may ask the child to make an adult-level decision, such as choosing whether to have a relationship with the other parent. Abusive parents also can often neglect the developmental needs of the child, such as encouraging independence, and sometimes make the child care for the needs of the parent.</p>
<h2>3. Loss of parental connection</h2>
<p>When a child becomes alienated from a parent, they begin to reject half their identity because they are hurt and angry, and it is too painful to acknowledge that connection. The child also rejects the important parental bond the abused parent had provided. This <a href="https://doi.org/10.1080/01926187.2011.601206">loss of connection and sense of shared identity</a> has substantial short- and long-term negative effects, such as unresolved grief and low self-esteem. </p>
<h2>4. Loss of wider family links</h2>
<p>As the child becomes more distant from the abused parent, the child also can <a href="https://www.researchgate.net/profile/Margaret-Sims/publication/269552856_Grandparents_with_Little_or_No_Contact_with_Grandchildren-Impact_on_Grandparents/links/58002f3e08ae32ca2f5dbd23/Grandparents-with-Little-or-No-Contact-with-Grandchildren-Impact-on-Grandparents.pdf">lose relationships with extended family</a> and social networks. The child is deprived of the types of experiences and opportunities that these related individuals can provide, such as social support or professional opportunities possible through their social networks.</p>
<h2>5. Loss of social connection</h2>
<p>Some abusers socially isolate their children – home-schooling them, limiting their friendships or even <a href="https://doi.org/10.1007/BF02486521">relocating or abducting them to another state or country</a>. When that happens, the child can lose all their former social, educational, recreational and cultural connections. Unable to grieve the loss of the alienated parent openly because of the abusive alliance they have formed with the abusive parent, the children often suffer alone.</p>
<h2>What’s to be done?</h2>
<p>To friends and relatives, a situation in which children are weaponized can be confusing or even appear as the reverse of what is actually happening. Outsiders <a href="http://dx.doi.org/10.1037/bul0000175">might not recognize the role of the abuser</a> and think that the abused parent is in fact rejecting the child or is somehow otherwise at fault.</p>
<p>But those closely connected outsiders are the people <a href="https://doi.org/10.1080/10502556.2014.901833">best positioned to help</a> the family break its cycle of violence and find ways to protect the child. When they blame the wrong parent for abuse, the child continues to suffer. Even mental health professionals <a href="https://doi.org/10.1037/law0000216">don’t always evaluate the situation correctly</a> and focus treatment on the child’s relationship with the abused parent – while ignoring the continued influence of the abuser.</p>
<p>The most recent national statistics available indicate that there are not <a href="https://www.cdc.gov/violenceprevention/pdf/nisvs/nisvs-impactbrief-508.pdf">significant differences in numbers of men and women</a> who are victims of domestic violence each year, and I <a href="https://doi.org/10.1016/j.childyouth.2019.104471">do not find in my research</a> that there are gender differences in the proportion of parents who have their children weaponized against them by another parent. </p>
<p>Unless children are protected from being weaponized against a parent, there will continue to be many family relationships that remain broken.</p>
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<p class="fine-print"><em><span>Jennifer Harman does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Some parents engage in domestic abuse by influencing their children to fear, dislike or distrust their other parent. What happens next is a cascade of losses.Jennifer Harman, Associate Professor of Applied Social and Health Psychology, Colorado State UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1772322022-03-27T12:55:27Z2022-03-27T12:55:27ZHow health care can respond to the lifelong impact of adverse childhood experiences<figure><img src="https://images.theconversation.com/files/454439/original/file-20220325-15-nmamrz.jpg?ixlib=rb-1.1.0&rect=29%2C397%2C3864%2C3316&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Exposure to adverse childhood experiences, as well as disparities in social determinants of health, can significantly affect development and health in children.
</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>It has been over 30 years since hip-hop superstar Tupac Shakur first told the story of 12-year-old Brenda, a sexually abused and exploited preteen mother. </p>
<blockquote>
<p><em>I hear Brenda’s got a baby<br>
But, Brenda’s barely got a brain<br>
A damn shame, the girl can hardly spell her name<br>
(That’s not our problem, that’s up to Brenda’s family)<br>
Well let me show you how it affects our whole community</em></p>
<p><a href="https://www.youtube.com/watch?v=NRWUs0KtB-I">Tupac Shakur, <em>Brenda’s Got a Baby</em></a></p>
</blockquote>
<p>Based on <a href="https://www.nytimes.com/1991/03/29/nyregion/a-child-mother-in-the-jaws-of-new-york.html?src=pm&pagewanted=1">real events</a>, the lyrics shone a light on the tragic cycle of poverty, abuse, substance use and the lack of social supports for vulnerable people. They necessitate the question: How do we support children like Brenda who have been exposed to such trauma on an ongoing basis, and recognize its impact on the adults we live and work with?</p>
<p>As a pediatric resident physician, I regularly see patients coming from complex and exploitative social and personal situations ranging from abuse to substance use and unstable housing. These factors, which some might consider independent from treatable “medical” problems, have significant and enduring impacts on physical and mental health.</p>
<h2>Adverse childhood experiences and social determinants of health</h2>
<p><a href="https://theconversation.com/childhood-adversity-is-a-cause-of-causes-of-adult-illnesses-and-mental-health-problems-176132">Adverse Childhood Experiences</a> (ACEs) include: </p>
<ul>
<li>Emotional, physical or sexual abuse, </li>
<li>Emotional or physical neglect, and </li>
<li>Household challenges such as violence toward the mother, substance abuse or mental illness at home, separation or divorce, or a member of the household being incarcerated.</li>
</ul>
<p>Exposure to ACEs, as well as disparities in <a href="https://kidsnewtocanada.ca/beyond/determinants">social determinants of health</a> — described by the World Health Organization as the “<a href="https://www.who.int/health-topics/social-determinants-of-health#tab=tab_1">conditions in which people are born, grow, work, live and age</a>” — can significantly affect development and health in children. </p>
<p><a href="https://www.cdc.gov/violenceprevention/aces/ace-brfss.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fviolenceprevention%2Facestudy%2Face-brfss.html">Exposure to ACEs is associated with</a> physical trauma, such as traumatic brain injuries and burns; mental health issues, including depression, anxiety, suicide and PTSD; as well as other medical issues such as chronic pain, obesity and heart disease. </p>
<p><a href="https://vetoviolence.cdc.gov/apps/aces-infographic/home">Beyond physical health conditions</a>, ACEs are also associated with <a href="https://www.psychologicalscience.org/publications/observer/obsonline/childhood-adversity-is-linked-with-risky-health-behaviors-and-negative-life-outcomes.html">risky behaviours</a> such as unsafe sex, as well as poor social outcomes such as lower education levels and income. Chronic stress can result in what is described as an <a href="https://doi.org/10.1159/000510696">allostatic load</a>, or “wear and tear” on the body and also causes poorer health outcomes.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/450451/original/file-20220307-108911-wmnyaq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Infographic illustrating abuse, neglect and household dysfunction" src="https://images.theconversation.com/files/450451/original/file-20220307-108911-wmnyaq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/450451/original/file-20220307-108911-wmnyaq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=447&fit=crop&dpr=1 600w, https://images.theconversation.com/files/450451/original/file-20220307-108911-wmnyaq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=447&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/450451/original/file-20220307-108911-wmnyaq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=447&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/450451/original/file-20220307-108911-wmnyaq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=562&fit=crop&dpr=1 754w, https://images.theconversation.com/files/450451/original/file-20220307-108911-wmnyaq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=562&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/450451/original/file-20220307-108911-wmnyaq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=562&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">The three types of adverse childhood experiences.</span>
<span class="attribution"><span class="source">(Robert Wood Johnson Foundation)</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>The pervasiveness of exposure to these negative factors is staggering. <a href="https://doi.org/10.9778/cmajo.20200064">A recent Canadian study</a> found that over 60 per cent of adults reported experiencing at least one ACE as a child, with over one-third experiencing two or more. Poverty, a major social determinant of health, affects <a href="https://cwp-csp.ca/poverty/just-the-facts/">one in seven Canadians</a>, and during the COVID-19 pandemic <a href="https://www150.statcan.gc.ca/n1/pub/82-003-x/2020012/article/00001-eng.htm">almost 15 per cent of Canadians experienced food insecurity</a>. </p>
<p>Social determinants of health amount to severe disparities in health outcomes in high-income countries: for example, in Baltimore, the poorest neighbourhoods have infant mortality rates <a href="https://www.vox.com/2015/5/4/8541369/infant-mortality-baltimore">comparable to the West Bank</a>, over ten times higher than the rates in <a href="https://bniajfi.org/indicators/Children%20And%20Family%20Health/mort1/2018https:/bniajfi.org/indicators/Children%20And%20Family%20Health/mort1/2018">Baltimore’s richer areas</a>.</p>
<h2>What can be done about ACEs and social determinants?</h2>
<p>I regularly see the impact of ACEs and disparities in social determinants of health in my patients. I treated a young mother living in supported housing who was afraid to raise concerns about her child’s speech delay because she was worried we would call social services to apprehend her child. I met a refugee mother whose baby was admitted to hospital for poor weight gain, only for us to discover that mother was diluting her formula because she couldn’t afford more. </p>
<p>And I certainly remember a case similar to Brenda: a 12-year-old pregnant girl, in desperate need of both medical care and social support, who I saw in the emergency department.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-are-babies-going-hungry-in-a-food-rich-nation-like-canada-165789">Why are babies going hungry in a food-rich nation like Canada?</a>
</strong>
</em>
</p>
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<p>As a clinician, it is frustrating that there are factors beyond our control that significantly impact patients’ health. But there are also many ways that we as clinicians and active citizens can play a role in changing these stories.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/450452/original/file-20220307-85970-1j4q2e2.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Infographic in the shape of a triangle showing the progression of ACE effects over the lifespan" src="https://images.theconversation.com/files/450452/original/file-20220307-85970-1j4q2e2.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/450452/original/file-20220307-85970-1j4q2e2.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=455&fit=crop&dpr=1 600w, https://images.theconversation.com/files/450452/original/file-20220307-85970-1j4q2e2.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=455&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/450452/original/file-20220307-85970-1j4q2e2.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=455&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/450452/original/file-20220307-85970-1j4q2e2.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=572&fit=crop&dpr=1 754w, https://images.theconversation.com/files/450452/original/file-20220307-85970-1j4q2e2.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=572&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/450452/original/file-20220307-85970-1j4q2e2.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=572&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">The ACE pyramid demonstrates the lifelong impact of adverse childhood experiences.</span>
<span class="attribution"><span class="source">(Centers for Disease Control and Prevention)</span>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>The first is to transform how we practice medicine. As clinicians, our tool is “<a href="http://doi.org/10.1097/ACM.0b013e3181e19330">the social history</a>” where we ask the questions: Who lives with you? Are there any smokers in the home? What do you do for work? and so on. But while this standard set of questions is drilled into us from medical school, their relevance can vary. </p>
<p><a href="https://doi.org/10.1542/peds.2006-2495">Some researchers</a> suggest a more practical approach, focusing on domains that can be directly addressed to improve health: income, housing, education, legal status and immigration, literacy and personal safety.</p>
<h2>Trauma-informed care</h2>
<p>Beyond taking a better patient history, medical professionals can <a href="https://doi.org/10.1093/pch/pxy146">incorporate trauma-informed care</a> — which recognizes the pervasiveness of trauma and responds to its effects — into our practice. We should accommodate for families in precarious social situations, whether by adapting our language to support parents with learning difficulties or by offering virtual appointment options for families with limited access to transportation. </p>
<p>We should recognize that <a href="https://www.nccih.ca/495/Aboriginal_Peoples_and_Historic_Trauma__The_process_of_intergenerational_transmission.nccih?id=142">intergenerational trauma</a> and previous experiences may result in mistrust of the medical system, and focus on building bridges. </p>
<p>Fundamentally, we must recognize that every encounter has a social component to it — whether in a refugee health clinic or preparing for cardiac surgery, patient experiences and outcomes are influenced by social factors.</p>
<h2>Advocating for change</h2>
<p>As caregivers, clinicians can advocate for safe environments in homes, schools and communities. Research demonstrates that children with positive childhood experiences, such as being able to talk to family members about their feelings, feeling supported by friends or having non-parent adults take genuine interest in them, <a href="https://doi.org/10.1001/jamapediatrics.2019.3007">may improve adult mental health and relational health</a> (emotional and social support networks and relationships). </p>
<p>Positive childhood experiences help foster resilience in children to help negate ACEs, and the <a href="https://www.cps.ca/en/documents/position/positive-parenting">strongest protective factor against ACEs is a stable relationship with an adult</a>.</p>
<p>The concept of health equity focuses on allowing individuals to “<a href="https://www.publichealthontario.ca/en/health-topics/health-equity">reach their fullest health potential</a>” by addressing disparities in access to care and other social determinants of health, and we should actively work to reduce these disparities. On a societal level, we can incorporate an understanding of ACEs and social determinants of health into community programming. <a href="https://doi.org/10.1007/s12310-016-9177-0">Schools with trauma-informed practices</a> have better results for children with exposure to ACEs. </p>
<p>Increased community funding for mental health supports, substance use treatment programs and universal childcare can help address household challenges. Incorporating perspectives around ACEs and social determinants of health on a community level — such as a pilot project in Tarpon Springs, Florida which incorporated a “<a href="https://www.peace4tarpon.org/">trauma-informed lens</a>” into policy-making — can help bring systemic change.</p>
<p>The impact of ACEs and social determinants of health challenges the social value placed on individuality and self-reliance. Instead, it demands societal responsibility to recognize and provide appropriate supports for children and families in precarious circumstances. We can advocate for our most vulnerable by recognizing and accommodating for these experiences. In doing so, we can all help support the Brendas in our communities.</p><img src="https://counter.theconversation.com/content/177232/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Qaasim Mian does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Adverse childhood experiences like abuse, neglect and dysfunction at home may not seem like primarily medical problems, but they have significant and enduring impact on physical and mental health.Qaasim Mian, Pediatric Resident, University of AlbertaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1761322022-02-10T20:24:26Z2022-02-10T20:24:26ZChildhood adversity is a ‘cause of causes’ of adult illnesses and mental health problems<figure><img src="https://images.theconversation.com/files/443792/original/file-20220201-22-127qj18.png?ixlib=rb-1.1.0&rect=16%2C663%2C4497%2C2948&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">One child in three is physically or sexually abused or witnesses violence between adults in their home. Other adversities including emotional neglect, living in an unsafe neighbourhood or experiencing prejudice and bullying are even more common.</span> <span class="attribution"><span class="source">(iStock)</span></span></figcaption></figure><iframe style="width: 100%; height: 175px; border: none; position: relative; z-index: 1;" allowtransparency="" src="https://narrations.ad-auris.com/widget/the-conversation-canada/childhood-adversity-is-a--cause-of-causes--of-adult-illnesses-and-mental-health-problems" width="100%" height="400"></iframe>
<p>Every day we are exposed to things like pollution and ultraviolet light which increase our risk of illness. Many people take on additional risks — due to tobacco smoke, fast food or alcohol, for example. </p>
<p>But there is a less-recogized exposure that is even more common than smoking and increases the risk of <a href="https://doi.org/10.1161/cir.0000000000000536">heart disease, diabetes</a>, <a href="https://doi.org/10.1002/cncr.24372">cancer</a>, <a href="https://doi.org/10.1016/s0749-3797(98)00017-8">chronic lung diseases</a>, <a href="https://dx.doi.org/10.2105%2FAJPH.2007.131599">sexually transmitted infections</a>, <a href="https://doi.org/10.1001/jama.2009.1091">chronic pain</a>, <a href="https://doi.org/10.1503/cmaj.131792">mental illness</a> and <a href="https://doi.org/10.1016/j.amepre.2009.06.021">reduces one’s life by as much as 20 years</a>. </p>
<p>This public health hazard that hides in plain sight is childhood adversity: experiences like physical abuse, sexual abuse and neglect.</p>
<h2>Childhood adversity is common</h2>
<p>In Canada, <a href="https://doi.org/10.1503/cmaj.131792">one child in three is physically or sexually abused or witnesses violence between adults in their home</a>. Other adversities such as <a href="https://doi.org/10.1016/j.amepre.2015.02.001">emotional neglect, living in an unsafe neighbourhood or experiencing prejudice and bullying</a> are even more common. Studies in the United States show about <a href="https://doi.org/10.1016/j.amepre.2014.09.006">60 per cent of children and teenagers have these adverse childhood experiences</a>, or ACEs. The more severe the exposure, the greater the health risk. </p>
<p>The reason that ACEs contribute to so many diseases is that they are associated with many things that trigger other causes of disease. Think of ACEs as a “cause of causes.”</p>
<h2>Health risk behaviours and physiological changes</h2>
<figure class="align-left zoomable">
<a href="https://images.theconversation.com/files/445491/original/file-20220209-1970-18lmi5a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Illustration of two people standing at a starting line. One lane is clear while the other has a pitfall." src="https://images.theconversation.com/files/445491/original/file-20220209-1970-18lmi5a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/445491/original/file-20220209-1970-18lmi5a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/445491/original/file-20220209-1970-18lmi5a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/445491/original/file-20220209-1970-18lmi5a.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/445491/original/file-20220209-1970-18lmi5a.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/445491/original/file-20220209-1970-18lmi5a.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/445491/original/file-20220209-1970-18lmi5a.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Adverse childhood events may contribute to cascading health risks over a lifetime.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>As kids who have had adverse experiences grow up, they are more likely to <a href="https://dx.doi.org/10.1016%2Fj.jadohealth.2007.08.029">smoke</a>, to <a href="https://doi.org/10.1111/acer.12053">drink excessively</a> and to <a href="https://dx.doi.org/10.1016%2Fj.jaac.2016.05.010">use nonprescription drugs</a>. They are more likely to <a href="https://doi.org/10.1016/j.chiabu.2016.11.023">engage in risky sexual activities</a> and to <a href="https://doi.org/10.1038/s41598-021-93242-4">become obese</a>. Not all kids with ACEs take on risky activities, of course, but enough to contribute to ACEs’ health consequences.</p>
<p>Growing up in conditions that are consistently frightening or stressful affects the biology of developing bodies, <a href="https://pubmed.ncbi.nlm.nih.gov/24426793/">especially the development of the systems that regulate our reactions to threats</a>, from predators to viruses. ACEs are even associated with <a href="https://doi.org/10.1038/mp.2012.32">changes in our chromosomes</a> that are linked to early mortality. </p>
<h2>Interpersonal and psychological effects</h2>
<p>As psychiatrists for adults who experience physical and mental illness in combination, our patients often tell us about the personal impact of ACEs. One man said he did not “have even the slightest shadow of a doubt that a loss of human connection is the most substantial negative impact” of these experiences. The health costs of human disconnection are profound. Indeed, <a href="https://doi.org/10.1371/journal.pmed.1000316">lacking interpersonal support may hasten mortality as much or more than smoking, excessive drinking, inactivity, obesity or untreated high blood pressure</a>. </p>
<p>The psychological effects of ACEs may be more obvious and can include fearful expectations, a conviction that one is unworthy of love or protection, unregulated anger or shame and discombobulating memories of bad events. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/445498/original/file-20220209-25-rl380b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Illustration of five red hot-air balloons rising into the air, with one held back by a large rock tied to it." src="https://images.theconversation.com/files/445498/original/file-20220209-25-rl380b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/445498/original/file-20220209-25-rl380b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/445498/original/file-20220209-25-rl380b.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/445498/original/file-20220209-25-rl380b.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/445498/original/file-20220209-25-rl380b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/445498/original/file-20220209-25-rl380b.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/445498/original/file-20220209-25-rl380b.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">ACEs greatly increase the risk of depression, anxiety disorders, post-traumatic stress disorder and addictions.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>It greatly increases the risk of depression, anxiety disorders, post-traumatic stress disorder and addictions. The one in three adults who experienced childhood sexual or physical abuse or witnessed interpersonal violence at home <a href="https://doi.org/10.1503/cmaj.131792">have at least twice the incidence of these disorders</a> compared to others.</p>
<p>And then the dominoes fall: mental illness greatly increases the likelihood, burden and consequences of physical illness. To give just one example, <a href="https://doi.org/10.1016/s0006-3223(03)00111-2">in the months after experiencing a heart attack, those who are depressed are several times more likely to die</a>.
So, we see that ACEs don’t only lead to one kind of trouble, but to many. </p>
<h2>Social determinants of health</h2>
<p>Finally, the burden of illness is not distributed fairly. Maintaining health is more challenging for those who are disadvantaged by poverty, lack of education, language barriers, discrimination and living with the continuing systemic harms of colonization and multi-generational trauma.</p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/445493/original/file-20220209-19735-1q36hq5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Illustration of a child climbing up one side of a pyramid in steady steps, helped by an adult. On the other side, another child climbs over a substance-using parent and struggles to find a route up the pyramid." src="https://images.theconversation.com/files/445493/original/file-20220209-19735-1q36hq5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/445493/original/file-20220209-19735-1q36hq5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=521&fit=crop&dpr=1 600w, https://images.theconversation.com/files/445493/original/file-20220209-19735-1q36hq5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=521&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/445493/original/file-20220209-19735-1q36hq5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=521&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/445493/original/file-20220209-19735-1q36hq5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=655&fit=crop&dpr=1 754w, https://images.theconversation.com/files/445493/original/file-20220209-19735-1q36hq5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=655&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/445493/original/file-20220209-19735-1q36hq5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=655&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Childhood trauma has a complex relationship with social determinants of health.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<p>Childhood trauma has a complex relationship with these social determinants of health. On one hand, ACEs are not unique to marginalized groups and can occur across all strata of society. On the other hand, the risk of experiencing ACEs may be greater in some groups and the consequences of ACEs may multiply as social forces interact. </p>
<p>For example, <a href="https://doi.org/10.1016/s0749-3797(99)00084-7">childhood trauma is strongly associated with behaviours that increase the risk of sexually transmitted infections</a>. About <a href="https://doi.org/10.1016/j.psym.2014.10.006">half of the people living with HIV have experienced childhood abuse</a>. HIV is also more common in groups that face discrimination, including <a href="https://www.catie.ca/the-epidemiology-of-hiv-in-canada">men who have sex with men, people who use injectable drugs, Indigenous people</a> and <a href="https://www.ohtn.on.ca/research-portals/priority-populations/african-caribbean-and-black-communities/">immigrants from countries in which HIV is endemic</a>. </p>
<p>Intersecting components of personal experience and identity attract stigma and discrimination, which in turn influences mental health, self-care and one’s ability to navigate a healthcare system that has multiple barriers and gaps. <a href="https://doi.org/10.1016/j.psym.2014.10.006">It is a complex web and ACEs contribute to this complexity</a>.</p>
<h2>A cause of causes</h2>
<p>Events that occur in childhood may contribute to cascading health risks over one’s lifetime. There are so many paths to illness interacting with one another over decades and compromising health in so many ways, that it should be no surprise that <a href="https://doi.org/10.1016/s2468-2667(21)00237-1">childhood adversity is a profound public health problem</a>. </p>
<p>It is time that we, as a society, recognized ACEs as the malignant force that they are. Those affected need to be treated with compassion and also with awareness of the long-lasting effects of early adversity on health. Research that helps us understand the lifelong impact of ACEs could help guide prevention of chronic illnesses and mental health issues in the many people who experience adversity during childhood.</p><img src="https://counter.theconversation.com/content/176132/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Robert Maunder receives funding from Sinai Health and the University of Toronto as Chair of Health and Behaviour at Sinai Health and receives royalties from the University of Toronto Press for Damaged: Childhood Adversity, Adult Illness, and the Need for a Health Care Revolution.</span></em></p><p class="fine-print"><em><span>Jon Hunter receives funding from Sinai Health and is The Pencer Family Chair in Applied General Psychiatry at Sinai Health. He receives royalties from the University of Toronto Press for Damaged: Childhood Adversity, Adult Illness, and the Need for a Health Care Revolution. </span></em></p>One in three children experiences abuse or neglect. These adverse events increase lifelong risks for chronic diseases and mental health issues, creating a public health hazard hiding in plain sight.Robert Maunder, Professor of Psychiatry, University of TorontoJon Hunter, Professor of Psychiatry, University of TorontoLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1758162022-01-28T14:41:49Z2022-01-28T14:41:49Z5 years after the Quebec City mosque shooting: How do children and teens cope with the trauma?<figure><img src="https://images.theconversation.com/files/443011/original/file-20220127-28-vex1s8.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C6006%2C3992&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">A family lights candles at a vigil held in Moncton, N.B., on January 30, 2017, for the victims of the Quebec City mosque shooting.</span> <span class="attribution"><span class="source">THE CANADIAN PRESS/Darren Calabrese</span></span></figcaption></figure><p>Five years ago, on Jan. 29, 2017, six men were killed by a gunman at the Grand Mosque of Québec City. The attack <a href="https://www.thecanadianencyclopedia.ca/en/article/quebec-city-mosque-shooting">also injured eight people</a> and <a href="https://www.cbc.ca/news/canada/montreal/quebec-city-mosque-sentence-survivors-1.5011892">left 17 children orphaned</a>. There were also children on the second floor of the mosque <a href="https://www.thestar.com/news/canada/2017/02/04/what-happened-the-night-of-the-quebec-mosque-attack.html">during the shooting</a>.</p>
<p>How do young victims like these persevere in the wake such an act? How do they adapt to shock and trauma? </p>
<p><a href="https://www.ledevoir.com/societe/664194/tuerie-de-la-mosquee-de-quebec-nous-n-oublierons-jamais">Recent accounts from two young people</a> offer some insight. Members and friends of the Muslim community in Québec City say they will never forget that night. They remain fearful something similar will happen again, but they say they can cope and carry on thanks to the support and solidarity of their community.</p>
<p>As a professor at Laval University’s School of Social Work and Criminology and a co-investigator of the <a href="https://www.traumaconsortium.com/en/%20%22%22">Canadian Consortium on Child and Youth Trauma</a>, I know that the best way to answer these questions is to speak with the young victims. The fifth anniversary of the shooting at the mosque at the Islamic Cultural Centre offers a chance to review the scientific literature on trauma and resilience. </p>
<h2>What is trauma?</h2>
<p><a href="https://www.apa.org/topics/trauma">Trauma</a> (also called an adverse experience) is emotional and physical response to a deeply distressing experience. Many people have difficulty overcoming it.</p>
<p>In my research, I am most interested in <a href="https://cbtpsychology.com/interpersonal-trauma/">interpersonal trauma</a> in children and adolescents. These traumas differ from other adverse experiences such as an accident or a natural disaster. They are unique in that the acts are committed (or omitted) by one or more individuals and are directed at another person, group or community. The shooting at the Grand Mosque can be characterized as an interpersonal trauma because the acts were directed towards a community. </p>
<p>Interpersonal trauma is associated with a myriad of consequences, especially when it occurs during sensitive periods of development, such as childhood and adolescence.</p>
<h2>A brain more sensitive to experiences</h2>
<p>Childhood and adolescence are considered to be important periods of development because brain plasticity (the brain’s ability to change) is at its greatest. The <a href="https://n.neurology.org/content/80/11_Supplement_3/S54.long">brain develops and organizes itself rapidly until age 25</a>. </p>
<p><a href="https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2007/05/Timing_Quality_Early_Experiences-1.pdf">This neuroplasticity</a> makes the brain more sensitive to experiences, whether positive, such as learning, caring or relationships, or negative, such as interpersonal trauma. I am interested in the brain’s potential and vulnerability in children and adolescents who experience trauma.</p>
<p>This vulnerability influences the way interpersonal trauma can lead to <a href="https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/effects">multiple and complex consequences</a> over a lifetime. Importantly, these go well beyond the classic symptoms of post-traumatic stress disorder (reliving, avoidance, alterations in thinking, mood, arousal and reactivity). They include relationship and attachment problems, changes in identity and understanding of the world (such as a negative view of self and others), physical symptoms (stomach aches), difficulties in regulating emotions and behaviours (fear and anxiety, anger and impulsivity), as well as cognitive and learning problems (maintaining attention and learning new things in school). </p>
<p>While it is possible that such consequences may be observed in the young victims of the attack, it is important to recognize that there are significant individual differences among youth. Not everyone exposed to trauma will experience one or more of these consequences. </p>
<p>It is, among other things, these individual differences in the developmental trajectories of young people that interest me in my research: What makes it possible for a young person to develop and function after experiencing adversity? In short, what explains resilience?</p>
<h2>Understanding the resilience process</h2>
<p>Distressing events, such as the one at the Grand Mosque and the current COVID-19 pandemic, have put “resilience” on everyone’s lips. But what is it, exactly?</p>
<p><a href="https://www.apa.org/topics/resilience">Resilience</a> is generally defined as the dynamic process by which a person adapts to adversity. Understanding this process is necessary to prevent adjustment difficulties from emerging and being maintained in youth exposed to trauma.</p>
<p>We know that there are several factors and mechanisms associated with resilience. These can operate prior to adverse experiences to support resilience afterwards. These factors include good <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4084861/">executive function</a> of the brain (the ability to adapt to new situations, solve complex problems and regulate one’s emotions and behaviours), warm and caring interpersonal relationships (a parent figure, support network) or adequate coping strategies to deal with stress. </p>
<p>For example, a <a href="https://link.springer.com/article/10.1007%2Fs10567-019-00293-1">meta-analysis</a> of 118 studies, totalling more than 100,000 participants, showed social support and regulation skills had protective effects in children who were victims of interpersonal violence.</p>
<h2>Focusing on the strengths and resources of youth</h2>
<p>Several other factors and mechanisms associated with resilience unfold after an adverse experience, and can support recovery and rehabilitation. These include, but are not limited to, learning and healing within caring and supportive interpersonal relationships, as well as psychosocial interventions.</p>
<p>Indeed, a large body of research shows that psychosocial interventions (such as <a href="https://pubmed.ncbi.nlm.nih.gov/32318168/">cognitive-behavioural therapies</a> or <a href="https://doi.org/10.1016/j.chiabu.2021.105296">trauma-sensitive approaches</a>) are associated with a decrease in post-traumatic symptoms and improved functioning in youth. </p>
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<p><a href="https://journals.sagepub.com/doi/10.1177/1745691617693054">Youth may even develop strengths</a> or skills that are useful and adaptive in the face of adversity, such as being vigilant or able to divide their attention. </p>
<p>Together, the factors and mechanisms associated with resilience can become levers for change that help youth exposed to trauma. They can get them to focus on their resources and strengths, instead of on their challenges. </p>
<h2>Healing and regaining a sense of security</h2>
<p>Experiencing trauma in childhood or adolescence can have multiple, complex consequences, but not always — there is room for resilience and healing, especially when the young person has the <a href="https://pubmed.ncbi.nlm.nih.gov/20331672/">protective effect</a> of a parent figure or support network to help them regain a sense of safety.</p>
<p>Although this overview of the scientific literature on interpersonal trauma offers some insights into the impact of the shooting at the Grand Mosque in Québec City on young people, it cannot fully reflect their experience.</p>
<p>Nevertheless, it is with this <a href="https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf">trauma-sensitive lens</a> that we can, collectively, recognize the potential consequences of interpersonal trauma for individuals, families, communities and society, but also the possibilities for resilience and healing.</p><img src="https://counter.theconversation.com/content/175816/count.gif" alt="La Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Alexandra Matte-Landry ne travaille pas, ne conseille pas, ne possède pas de parts, ne reçoit pas de fonds d'une organisation qui pourrait tirer profit de cet article, et n'a déclaré aucune autre affiliation que son organisme de recherche.</span></em></p>How can scientific literature on interpersonal trauma help us better understand the impact of tragedy, especially on children who are still developing?Alexandra Matte-Landry, Professeure adjointe en criminologie, travaillant sur l'adversité et la résilience chez les enfants et les adolescents, Université LavalLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1686442021-10-06T16:30:21Z2021-10-06T16:30:21ZGifted children with ADHD, and the challenges their parents face<figure><img src="https://images.theconversation.com/files/424853/original/file-20211005-18-wts1jo.jpg?ixlib=rb-1.1.0&rect=108%2C30%2C3911%2C2987&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Some children have both intellectual giftedness and a disorder such as ADHD. Without guidance, their parents often find themselves at a loss in the school system. </span> <span class="attribution"><span class="source">(Unsplash)</span></span></figcaption></figure><p>With the new school year underway, some parents will have a harder time than others because of a little known, but very real phenomenon: their child is “<a href="https://doi.org/10.1177%2F0016986214534976">twice exceptional</a>.” These children have both the potential for high achievement (“gifted”) and a one or more disabilities, such as <a href="https://www.healthlinkbc.ca/health-topics/hw166083">attention deficit hyperactivity disorder (ADHD)</a> or generalized anxiety.</p>
<p>While giftedness is a strength, being twice exceptional creates a <a href="https://doi.org/10.1177%2F2156759X0601001S03">vulnerability</a> for a child. The number of twice-exceptional children in Québec is estimated to be between 20,000 and 30,000, but their exact number is unknown because it is difficult to identify them. Their parents, however, know that something needs to be done.</p>
<p>Parents have to deal with their child’s <a href="https://content.apa.org/record/2017-32525-029">difficulties in adjusting, and psychological, social and behavioural problems</a> that may come with being twice exceptional. These parents face many challenges on a daily basis, which exacerbate <a href="https://scholarworks.waldenu.edu/dissertations/6146/">parental stress</a>.</p>
<p>Juliette is a first-year doctoral student in psychology at the University of Sherbrooke working Mathieu’s laboratory. We are interested in the experience of these parents and, more specifically, in the relationship between their stress levels and their sense of how effective they are as parents.</p>
<h2>Problems at school</h2>
<p>Many parents of gifted children with ADHD report having been called by their child’s teacher to discuss their child’s disruptive behaviour in class. Teachers will often report that the child’s high level of agitation distracts other students and that they have trouble following instructions.</p>
<p>Although the teacher may say a child’s impulsive behaviour needs to be closely monitored, the teacher may also remark on the child’s impressive creativity. After hearing this, many parents will go on a search for answers, which often culminates in a request for a neuropsychological evaluation. With a little luck, the right identification will be made: giftedness and ADHD.</p>
<figure class="align-center ">
<img alt="A boy in a classroom holding his hands out and yelling" src="https://images.theconversation.com/files/424854/original/file-20211005-23-ufu3ri.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/424854/original/file-20211005-23-ufu3ri.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/424854/original/file-20211005-23-ufu3ri.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/424854/original/file-20211005-23-ufu3ri.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/424854/original/file-20211005-23-ufu3ri.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/424854/original/file-20211005-23-ufu3ri.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/424854/original/file-20211005-23-ufu3ri.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">The giftedness may be so strong that the child performs well, masking the difficulty created by the ADHD. Conversely, the attention disorder may be so strong that the child underperforms, masking their giftedness.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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</figure>
<h2>Intense parental stress</h2>
<p>Although <a href="https://www.psychologytoday.com/ca/blog/much-more-common-core/202007/equity-twice-exceptional-students">the reality of twice-exceptional children is unknown</a> to the general public and even to health professionals, the daily stress that parents of these children experience in their role is entirely overlooked. This <a href="https://pubmed.ncbi.nlm.nih.gov/20047600/">stress is explained</a> by the gap between the perception of parental expectations and the resources available to them. It is a real burden for the parents of gifted and vulnerable children.</p>
<p>Parents are at greater risk of developing <a href="https://www.doi.org/10.12987/yale/9780300103939.001.0001">physical and psychological health problems</a>, such as depression and anxiety, and they generally experience more marital conflict. In addition, their stress affects the <a href="https://doi.org/10.1007/s10802-017-0313-6">social, emotional and behavioural development</a> of their child.</p>
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<h2>Misunderstood parents</h2>
<p>Parents of gifted children often find their child’s <a href="https://doi.org/10.1177%2F0016986213500068">early development</a> sets them apart from their peers. Parents of children with attention deficit disorder find that their child’s rate of development may be below average. Yet parents of gifted and ADHD children experience both of these realities simultaneously, which often means <a href="https://doi.org/10.1177%2F0016986215569275">facing prejudice</a> from teachers, doctors and family.</p>
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<img alt="Thoughtful girl, looks up" src="https://images.theconversation.com/files/422678/original/file-20210922-23-rtfxay.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/422678/original/file-20210922-23-rtfxay.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/422678/original/file-20210922-23-rtfxay.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/422678/original/file-20210922-23-rtfxay.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/422678/original/file-20210922-23-rtfxay.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/422678/original/file-20210922-23-rtfxay.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/422678/original/file-20210922-23-rtfxay.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Gifted and ADHD children experience both realities simultaneously. Their parents face prejudice from teachers, doctors and family.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
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</figure>
<p>Indeed, it may be difficult to conceive that a gifted child could also, for example, have learning difficulties. As a result, parents of these exceptional but vulnerable children need to advocate for their child’s <a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781315639987-42/parenting-twice-exceptional-child-tracy-missett">special needs</a> in the school, community and even political spheres. As a result, it is not uncommon for these parents to be perceived as <a href="https://www.davidsongifted.org/gifted-blog/15-year-review-parenting-twice-exceptional-children-through-frustration-to-success/">perfectionist, demanding and challenging</a>.</p>
<p>For example, the lack of knowledge about twice-exceptional children in some primary and secondary schools means that many parents must inform the teaching staff about their child’s condition. They must have it recognized as equally valid as other vulnerabilities and must insist that an intervention plan to meet their child’s needs be drawn up during their child’s assessment, then put in place.</p>
<h2>A delicate balance</h2>
<p>Identifying a twice-exceptional child is all the more difficult since the condition manifests itself in different ways for each child. The giftedness may be so strong that the child performs well, masking the difficulty created by the ADHD. Conversely, the attention disorder may be so strong that the child underperforms, masking their giftedness. Finally, it is also possible that the giftedness and the attention disorder hide each other, called <a href="https://doi.org/10.1177%2F0888406409356392">the masking effect</a>.</p>
<p>However, if neither the giftedness nor the associated disorder is identified, then the child cannot benefit from interventions for either of their exceptionalities, which are necessary for them to develop to their full potential. This exacerbates parents’ stress, as they are aware that their child’s emotional and educational needs are not being met.</p>
<h2>A promising future</h2>
<p>Dual exceptionality is still a <a href="https://www.psychologytoday.com/ca/blog/much-more-common-core/202007/equity-twice-exceptional-students">taboo subject</a>. It is possible that values of humility and modesty rather than wealth and success may have played an important role in our societal choices in this area.</p>
<p>Fortunately, the Québec Ministry of Education and Higher Education recently published the document “<a href="http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/adaptation-scolaire-services-comp/Reussite-educative-eleves-doues.pdf">Acting to support the success of gifted students</a>.” It aims to support teachers, complementary educational services staff, school principals and parents in their understanding of the needs of gifted students and in their efforts to meet them in the school environment. </p>
<p>It presents several actions, such as academic acceleration, mentoring and extracurricular activities, that can be used to maintain the motivation of gifted students and help them develop to their full potential.</p><img src="https://counter.theconversation.com/content/168644/count.gif" alt="La Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Juliette François-Sévigny receives funding from the Conseil de recherche en sciences humaines.</span></em></p><p class="fine-print"><em><span>Mathieu Pilon receives funding from the Fonds de recherche du Québec - Société et culture and the Fonds de la recherche du Québec - Santé.</span></em></p>While giftedness is a strength for children, being twice exceptional creates a vulnerability.Juliette François-Sévigny, Étudiante au doctorat en psychologie (Ph.D.-RI) - Cheminement psychologie clinique de l'enfant, de l'adolescent et des parents, Université de Sherbrooke Mathieu Pilon, Professeur adjoint, Département de psychologie, Université de Sherbrooke Licensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1631572021-07-21T12:15:49Z2021-07-21T12:15:49ZEffects of childhood adversity linger during college years<figure><img src="https://images.theconversation.com/files/410617/original/file-20210709-13-sex02v.jpg?ixlib=rb-1.1.0&rect=15%2C0%2C5017%2C3349&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">A study found that 22.8% of college students had experienced at least four adverse childhood experiences. </span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/stressed-student-royalty-free-image/1183395875?adppopup=true">Carol Yepes/Getty Images </a></span></figcaption></figure><p><em>The <a href="https://theconversation.com/us/topics/research-brief-83231">Research Brief</a> is a short take about interesting academic work.</em></p>
<h2>The big idea</h2>
<p>College students who experienced a high level of adversity in childhood have lower levels of social support, such as having someone to confide in, ask for advice or go to for emotional support. When students lack these supportive relationships, they are at an increased risk of experiencing depression and anxiety. These are a few of the findings from our <a href="https://doi.org/10.1080/07448481.2020.1791882">peer-reviewed study</a> published in 2020 in the Journal of American College Health.</p>
<p>A <a href="https://doi.org/10.1016/S2468-2667(17)30118-4">substantial body of research</a> reveals that adverse childhood experiences can have lifelong consequences. When children suffer from abuse or neglect, witness domestic violence, or experience parental substance abuse, mental illness or incarceration, they are <a href="https://doi.org/10.1016/S2468-2667(17)30118-4">at increased risk</a> for physical and mental health problems and poor educational outcomes. Our study delves into how childhood adversity relates to specific aspects of the social and psychological well-being of college students. </p>
<p>Our interdisciplinary research team conducted a survey of over 400 students at Texas State University. We found that a little more than one out of every five students – specifically, 22.8% – reported experiencing four or more adverse childhood experiences, an amount of adversity associated with a considerable increase in the risk of poor outcomes. </p>
<p><a href="https://doi.org/10.1002/smi.2761">Consistent with other research</a>, we found that these students had higher rates of depression and anxiety than students with fewer adverse childhood experiences. </p>
<h2>Why it matters</h2>
<p>Mental health disorders among college students have risen significantly in the past 10 years both in terms of <a href="https://doi.org/10.1176/appi.ps.201800332">incidence and severity</a>. </p>
<p>Disorders such as depression and anxiety contribute to poor academic performance and an increased risk of <a href="https://doi.org/10.1016/j.jpsychires.2008.01.016">dropping out</a> of college. The average ratio of students to campus mental health counselors is <a href="https://iacsinc.org/staff-to-student-ratios/">1,600 to 1</a>. The gap between the need for mental health services and available resources has produced what Lauren Lumpkin, of The Washington Post, referred to as a “<a href="https://www.washingtonpost.com/education/2021/03/30/college-students-mental-health-pandemic/">mental health crisis” on college campuses</a>.</p>
<p>When students head back to college in the fall, our research suggests, colleges can help students stay in school if they better understand what students have been through and what they need to succeed. Many of these students were already struggling before the pandemic, and the pandemic has only produced <a href="https://www.washingtonpost.com/education/2021/03/30/college-students-mental-health-pandemic/">more fear, loss and social isolation</a>.</p>
<h2>What still isn’t known</h2>
<p>Although we found that students who have suffered considerable adversity in childhood lack social support, we still don’t know what types of support they need or want the most. For example, would students participate in a mentoring program, and if so, would they prefer a faculty and staff or a peer support program? Would group counseling sessions be utilized, or would health-promoting group activities, such as nature walks or yoga classes, be more effective at helping students improve their mental health and connect with others on campus?</p>
<h2>What’s next</h2>
<p>Our research team will be working to better understand the needs of students with a history of complex trauma, identify their unique strengths and evaluate how to best help them succeed. We are also examining the potential for post-traumatic growth among these students. Post-traumatic growth is the process through which adversity contributes to the development of positive personal qualities such as empathy, altruism and openness. </p>
<p>[<em>Like what you’ve read? Want more?</em> <a href="https://theconversation.com/us/newsletters/the-daily-3?utm_source=TCUS&utm_medium=inline-link&utm_campaign=newsletter-text&utm_content=likethis">Sign up for The Conversation’s daily newsletter</a>.]</p><img src="https://counter.theconversation.com/content/163157/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Toni Watt does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Multiple difficult childhood experiences can lead to depression and anxiety during college, research has found. Lack of support often makes things worse.Toni Watt, Professor of Sociology, Texas State UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1616192021-06-07T12:36:13Z2021-06-07T12:36:13ZI’m fully vaccinated – should I keep wearing a mask for my unvaccinated child?<figure><img src="https://images.theconversation.com/files/403838/original/file-20210601-27-6d5aii.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C4000%2C2664&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Keeping kids safe is complicated and requires care for both physical and mental health.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/news-photo/little-girl-wearing-a-protective-face-mask-rides-an-news-photo/1226986917">Pablo Cuadra/Getty Images</a></span></figcaption></figure><p>Fully vaccinated adults are celebrating <a href="https://www.cdc.gov/coronavirus/2019-ncov/vaccines/fully-vaccinated.html">their new freedom</a> and removing their face masks. Yet for parents of children under age 12, the rejoicing might be short-lived. </p>
<p>Since children that age do not yet have access to vaccines, the <a href="https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/children/protect-children.html">Centers for Disease Control and Prevention says</a> they are better off staying masked when in public and around people they don’t live with. </p>
<p>Now what? Do “good parents” keep their child’s face shield on at playgrounds, barbecues and play dates, teaching health and safety above all? Or do they “let kids be kids” and tell their child it’s OK to take the mask off? What if a child’s circle includes unvaccinated people at high risk of serious disease? With summer fast approaching, parents of youngsters must face these questions head-on.</p>
<p>As a <a href="http://depts.washington.edu/bhdept/nancy-s-jecker-phd">moral philosopher and bioethicist</a>, I analyze ethical dilemmas, and lately I’ve thought a lot about <a href="http://dx.doi.org/10.1136/medethics-2021-107235">ethical dilemmas raised by the COVID-19 pandemic</a>. I’ve also written about a little-known field – ethics and the family – which asks what parents owe their children, <a href="https://www.jstor.org/stable/20014269?seq=1">what children owe their parents</a>, and what <a href="https://www.researchgate.net/publication/343485230_What_Do_Husbands_and_Wives_Owe_Each_Other_in_Old_Age">spouses owe each other</a>. There are a few tools in my ethics toolkit that might help with the mask question.</p>
<h2>Protecting safety at all costs</h2>
<p>There’s an ethical view that holds that people are not just driven to do more for their family members, but have a <a href="https://plato.stanford.edu/entries/special-obligations/">special moral duty</a> to do more. This special duty arises by virtue of the relationships of love and affection in which families ideally stand. </p>
<p>On some accounts, a special duty might even require doing “<a href="https://doi.org/10.1093/jmp/20.2.145">everything possible</a>” to keep a loved one safe. Reasoning along these lines, one might hold that parents have a duty to lay down the law when it comes to masking.</p>
<p>Yet a potential snag in this line of thinking is that it is at odds with other decisions people make for their children – like routinely letting kids do risky things such as climb trees or ski down slopes. What’s more, keeping children safe is complicated. Presumably, it includes <a href="https://www.aappublications.org/news/2021/03/15/ebhguidance3-15-21">protecting children’s mental health</a> and social development. A masked summer could frustrate such efforts. </p>
<h2>Letting kids be kids</h2>
<p>A different way of thinking is that unmasking is justified to let kids be kids. The Swiss enlightenment philosopher Jean-Jacques Rousseau <a href="https://oll.libertyfund.org/title/rousseau-emile-or-education">might have supported this view</a>. He held that childhood is valuable for its own sake, and that the best way to bring up children is to let them develop naturally. </p>
<p>Too often, parents bring to parenting their own “<a href="http://www.doi.org/10.1093/oso/9780190949075.001.0001">life-stage bias</a>,” which occurs when ethical concerns – such as safety – that are prominent at one life stage are generalized and assumed to be central for all life stages. While children should, of course, be kept safe to prepare them for adulthood, preparing for adulthood should not crowd out all other values, or keep children from the joys of childhood.</p>
<p>The point here is that <a href="https://doi.org/10.1111/japp.12204">childhood is a one-of-a-kind experience</a>. For example, childhood friendships <a href="http://www.doi.org/10.1093/acprof:oso/9780199656066.003.0003">differ from adult ones</a>, and childhood play calls upon a child’s ability to become absorbed in make-believe worlds and entertain radically different worlds. </p>
<p>To the extent that children miss out on healthy childhood experiences, they cannot readily make them up. For example, having more adult friends will not compensate for lacking childhood ones, and playing more as an adult will not replace childhood play. The window closes.</p>
<p>Whether masking interferes a lot or only mildly with childhood fun will depend on a number of factors, such as the child’s age (a 2-year-old may have a harder time than a 10-year-old), activity (wearing a mask while playing dolls may be easier than while playing basketball) and aversion to masking (which may vary based on the child’s personality or whether their friends mask).</p>
<h2>Civic responsibility</h2>
<p>Of course, the other reason for children to mask is that this prevents them from transmitting the coronavirus to others. Especially if a child’s circle includes someone with heightened risk of severe disease and death from the virus, this consideration will be overriding. </p>
<p>For example, if a child’s neighbor is <a href="https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/people-with-medical-conditions.html">a 5-year-old with Down syndrome, or their best friend has asthma</a>, or they have a family member who is vaccinated but whose <a href="https://www.sciencemag.org/news/2021/04/covid-19-vaccines-may-protect-many-not-all-people-suppressed-immune-systems">immune system is suppressed by drugs or disease</a>, they should keep their mask on. In these situations, it is important for parents to acknowledge that masking is not what the child wants to do, but that putting others’ health and safety first sometimes matters most.</p>
<h2>Masking in solidarity</h2>
<p>Parents who choose to keep their unvaccinated child masked might ask the child if it would help them if they masked too. Masking with a child conveys appreciation and recognition that, for some kids, keeping a mask on is a big ask. Such a move throws a wrench in parents’ own unmasking celebrations. But parents can celebrate later, after their child gets vaccinated, and when their child can celebrate too. </p>
<p>While these decisions can be tough for parents and kids alike, the good news is that children ages 2 to 11 will probably have <a href="https://www.aappublications.org/news/2021/05/04/pfizer-covid-vaccine-children-050421">access to vaccines in September</a>.</p>
<h2>The upshot</h2>
<p>Parents and caregivers have made so many sacrifices over the course of the pandemic to keep kids safe. Summertime, typically a period of carefree play, promises long-awaited relief. </p>
<p>For some families with small children, the masks are coming off and they’re headed to Disney World, which <a href="https://www.usatoday.com/story/travel/experience/america/theme-parks/2021/05/13/disney-mask-requirement-cdc-fully-vaccinated-no-masks-indoors-outdoors/5080931001/">no longer requires masks outdoors</a>. For other families, all their prior efforts might feel wasted if they didn’t go the last mile and wait a bit longer. </p>
<p>Whatever parents decide, they should communicate their message in a way that shows love and support for their child.</p><img src="https://counter.theconversation.com/content/161619/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Nancy S. Jecker does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A moral philosopher and bioethicist offers parents some tips for weighing family masking decisions.Nancy S. Jecker, Professor of Bioethics and Humanities, School of Medicine, University of WashingtonLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1591912021-04-20T23:05:14Z2021-04-20T23:05:14ZFederal budget 2021: 7 actions to ensure Canada’s ‘child-care plan’ is about education<p>The 2021 federal budget <a href="https://www.cbc.ca/news/politics/federal-budget-freeland-tasker-1.5991137">promises new investments of up to $30 billion over five years</a>
and <a href="https://www.cbc.ca/news/politics/federal-budget-freeland-tasker-1.5991137">$8.3 billion per year after that</a> to create a <a href="https://www.canada.ca/en/department-finance/news/2021/04/budget-2021-a-canada-wide-early-learning-and-child-care-plan.html">Canada-wide early learning and child-care plan</a>.</p>
<p>Funds committed by Minister of Finance Chrystia Freeland could create a made-in-Canada early childhood education system comparable to <a href="https://core.ac.uk/download/pdf/153399345.pdf">those offered by non-English speaking G7 countries</a>. The federal government says it will work with provincial, territorial and Indigenous partners.</p>
<p>As Canadian researchers with more than two decades of teaching and researching early childhood education, we believe it is critical for people in Canada to know and understand what is possible in early childhood education beyond the provision of safe and affordable care for children while adults work.</p>
<h2>Children as participants</h2>
<p>We are part of an <a href="https://www.earlychildhoodcollaboratory.net">Early Childhood Pedagogies Collaboratory</a>: We bring together collaborative research in a virtual “laboratory” dedicated to researching early childhood curriculum. We are a cross-Canada network interested in supporting children and educators <a href="https://www.disorientatingearlychildhood.net/">as active participants facing the political, economic and social complexities of contemporary Canada</a>. </p>
<p>As legislators, advocates, educators and families come together to make decisions about the details of the 2021 federal budget, we do not want to miss the opportunity to create a system that ensures early childhood education is indeed about education.</p>
<p>If governments see early childhood education as a service for working parents, they miss out on understanding the rich educational experiences in children’s lives that also shape our collective future.</p>
<p>If we are serious about creating a national system that acknowledges child care for the educational project it is, more is required than mere replication of service-based models.</p>
<p>Our early childhood collaboratory advances the <a href="https://childcarecanada.org/documents/research-policy-practice/20/12/conditions-moving-beyond">following seven actions as vital for envisioning a national program</a>. We believe these actions provide people across Canada with a framework to imagine vibrant educational and inclusive spaces that young children deserve.</p>
<p><strong>Action 1:</strong> Create provincial curriculum frameworks to provide a vision for early childhood education that responds to 21st-century challenges. Early childhood curriculum frameworks need to prioritize education as an undertaking far more complex than simply socializing young children. Such frameworks focus on supporting children to be creative thinkers, able to create more liveable worlds for all. </p>
<p><strong>Action 2:</strong> Advocate for better wages for early childhood educators and provide them with opportunities to earn university degrees. Early childhood educators should receive compensation that allows them to sustain their critical role in early education. </p>
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Read more:
<a href="https://theconversation.com/canadas-covid-19-child-care-plan-must-start-with-investing-in-early-childhood-educators-157553">Canada's COVID-19 child-care plan must start with investing in early childhood educators</a>
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<p>Educators are inventive, dedicated and intellectually rich people. Systematic research <a href="https://www.eurofound.europa.eu/publications/report/2015/working-conditions-social-policies/early-childhood-care-working-conditions-training-and-quality-of-services-a-systematic-review">consistently points to the correlation between educational requirements and working conditions of educators</a>. When early childhood educators hold (at a minimum) a bachelor’s degree and have the opportunity to participate in meaningful professional learning, they are more likely to prioritize educational practices in early childhood centres.</p>
<p><strong>Action 3:</strong> Urge early childhood education centres <a href="https://www.earlychildhoodcollaboratory.net/our-ethos">commit to particular educational values</a>.
Values define the purposes and processes that orient educational decisions. Alongside a provincial curriculum framework, values guide educators and children as they respond to specific local challenges. </p>
<p><strong>Action 4:</strong> Consider how educational values link the early childhood education centre to broader issues and concerns. In <a href="http://commonworlds.net/">today’s complex world</a> many educators are concerned about our environmental crisis and global inequities, and <a href="https://unesdoc.unesco.org/ark:/48223/pf0000374032">are committed to educating for future survival</a>. Values for early childhood education should be locally generated and <a href="http://www.fikilenxumalo.com/lab-members.html">grounded in community knowledges</a>. They should respond to current global injustices including food insecurity, inclusion, <a href="https://doi.org/10.4324/9780429427480">ongoing colonization</a>, <a href="https://doi.org/10.1080/13613324.2019.1592837">systemic racism</a>, poverty, <a href="http://www.climateactionchildhood.net/">climate change</a> and pandemics. </p>
<p><strong>Action 5:</strong> Consider how values can be enacted through curriculum processes carefully created to sustain inquiry, thinking and collective learning. To create an early childhood system that takes seriously children’s ideas, experiences and relationships, the curriculum cannot be composed of unrelated activities designed to merely entertain children. Together, <a href="https://www.earlychildhoodcollaboratory.net/images-of-communities-and-families">families</a>, <a href="https://www.earlychildhoodcollaboratory.net/imagesofeducator">educators</a> and <a href="https://www.earlychildhoodcollaboratory.net/images-of-childhood">children</a> create curriculum that emphasizes relationships and spaces of collective investigation, where educators and children are in dialogue <a href="https://movingpedagogies.blog.ryerson.ca">with each other and with the world</a>. </p>
<figure class="align-center ">
<img alt="Educators with children." src="https://images.theconversation.com/files/396046/original/file-20210420-15-1k918we.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/396046/original/file-20210420-15-1k918we.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/396046/original/file-20210420-15-1k918we.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/396046/original/file-20210420-15-1k918we.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/396046/original/file-20210420-15-1k918we.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/396046/original/file-20210420-15-1k918we.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/396046/original/file-20210420-15-1k918we.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Young children and educators in dialogue with each other at the Children’s Centre at Capilano University in Capilano, B.C.</span>
<span class="attribution"><span class="source">(Sylvia Kind)</span>, <span class="license">Author provided</span></span>
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<p><strong>Action 6:</strong> Encourage educators to engage in the practice of what early childhood researchers and educators call “pedagogical documentation” to co-create curriculum with children. Through this practice, educators <a href="https://utorontopress.com/ca/journeys-3">consider their everyday work with children, and propose engagements that further their shared questions, ideas and experiences</a>. It is also a practice of collective memory that <a href="https://pedagogistnetworkontario.com/on-becoming-a-pedagogist-brief-thoughts-on-pedagogical-documentation">makes educational processes visible</a>, inviting families to engage with ideas, questions and concerns pertaining to education for young children. It can also feed into larger research processes, and <a href="https://encounterswithmaterials.com/">invite the broader public to have a deeper understanding of early childhood education</a>.</p>
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Read more:
<a href="https://theconversation.com/kindergarten-scrapbooks-arent-just-your-childs-keepsake-theyre-central-to-learning-117066">Kindergarten scrapbooks aren't just your child's keepsake — they're central to learning</a>
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<p><strong>Action 7:</strong> Create the conditions for educators to closely work with pedagogists.
Pedagogists are professionals who support early childhood educators; their work is inspired by the <a href="https://www.ibs.it/educatori-pedagogisti-tra-formazione-autoformazione-libro-silvana-calaprice/e/9788835109310">Italian “pedagogista”</a> tradition <a href="https://www.reggiochildren.it/en/reggio-emilia-approach/">in the Reggio Emilia style of education</a>. These professionals don’t follow a doctrine or a pre-determined practice, but they are immersed <a href="https://www.youtube.com/watch?v=C8bUUkTshhM&ab_channel=CommonWorldsResearchCollective">in early childhood education programs and work alongside educators</a> to support curriculum. Unlike early childhood educators, they do not work directly with children. </p>
<p>This is a <a href="https://www.ecpn.ca/about/pedagogists-role">new role in Canada</a> that scholars in our collective have been involved in creating with the Ministry of Children and Family Development in British Columbia. The role is rooted in and related to similar roles seen in early childhood education in other countries like Italy, Belgium and Sweden. </p>
<p>Across the country, pedagogists now serve some Indigenous communities in B.C. through the <a href="https://fnpn.ca/">First Nations Pedagogies Network</a>. Groups of educators in <a href="https://www.ecpn.ca/">B.C.</a> and <a href="https://pedagogistnetworkontario.com/">Ontario</a> are also <a href="https://doi.org/10.18357/jcs.v44i1.18785">working alongside a pedagogist</a>. However, the role of the pedagogist can be part of a new Canadian early education system that strives for equitable curriculum that is locally meaningful. </p>
<p>Early childhood education holds enormous potential as a conduit for transformative social, cultural and political change. Realizing this potential requires provincial governments to fund and sustain a public system similar to the one already in place for school-age children. </p>
<p>Canada has an opportunity to become a world leader in early childhood education. With monumental federal support, this is the time to build a sustainable and relevant early education system responsive to the concerns of the 21st century.</p>
<p><em>These ideas were generated by the members of the Early Childhood Pedagogies Collaboratory.</em></p><img src="https://counter.theconversation.com/content/159191/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Veronica Pacini-Ketchabaw receives funding from BC Government (MCFD) and SSHRC. </span></em></p><p class="fine-print"><em><span>Alex Berry receives funding from SSHRC.</span></em></p><p class="fine-print"><em><span>Cristina Delgado Vintimilla receives funding from SSHRC</span></em></p><p class="fine-print"><em><span>Fikile Nxumalo receives funding from SSHRC</span></em></p><p class="fine-print"><em><span>Kathleen Kummen receives funding from BC Ministry for Children and Family Development (MCFD) and SSHRC</span></em></p><p class="fine-print"><em><span>Laurie Kocher works for Capilano University. Receives funding from SSHRC. </span></em></p><p class="fine-print"><em><span>Nicole Land receives funding from SSHRC and Ryerson University. </span></em></p><p class="fine-print"><em><span>Sylvia Kind works for Capilano University. Receives SSHRC research funding.</span></em></p><p class="fine-print"><em><span>Cory Jobb, Kelly-Ann MacAlpine, Meagan Montpetit, Narda Nelson, and Randa Khattar do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Canada has an opportunity to become a world leader in early childhood education. With monumental federal support, this is the time to build a sustainable and relevant early education system.Veronica Pacini-Ketchabaw, Professor of Early Childhood Education, Western UniversityAlex Berry, PhD Candidate, Faculty of Education, Western UniversityCory Jobb, PhD candidate, Curriculum Studies, Western UniversityCristina Delgado Vintimilla, Assistant professor, Early Childhood, Faculty of Education, York University, CanadaFikile Nxumalo, Assistant professor, Department of Curriculum, Teaching & Learning, Ontario Institute for Studies in Education, University of TorontoKathleen Kummen, Chair, Education and Childhood Studies, Capilano UniversityKelly-Ann MacAlpine, PhD student, Faculty of Education, Western UniversityLaurie Kocher, Associate professor, Department of Early Childhood Care and Education, Capilano UniversityMeagan Montpetit, PhD Candidate, Faculty of Education, Western UniversityNarda Nelson, PhD student, Faculty of Education, Western UniversityNicole Land, Assistant professor, School of Early Childhood Studies, Toronto Metropolitan UniversityRanda Khattar, Adjunct professor; Faculty of Education, Western UniversitySylvia Kind, Associate lecturer, School of Education and Childhood Studies, Capilano UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1501122021-01-13T16:52:56Z2021-01-13T16:52:56ZJoe Biden and Kamala Harris could transform American childhood<figure><img src="https://images.theconversation.com/files/378313/original/file-20210112-23-1wlv14i.jpg?ixlib=rb-1.1.0&rect=0%2C718%2C6000%2C3269&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Children wave American flags before an event with President-elect Joe Biden in November 2020, in Wilmington, Del. </span> <span class="attribution"><span class="source">(AP Photo/Andrew Harnik)</span></span></figcaption></figure><p>Inauguration Day approaches in the United States after a bitterly divisive election and the unprecedented events surrounding <a href="https://theconversation.com/pro-trump-rioters-storm-u-s-capitol-as-his-election-tantrum-leads-to-violence-149142">the confirmation of Joe Biden’s electoral college victory</a>. The world is waiting to see what changes a Joe Biden/Kamala Harris administration might bring to the beleaguered nation. </p>
<p>Many believe that the president-elect bears the responsibility for the <a href="https://www.thenation.com/article/politics/trump-coup-election-michigan/">future of American democracy</a>, while others assert that what’s at stake is the fate of the nation’s <a href="https://www.scientificamerican.com/article/the-biden-administration-must-double-down-on-science/">scientific capacity</a> to respond both to the pandemic and to the climate crisis. </p>
<p>As researchers who study childhood, we believe that the new administration could also play an important role in determining the future of another important ideal — the “<a href="https://psycnet.apa.org/doiLanding?doi=10.1037%2F0003-066X.34.10.815">American child</a>.” What happens over the next four years could have a lasting impact on how childhood is understood and experienced in the United States and beyond.</p>
<h2>Inventing the ‘American child’</h2>
<p>Children were central to political debate throughout the 2020 presidential election. From unfounded fears of a <a href="https://www.nytimes.com/2020/06/27/technology/pizzagate-justin-bieber-qanon-tiktok.html">bogus child-trafficking conspiracy</a> to inspiring messages of <a href="https://www.parents.com/news/kamala-harris-acceptance-speech-was-a-message-of-hope-for-kids-of-all-genders-this-is-a-country-of-possibilities/">possibility and equity</a>, the child was an important campaign tool for winning hearts and minds on both ends of the political spectrum. </p>
<p>As Yale psychologist William Kessen pointed out more than four decades ago, the “<a href="https://quote.ucsd.edu/childhood/files/2013/04/kessen-amerchild.pdf">American child</a>” at the heart of these debates is a cultural invention. What Kessen was pointing out was that childhood is not an undisputed truth, but a malleable and changing social construct. </p>
<p>In the U.S., and in the western world more broadly, one of the most common beliefs about childhood has been that it should be a <a href="https://journals.sagepub.com/doi/full/10.1177/0907568218811484">universal time of innocence</a>, or separation from “adult” realities like work, politics and war. This belief became widespread in the late 19th century when concern over the living and working conditions of the poor led to a crusade for child protection. </p>
<p>The preservation of childhood innocence became a guiding factor for laws and policies on child care, education and labour. </p>
<h2>Questioning innocence</h2>
<p>In recent decades, this assumption of innocence has increasingly been recognized as a myth. </p>
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Read more:
<a href="https://theconversation.com/coronavirus-isnt-the-end-of-childhood-innocence-but-an-opportunity-to-rethink-childrens-rights-134478">Coronavirus isn't the end of 'childhood innocence,' but an opportunity to rethink children's rights</a>
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<p>Particularly in 2020, given the twin crises of the <a href="https://www.nytimes.com/2020/05/31/us/george-floyd-protests-coronavirus.html">COVID-19 pandemic and police violence</a> in the U.S., it’s clear that few people, including children, escape adversity. Yet innocence is a persistent fantasy that has real consequences. </p>
<p>As the articles featured in the newest issue of <a href="https://www.tandfonline.com/toc/rcui20/50/4?nav=tocList"><em>Curriculum Inquiry</em></a> illustrate, the myth of childhood innocence is continually employed as a political tool that diminishes difficult lived experiences, limits historical understanding and shapes social interactions. In other words, advocating for the protection of innocence does not actually protect children. </p>
<p>As we observe in the <a href="https://www.tandfonline.com/doi/full/10.1080/03626784.2020.1851521">issue’s editorial</a>, when childhood innocence is held up as an unquestioned ideal, its politics — the colonial and racist beliefs and practices on which it is founded — are erased.</p>
<p>More specifically, campaigning for the protection childhood innocence can be understood as an act of <a href="https://www.huffpost.com/entry/preserving-my-childrens-innocence-is-an-act-of-preserving_b_57d2d8f4e4b0273330ac3dae">preserving white supremacy</a>, as seen numerous times in outgoing President Donald Trump’s political rhetoric. </p>
<h2>Strict immigration policies</h2>
<p>In 2016, Trump <a href="https://www.politico.com/story/2016/08/donald-trump-immigration-address-transcript-227614">campaigned on strict immigration policies</a>, in part, he claimed, as a response to the loss of innocent lives due to insecure borders. He described the need to control future immigration as an obligation to the American children of newcomers “to ensure assimilation, integration and upward mobility.” </p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/yxD5QkzmVOA?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">At the 51-minute mark, Trump talks about the obligation to American-born children. Via CNN.</span></figcaption>
</figure>
<p>Once elected, Trump made it clear which children he believed were entitled to innocence and protection with the enactment of his <a href="https://www.theguardian.com/us-news/2021/jan/04/trump-administration-family-separation-immigrants-joe-biden">family separation policy</a> that tragically split <a href="https://www.nbcnews.com/news/us-news/more-5-400-children-split-border-according-new-count-n1071791">more than 5,400 children</a> from their parents at the U.S.-Mexico border. </p>
<p>Trump’s supposed efforts to protect innocent children have actually undermined children’s safety and well-being. His exclusionary actions, including <a href="https://www.nytimes.com/2020/01/31/us/politics/trump-travel-ban.html">Muslim and African travel bans</a>, his repeated attempts to repeal the <a href="https://www.forbes.com/sites/jemimamcevoy/2020/06/18/all-the-times-trump-promised-to-repeal-daca/?sh=66d6f26d679a">Deferred Action for Childhood Arrivals program (DACA)</a> and his frequent refusals to <a href="https://www.npr.org/2020/09/30/918483794/from-debate-stage-trump-declines-to-denounce-white-supremacy">denounce white supremacy</a> have <a href="https://www.newyorker.com/news/our-columnists/donald-trump-asks-children-to-build-the-wall-on-halloween">normalized cruelty and incited fear</a>. </p>
<figure class="align-center ">
<img alt="A Guatemalan mother cries at a news conference." src="https://images.theconversation.com/files/378187/original/file-20210112-13-5fr021.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/378187/original/file-20210112-13-5fr021.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=388&fit=crop&dpr=1 600w, https://images.theconversation.com/files/378187/original/file-20210112-13-5fr021.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=388&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/378187/original/file-20210112-13-5fr021.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=388&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/378187/original/file-20210112-13-5fr021.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=487&fit=crop&dpr=1 754w, https://images.theconversation.com/files/378187/original/file-20210112-13-5fr021.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=487&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/378187/original/file-20210112-13-5fr021.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=487&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">A mother from Guatemala who was separated from her two children after entering the U.S. in May 2018 weeps while speaking at a news conference in Boston in September 2018. She was among plaintiffs in a lawsuit against Trump’s administration for separated kids from their parents at the border.</span>
<span class="attribution"><span class="source">(AP Photo/Steven Senne)</span></span>
</figcaption>
</figure>
<p>Not only have Trump’s attacks on racialized people left marginalized children afraid for themselves and their families, they have also made racial hostility and violence more acceptable. </p>
<p>As former first lady Michelle Obama pointed out in a <a href="https://www.theguardian.com/us-news/2016/oct/14/michelle-obama-speech-transcript-donald-trump">high-profile speech</a> in 2016 in support of Hillary Clinton, electing Trump would mean telling “kids that bigotry and bullying are perfectly acceptable in the leader of their country.” While <a href="https://news.un.org/en/story/2020/06/1065572">racism and violence</a> have a long history in the U.S., Trump’s tenure may mark the first time that young American children have regarded <a href="https://www.americanprogress.org/issues/early-childhood/news/2017/01/27/297352/when-president-trump-speaks-our-children-are-listening/">their president as someone to fear</a>.</p>
<h2>Choosing justice over innocence</h2>
<p>Although the impact of the Trump presidency will not be easily overcome, a Biden-Harris administration offers hope for the nation’s children. Biden has vowed to “<a href="https://joebiden.com/immigration/">reverse the Trump administration’s cruel and senseless policies that separate parents from their children at our border</a>” and to reinstate the DACA program. </p>
<figure class="align-center ">
<img alt="Joe Biden speaks from a stage with Kamala Harris on video screen behind him." src="https://images.theconversation.com/files/378182/original/file-20210112-19-wgzv8l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/378182/original/file-20210112-19-wgzv8l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=433&fit=crop&dpr=1 600w, https://images.theconversation.com/files/378182/original/file-20210112-19-wgzv8l.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=433&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/378182/original/file-20210112-19-wgzv8l.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=433&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/378182/original/file-20210112-19-wgzv8l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=544&fit=crop&dpr=1 754w, https://images.theconversation.com/files/378182/original/file-20210112-19-wgzv8l.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=544&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/378182/original/file-20210112-19-wgzv8l.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=544&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Biden speaks as Harris looks on via video during a news conference in Wilmington, Del., in December 2020.</span>
<span class="attribution"><span class="source">(Kevin Lamarque/Pool via AP)</span></span>
</figcaption>
</figure>
<p>He’s also committed to <a href="https://joebiden.com/racial-economic-equity/">advancing racial equity</a> by addressing racial disparities in health care, policing and education. </p>
<p>These efforts will go a long way toward assuring all children in the U.S. that they are valued members of society who deserve to have their <a href="https://theconversation.com/world-childrens-day-young-people-deserve-to-be-heard-during-covid-19-149904">rights supported and protected</a>. </p>
<p>However, we believe that there’s more Biden and Harris can do to transform childhood for the better. Instead of relying on the rhetoric of <a href="https://www.tandfonline.com/doi/full/10.1080/03626784.2020.1851521">childhood innocence</a>, we hope that the new administration focuses on justice. This requires asking questions that address children’s basic <a href="https://www.unicef.org/child-rights-convention/what-are-human-rights">human rights</a>, which include the right to be healthy, safe and free from discrimination.</p>
<p>As cultural historian <a href="https://www.nytimes.com/2017/07/26/opinion/black-kids-discrimination.html">Robin Bernstein</a> explains: </p>
<blockquote>
<p>“All children deserve equal protection under the law not because they’re innocent, but because they’re people.”</p>
</blockquote>
<p>Addressing racial and economic disparities in education, health care and criminal justice is a step toward expanding equal protection for all children, but true reform requires that politicians look to children themselves to inform the policies that govern their lives.</p>
<figure class="align-center ">
<img alt="Children, one wearing red eyeglasses, wave U.S. flags." src="https://images.theconversation.com/files/378184/original/file-20210112-15-1ri7liv.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C3099%2C2064&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/378184/original/file-20210112-15-1ri7liv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/378184/original/file-20210112-15-1ri7liv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/378184/original/file-20210112-15-1ri7liv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/378184/original/file-20210112-15-1ri7liv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/378184/original/file-20210112-15-1ri7liv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/378184/original/file-20210112-15-1ri7liv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Children join their parents watching Joe Biden speak during a campaign rally in March 2020, in Kansas City, Mo.</span>
<span class="attribution"><span class="source">(AP Photo/Charlie Riedel)</span></span>
</figcaption>
</figure>
<p>Harris’s <a href="https://www.washingtonpost.com/politics/2020/11/07/kamala-harris-victory-speech-transcript/">victory speech</a>, in which she spoke directly to kids, suggests a willingness to take seriously children’s rights and to address the doubts and fears that a Trump administration fuelled.</p>
<p>In her address, Harris invited children not simply to dream of what they can do in the future, but to be leaders and agents of change in this moment. Inviting young people into the political process in this way can undermine the political power of childhood innocence by recognizing children as knowing, experienced and capable human beings and valued members of society in their own right.</p><img src="https://counter.theconversation.com/content/150112/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Julie C. Garlen has received funding from the Social Sciences and Humanities Research Council of Canada.</span></em></p><p class="fine-print"><em><span>Neil Ramjewan does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>What happens over the next four years in Joe Biden/Kamala Harris administration could have a lasting impact on how childhood is understood and experienced in the United States and beyond.Julie C. Garlen, Associate Professor, Childhood and Youth Studies, Carleton UniversityNeil Ramjewan, PhD candidate, Pedagogy, Carleton UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1501872020-11-20T11:20:59Z2020-11-20T11:20:59ZWhat children said about their work and wellbeing in Nigeria<figure><img src="https://images.theconversation.com/files/370521/original/file-20201120-15-udj9nq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Child labour poses significant threats to children's safety </span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/argungu-kebbi-state-nigeria-march-13-1787848292">Shutterstock </a></span></figcaption></figure><p>Childhood is a unique phase in the life of an individual. People think of <a href="http://casopis-zsfju.zsf.jcu.cz/journal-of-nursing-social-studies-public-health-and-rehabilitation/clanky/1-2%7E2017/144-childhood-experiences-an-afro-centric-perspective-on-child-labour">childhood</a> in different ways though, and this determines whether they think children should do any kind of work. </p>
<p>Child work such as selling goods at markets can be seen as unharmful to the wellbeing of the child and was the norm in many parts of precolonial Africa. Child <a href="http://journals.uran.ua/swe/article/view/194765">labour</a>, on the other hand, typically involves detrimental and hazardous activity which can disrupt the overall development of the child. </p>
<p><a href="https://www.ilo.org/wcmsp5/groups/public/---africa/---ro-abidjan/---ilo-abuja/documents/publication/wcms_461891.pdf">Global data shows</a> there are 168 million children in child labour – 32.1% of children aged 7–14 years. In the Nigerian context, the prevalence of children engaged in child labour is <a href="https://www.ilo.org/wcmsp5/groups/public/---africa/---ro-abidjan/---ilo-abuja/documents/publication/wcms_461891.pdf">estimated</a> at 12 million to 15 million, which is one in four children. The International Labour Organisation <a href="https://www.business-humanrights.org/en/latest-news/nigeria-ilo-says-least-at-43-of-the-children-population-trapped-in-child-labour-including-in-private-businesses/">estimates</a> that nearly half of working children in Nigeria are stuck in child labour, with about 43% of children engaged in dangerous activities. Socially acceptable labour involves children performing activities that do not hinder their development, and are not detrimental to their health, development and wellbeing. This is different from child labour. </p>
<p>Popular notions have sought to link child labour only to domestic and agricultural work. But children in Nigeria are also working in extractive industries such as <a href="https://www.dol.gov/agencies/ilab/resources/reports/child-labor/nigeria">quarrying granite and artisan mining</a>. Their labour is also seen in the construction and <a href="https://businessday.ng/features/article/how-sokoto-children-are-abandoned-by-their-parents-and-extorted-by-their-guardians/">scavenging sectors</a>, where they collect debris and decayed materials from dump sites.</p>
<p>As a social worker, I wanted to explore the physical and health issues associated with child labour in Nigeria, from the children’s own perspective. This could point to the implications for social policy and welfare strategies. I carried out qualitative <a href="https://www.tandfonline.com/doi/full/10.1080/19371918.2020.1823928">research</a> in which I asked working children to tell me about their own experiences. </p>
<p>It emerged that children were put in harm’s way in four areas: carrying loads of goods and garbage, on construction sites and in factories, on roads and in all kinds of weather. The children spoke about the ways they suffered as a result of their work. They said they had to continue because they needed to earn money. I believe that government and nongovernmental organisations need to do more to protect children from harm. </p>
<h2>Child labour poses significant threats</h2>
<p>For my study, I selected eight children between the ages of 7 and 14 who were working in market places, business streets, construction sites and factories. The sample was small because the study aimed to get in-depth information. I was careful to obtain properly informed consent from the children and their guardians. I interviewed them in their working environment to hear what they said about the realities and challenges in their daily lives. </p>
<p>Two of the children described how they carry loads of goods and garbage and scavenge for scraps of irons to earn money. One said:</p>
<blockquote>
<p>My head aches badly because of my work … The work is more demanding on me when I am not in school. At such days, I carry loads at the market from 9:00am till 1:00pm, and then I return the money home. Thereafter, I leave to search for iron from 2:00pm till 6:00pm. Most times I am also required to help fetch water for the house, some evenings. At night it will look as if I was beaten by ten persons, because of pains.</p>
</blockquote>
<p>Another said:</p>
<blockquote>
<p>Most times, I feel pains in my head, my shoulder and my waist because of the load and waste I carry. Bad water or substances from the waste often pours on my head down my body. Some time ago I fell in the rain … and I fall sick regularly during the rains.</p>
</blockquote>
<p>A child spoke about working on a construction site:</p>
<blockquote>
<p>The work at the site is dirty … Some time ago, a sharp iron pierced into my hand, it was serious and painful … I have experienced hurts on my legs several times, since I do not have good shoes like ‘boots’ that can protect my legs from injuries.</p>
</blockquote>
<p>Some children work on busy roads as vendors. Some carry petrol which they sell to motorists. One spoke of being hit by a car and said:</p>
<blockquote>
<p>The areas I sell more are too busy with cars, it requires me (even my mates) running with moving vehicles, to enable me to sell fast.</p>
</blockquote>
<p>All these kinds of work expose children to heat, cold and rain. They also spoke of fear and stress.</p>
<p>This labour clearly poses significant threats to children’s safety and physical health as well as their psychological wellbeing and social development. Most are poorly supervised.</p>
<p>In a previous <a href="https://www.researchgate.net/publication/340738474_The_triple_burden_of_child_labourers_Impacts_on_Education">study</a>, I have found that injuries, stunted growth, illness and disease experienced by working children have significant links to working long hours, with constant exposure to unfavourable environments. </p>
<h2>What should be done</h2>
<p>Children’s work circumstances put their welfare in danger. Policy and action are needed urgently from government and NGOs.</p>
<p>Social workers, child protection networks and policy makers must harmonise efforts to ensure the full implementation of the provisions of the <a href="https://www.accesstojustice-ng.org/Child%20RIght%20Act%202003.pdf">Child’s Rights Act</a> (2003). </p>
<p>Governments must also follow international child labour guidelines, presently the minimum age for work is <a href="https://www.refworld.org/pdfid/5bd05ae22.pdf">below international standards</a>.
There is also the need for a comprehensive child protection system across the country.</p><img src="https://counter.theconversation.com/content/150187/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tracy Omorogiuwa does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Children’s work circumstances put their welfare in danger, policy and action are needed urgently from government and non-governmental organisations.Tracy Omorogiuwa, Senior Lecturer & Head, Department of Social Work, Faculty of Social Sciences,, University of BeninLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1499042020-11-17T22:24:45Z2020-11-17T22:24:45ZWorld Children’s Day: Young people deserve to be heard during COVID-19<figure><img src="https://images.theconversation.com/files/369842/original/file-20201117-23-1tx8uv8.jpg?ixlib=rb-1.1.0&rect=0%2C58%2C6490%2C4848&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Adults need to pay attention to children's voices and imagine a different future — not for children but with them.</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>This Nov. 20 marks 66 years since the United Nations established <a href="https://www.un.org/en/observances/world-childrens-day">World Children’s Day</a>. On the same day in 1989, the United Nations General Assembly adopted the international human rights treaty known as the <a href="https://treaties.un.org/pages/ViewDetails.aspx?src=IND&mtdsg_no=IV-11&chapter=4&lang=en">United Nations Convention on the Rights of the Child</a>. </p>
<p>Yet a recent UNICEF report card, <a href="https://www.unicef.ca/sites/default/files/2020-09/UNICEF%20RC16%20Canadian%20Companion%20EN_Web.pdf">Worlds Apart, ranks Canada 30 out of 38 developed countries when considering the state of child happiness, well-being and skill</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/canadas-woeful-track-record-on-children-set-to-get-worse-with-covid-19-pandemic-146815">Canada’s woeful track record on children set to get worse with COVID-19 pandemic</a>
</strong>
</em>
</p>
<hr>
<p>This year, due to COVID-19, World Children’s Day <a href="https://www.unicef.org/world-childrens-day">must be celebrated virtually</a>, which could mean its significance is overlooked. But 2020 might be critical when it comes to children’s futures. </p>
<p>COVID-19 has impacted the lives of billions of children all over the world and has created a massive disruption in education. The pandemic has also led to a significant <a href="https://www.unicef.org/press-releases/150-million-additional-children-plunged-poverty-due-covid-19-unicef-save-children">increase in the number of children living in multidimensional poverty</a>, which means that they lack access to fundamental resources such as education, health, housing, nutrition, sanitation and water.</p>
<p>As a cultural theorist of childhood, I believe this World Children’s Day presents an important opportunity for adults to pay attention to the voices of children and imagine a different future — not for children but with them. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/369848/original/file-20201117-15-1jiuihl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/369848/original/file-20201117-15-1jiuihl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=383&fit=crop&dpr=1 600w, https://images.theconversation.com/files/369848/original/file-20201117-15-1jiuihl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=383&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/369848/original/file-20201117-15-1jiuihl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=383&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/369848/original/file-20201117-15-1jiuihl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=482&fit=crop&dpr=1 754w, https://images.theconversation.com/files/369848/original/file-20201117-15-1jiuihl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=482&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/369848/original/file-20201117-15-1jiuihl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=482&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">People protest the conditions in the Kashechewan First Nation school on Parliament Hill in Ottawa in September 2018.</span>
<span class="attribution"><span class="source">THE CANADIAN PRESS/Adrian Wyld</span></span>
</figcaption>
</figure>
<h2>The realities of childhood in 2020</h2>
<p>In Canada, as a <a href="https://www.cbc.ca/news/canada/british-columbia/children-mental-health-covid-19-report-bc-1.5798568">new study</a> shows, the pandemic has created a mental health crisis that is disproportionately affecting racialized and Indigenous children. </p>
<p>This year has also seen the resurgence of the <a href="https://www.cnn.com/2020/07/26/us/black-lives-matter-explainer-trnd/index.html">Black Lives Matter</a> movement in response to <a href="https://www.cbc.ca/news/canada/newfoundland-labrador/hawthorn-policing-opinion-1.5763826">police violence against Black people and anti-Black racism</a>. Protesters have denounced police violence and racism against Black, Indigenous and racialized communities, bringing greater widespread awareness of the deadly toll of systemic racism.</p>
<p>Together, these events of 2020 are raising concerns around the world about the present conditions of childhood. They also present urgent questions about what the future may hold if their costs for children are not addressed. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/most-white-parents-dont-talk-about-racism-with-their-kids-140894">Most white parents don't talk about racism with their kids</a>
</strong>
</em>
</p>
<hr>
<h2>Imagining a different future</h2>
<p>As I’ve argued before, the western ideal of childhood that focuses primarily on <a href="https://theconversation.com/coronavirus-isnt-the-end-of-childhood-innocence-but-an-opportunity-to-rethink-childrens-rights-134478">protecting children’s innocence</a> is an outdated cultural myth that is not consistent with the actual experiences of children’s lives. </p>
<p>How might our understanding of childhood change if we took seriously what children are saying about their lives in this time of significant challenge and change? </p>
<p>Here are three ways we might <a href="https://www.unicef.org/coronavirus/covid-19/donate?utm_campaign=one-love&utm_source=referral&utm_medium=web">reimagine</a> childhood through children’s perspectives.</p>
<h2>1. Children are knowledgeable</h2>
<p>Western beliefs about childhood are often focused on <a href="https://doi.org/10.1177/0907568218811484">preserving innocence</a>, and are also embedded with exclusionary classist and racist assumptions. These assumptions serve to insinuate that “knowing” children (children in poverty, homeless children, those who have experienced trauma) aren’t entitled to innocence.</p>
<p>Although parents may wish to <a href="https://www.theguardian.com/commentisfree/2011/oct/02/observer-editorial-parenting-children">protect children from difficult realities</a> so that they won’t feel sad or afraid, doing so reinforces the idea that children shouldn’t know things. </p>
<p>And yet, perhaps now more than ever, children know and understand so much about our world, and are eager to share. One great example is UNICEF’s recent <a href="https://www.unicef.org/coronavirus/learn-with-me">Learn With Me</a> video series, which features children from all over the world describing their experiences during quarantine and sharing their tips for learning new skills. When we pay attention to what children know, we honour them as important contributors to our community, our society and our world.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/DHPgqjNxnyY?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">‘Brazil: Dancing with Gabriel and Sofia’ Learn With Me video from UNICEF.</span></figcaption>
</figure>
<h2>2. Children are experienced</h2>
<p>Attempting to preserve childhood innocence also means protecting children from difficult experiences. But as COVID-19 has certainly shown us, children are not exempt from adversity and need to be able to <a href="https://www.covidwithkids.org/help-by-talking">talk about</a> what they’re going through. UNICEF provides a series of <a href="https://www.unicef.org/coronavirus/kids-video-diaries-about-life-during-covid-19">video diaries</a> that show how children globally are coping with the impacts of the coronavirus. </p>
<p>These videos provide insight into the impacts of lockdowns, school closures and physical distancing. Although it can be difficult for adults to accept that children are struggling with fear or grief, acknowledging and talking about these challenges helps us see children as individuals with unique experiences. </p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/TFwRzkm_Wd8?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">‘Hannah’s Home Diary’ from the children’s video diary series from UNICEF.</span></figcaption>
</figure>
<h2>3. Children are capable</h2>
<p>When we acknowledge children’s knowledge and experiences, we recognize their important contributions to our families, our communities and our society. This year has provided many examples of children’s abilities to promote change, act responsibly and protect the well-being of others. </p>
<p>Children have been <a href="https://www.cbc.ca/kidscbc2/the-feed/covid-19-coronavirus-for-kids-what-it-is-how-helping-fight-it">essential partners in fighting the spread of COVID-19</a>. In Canada, Prime Minister Justin Trudeau has often addressed children directly, calling on them to <a href="https://www.ctvnews.ca/health/coronavirus/pm-trudeau-calls-on-canadian-kids-to-stay-safe-even-on-their-special-day-1.5149222">do their part</a>. </p>
<p>This year, children have also offered inspiring examples of their engagement and leadership in protest and activism, such as eight-year-old Nolan Davis of Missouri, who organized a <a href="https://www.cnn.com/2020/07/01/us/8-year-old-black-lives-matter-protest-missouri-trnd/index.html">Black Lives Matter march for kids</a>. </p>
<p>These examples remind us that <a href="https://sunshine-parenting.com/kids-more-capable/">children are capable</a>. If our entire society recognizes children as competent, they might be embraced as valued members of our society.</p>
<p>This year has shown us that children are not, as they are often depicted, naïve, inexperienced or helpless. More than ever, as cultural historian <a href="https://www.nytimes.com/2017/07/26/opinion/black-kids-discrimination.html">Robin Bernstein writes</a>, “it’s time to create language that values justice over innocence.” As Bernstein explains: “All children deserve equal protection under the law not because they’re innocent, but because they’re people.” </p>
<p>In the same way, children deserve to be acknowledged as knowing, experienced and capable human beings. Adults can honour that right by inviting children into conversations, listening to what they have to say and taking their thoughts and feelings seriously. Rethinking childhood through a justice lens acknowledges children as fundamental to our world, not simply for what they might become, but who they are and what they can do, right now.</p><img src="https://counter.theconversation.com/content/149904/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Julie C. Garlen has received funding from The Social Sciences and Humanities Research Council of Canada. </span></em></p>World Children’s Day is an opportunity to acknowledge children for who they are, the many things they know and what they are capable of right now.Julie C. Garlen, Associate Professor, Childhood and Youth Studies, Carleton UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1481572020-10-21T14:55:45Z2020-10-21T14:55:45ZHow your behaviour in childhood predicts whether you’ll be in a relationship as an adult<figure><img src="https://images.theconversation.com/files/363788/original/file-20201015-15-2b4eys.jpg?ixlib=rb-1.1.0&rect=14%2C104%2C1967%2C1368&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Children perceived as kind and considerate were more likely to form sustained partnerships. Anxious children were more likely to be unpartnered in early adulthood.</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>The question of how to find a steady romantic partnership is among the oldest human predicaments. There is consequently considerable interest in what factors might <a href="https://www.psychologytoday.com/gb/blog/communication-success/201302/7-predictors-long-term-relationship-success">predict partnership success</a>. Traits like warmth, conscientiousness, agreeableness and trust <a href="https://www.psychologytoday.com/us/blog/the-science-love/201903/the-3-things-people-look-in-ideal-partner">all seem to matter</a>. But can behaviour in childhood predict your future partnering prospects?</p>
<p>In a new study <a href="https://doi.org/10.1111/jcpp.13329">published with my colleagues in <em>Journal of Child Psychology and Psychiatry</em></a> we show that children rated by their elementary schoolteachers as being anxious or inattentive were more likely to remain unpartnered from age 18 to 35 years. Children rated as aggressive-oppositional — those who fight, bully and disobey — were more likely to separate and return to unpartnered status. Conversely, prosocial children, who were rated as being kind, helpful and considerate, showed earlier and more sustained partnerships across early adulthood.</p>
<figure class="align-right ">
<img alt="Image of a woman and a man holding hands, cropped to focus on their linked hands." src="https://images.theconversation.com/files/363809/original/file-20201015-15-dzbvim.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/363809/original/file-20201015-15-dzbvim.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/363809/original/file-20201015-15-dzbvim.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/363809/original/file-20201015-15-dzbvim.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/363809/original/file-20201015-15-dzbvim.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1131&fit=crop&dpr=1 754w, https://images.theconversation.com/files/363809/original/file-20201015-15-dzbvim.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1131&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/363809/original/file-20201015-15-dzbvim.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1131&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Romantic partnership is associated with a happier, longer life.</span>
<span class="attribution"><span class="source">(Pexels/Nappy)</span></span>
</figcaption>
</figure>
<p>The study suggests that the seeds of future partnering patterns are planted early and are visible even before adolescence. This has important implications for children with behavioural difficulties, who already <a href="https://doi.org/10.1111/jcpp.12850">face many life challenges</a> from <a href="https://doi.org/10.1001/jamapsychiatry.2019.1326">unemployment to lower earnings</a>. If they can be identified by teachers, then it may be possible to flag them for assessment and support and improve their life chances.</p>
<p>Good partnerships offer many advantages. They provide emotional support, co-parenting opportunities and socioeconomic security, and can lead to <a href="https://pubmed.ncbi.nlm.nih.gov/20433633/">developmental</a> <a href="https://journals.sagepub.com/doi/10.1177/1948550614566092">maturation</a> including reduced neuroticism and increased extraversion and self-esteem.</p>
<p>Partnership buffers against the harmful <a href="https://doi.org/10.1186/1471-2458-12-66">effects of stress</a>, protects against mid-life <a href="http://dx.doi.org/10.1136/jech-2015-207051">alcohol and tobacco use</a>, enhances mental health and <a href="https://doi.org/10.1073/pnas.1633144100">well-being</a> and is associated with a healthier, <a href="https://doi.org/10.1371/journal.pmed.1000316">longer life</a>. Although the health benefits may not be entirely causal, since happier, healthier individuals might be “selected” into partnership, <a href="https://doi.org/10.1016/j.copsyc.2016.04.001">they appear to be</a> at least <a href="https://aspe.hhs.gov/report/effects-marriage-health-synthesis-recent-research-evidence-research-brief">partially</a> <a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=735205">causal</a>.</p>
<h2>Why we conducted the study</h2>
<p>Previous research has shown that childhood psychiatric disorders like <a href="https://doi.org/10.1177%2F1087054715587099">attention deficit hyperactivity disorder (ADHD)</a> and <a href="https://doi.org/10.1007/s10802-011-9565-8">conduct disorder</a> are associated with future partnership difficulties, including intimate partner violence and lower relationship satisfaction. We were interested in whether common childhood behaviours — including prosocial traits — would predict future partnership stability for children without clinical diagnoses.</p>
<p>Our study was based on analysis of nearly 3,000 Canadian children who were rated by teachers for behaviours like inattention, hyperactivity, aggression, opposition, anxiety and prosociality at age 10, 11 and 12 years and then followed up into adulthood so we could examine their anonymized tax return records.</p>
<p>Since Canadian tax regulations require people who are married or cohabiting to report this status in their tax returns, we were able to statistically identify groups of participants who followed common patterns of partnering. We then linked them with their earlier behavioural ratings. We controlled for participants’ socioeconomic status because some studies show <a href="https://europepmc.org/article/pmc/pmc4907882">this can influence</a> partnering patterns. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/363801/original/file-20201015-21-145ex2a.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Graph with multiple lines showing different partnership trajectories." src="https://images.theconversation.com/files/363801/original/file-20201015-21-145ex2a.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/363801/original/file-20201015-21-145ex2a.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=390&fit=crop&dpr=1 600w, https://images.theconversation.com/files/363801/original/file-20201015-21-145ex2a.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=390&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/363801/original/file-20201015-21-145ex2a.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=390&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/363801/original/file-20201015-21-145ex2a.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=490&fit=crop&dpr=1 754w, https://images.theconversation.com/files/363801/original/file-20201015-21-145ex2a.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=490&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/363801/original/file-20201015-21-145ex2a.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=490&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Trajectories of partnership from age 18 to 35 years.</span>
<span class="attribution"><span class="source">(Francis Vergunst)</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>We found that participants who were predominantly unpartnered from age 18 to 35 years were significantly more likely to have been anxious children, while those who separated early (around age 28 years) and returned to unpartnered status were more likely to have been aggressive-oppositional children. Interestingly, children who were inattentive were more likely to have been in either the unpartnered group or the early separated group.</p>
<p>Participants in the unpartnered and separated groups fared poorly in other ways too: they were more likely to have left high school without a diploma, to have lower earnings and to be in receipt of welfare support. This raises important questions about what underlying factors might explain the link between childhood behaviour and future partnering patterns.</p>
<h2>Why behaviour matters for partnership</h2>
<p>Childhood behaviour could influence future partnering directly and indirectly. Behaviour is <a href="https://doi.org/10.1007/s00787-018-1258-1">relatively stable</a> <a href="https://psycnet.apa.org/record/2017-09436-001?doi=1">across development</a> so a direct influence might be the persistence of childhood behaviours — such as aggression or anxiety — into adulthood, which then influence the capacity to form and sustain stable partnerships.</p>
<p>Studies show that adults who are low in <a href="https://doi.org/10.1146/annurev.psych.57.102904.190127">agreeableness</a>, <a href="https://doi.org/10.1186/s40359-020-0383-z">conscientiousness and emotional stability</a>, as measured by the <a href="https://psycnet.apa.org/doi/10.1037/amp0000503">big five personality structures</a>, have less satisfying and more tumultuous relationships, and this could undermine relationship stability.</p>
<p>Indirect influences on partnership involve intermediate events, such as employment status or earnings, which have a knock-on effect on accumulation of <a href="https://www.jstor.org/stable/2657557?seq=1">human capital</a> that contributes to the perceived <a href="https://doi.org/10.1177%2F0956797620904154">attractiveness of a partner</a>. For instance, children with disruptive and inattentive behavioural problems typically have <a href="https://doi.org/10.1111/1467-8624.00013">fewer friends</a>, <a href="https://doi.org/10.1007/s00787-016-0843-4">under-perform</a> <a href="https://doi.org/10.1176/appi.ajp.2011.10121732">at school</a>, are more likely to <a href="https://doi.org/10.1038/mp.2012.87">abuse substances</a> and to have lower earnings and <a href="https://doi.org/10.1017/S0033291719002058">higher welfare receipt</a> as adults — all of which could undermine their capacity to attract and retain romantic partners as adults.</p>
<figure class="align-right ">
<img alt="A Black boy wearing glasses in a green T-shirt laughing and holding a green and while soccer ball." src="https://images.theconversation.com/files/363811/original/file-20201015-17-s16kgc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/363811/original/file-20201015-17-s16kgc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=902&fit=crop&dpr=1 600w, https://images.theconversation.com/files/363811/original/file-20201015-17-s16kgc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=902&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/363811/original/file-20201015-17-s16kgc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=902&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/363811/original/file-20201015-17-s16kgc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1133&fit=crop&dpr=1 754w, https://images.theconversation.com/files/363811/original/file-20201015-17-s16kgc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1133&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/363811/original/file-20201015-17-s16kgc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1133&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Children perceived to be kind, helpful and considerate had earlier and more sustained partnerships in early adulthood.</span>
<span class="attribution"><span class="source">(Pexels/CDC)</span></span>
</figcaption>
</figure>
<p>The finding that prosocial children have more stable and sustained partnerships is perhaps unsurprising. They typically have better peer <a href="https://doi.org/10.1046/j.0021-9630.2003.00308.x">relations</a> and <a href="https://doi.org/10.1111/1467-9280.00260">academic attainment</a> in childhood and <a href="https://doi.org/10.1001/jamapsychiatry.2019.1326">higher earnings</a> and <a href="https://doi.org/10.1177%2F147470490700500205">perceived attractiveness</a> in adulthood, which should enhance their appeal to prospective partners.</p>
<h2>Mind the hitch</h2>
<p>This study should not be understood as a normative argument for partnership, implying that people <em>should</em> be partnered or that “longer is better.” Such decisions are highly personal and depend on individual preferences, life goals, financial circumstances, professional ambitions and so on.</p>
<p>Rather, we note that <a href="https://www.childtrends.org/publications/young-adult-attitudes-about-relationships-and-marriage-times-may-have-changed-but-expectations-remain-high">most people</a> do wish to partner, and that partnership may confer important health and well-being benefits, so the persistence of early untreated behavioural difficulties should not become an obstacle to establishing stable partnerships in adulthood.</p>
<p>One limitation of this study is that we examined only whether participants were partnered, not the quality of those partnerships. This should be explored in future studies, since children with behavioural problems are likely to have both less stable and less satisfying partnerships.</p>
<h2>Supporting children</h2>
<p>Successful partnerships are determined by a multitude of <a href="https://www.psychologytoday.com/us/blog/insight-therapy/201412/laws-attraction-how-do-we-select-life-partner">individual and contextual factors</a>, and early behaviours are just one piece of the puzzle. Our study shows, once again, that children with behavioural difficulties face many challenges that cascade across their lives, and this includes marginalization from partnership.</p>
<p>Early monitoring and support are crucial and prevention programs that target children’s <a href="https://doi.org/10.1136/eb-2017-102862">disruptive</a>, <a href="http://dx.doi.org/10.1136/ebmental-2019-300096">anxious</a> and <a href="https://science.sciencemag.org/content/333/6045/959.long">inattentive behaviours</a> — and promote <a href="https://doi.org/10.1111/j.1467-8624.2010.01564.x">social-emotional skills</a> — <a href="https://doi.org/10.1007/s10464-010-9300-6">can produce lasting effects</a> with benefits for individuals, families and society. After all, there are many reasons to encourage good behaviour.</p><img src="https://counter.theconversation.com/content/148157/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Francis Vergunst receives funding from the Canadian Institutes of Health Research (CIHR) and Fonds de Recherche du Québec Santé (FRQS).</span></em></p>New research suggests that the seeds of future romantic partnering patterns are planted in childhood and are visible even before adolescence.Francis Vergunst, Postdoctoral Fellow in Developmental Public Health, Université de MontréalLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1443892020-09-17T11:24:18Z2020-09-17T11:24:18ZHow to keep teen boys happily singing – instead of giving up when their voices start to change<figure><img src="https://images.theconversation.com/files/357043/original/file-20200908-24-1bx9n9u.jpg?ixlib=rb-1.1.0&rect=0%2C13%2C4583%2C3394&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Helping boys through their voice change can keep the joy of singing alive.</span> <span class="attribution"><a class="source" href="https://newsroom.ap.org/detail/MacysAnnualGreatTreeLighting/86b33d3b5cf244e186ea0733bc15fedc">Tomas Ovalle/AP Images for Macy's</a></span></figcaption></figure><p>Boys like to sing. Adolescent boys around the world report the same thing: <a href="https://doi.org/10.1017/S026505171400031X">They enjoy singing</a> and want to get better at it. </p>
<p>Yet <a href="https://www.washingtonpost.com/news/morning-mix/wp/2015/02/13/cincinnati-boychoir-plans-to-examine-science-behind-boys-changing-voices/">many boys stop singing</a> during the transition from childhood to adolescence. There is a misconception that boys stop because their voices start to change. Boys don’t actually say that. What they say is, as their voices develop through puberty, they <a href="https://doi.org/10.1177/1321103X09344382">become convinced they are no longer good singers</a>. </p>
<p>As a <a href="https://scholar.google.com/citations?hl=en&user=FLXq7m4AAAAJ&view_op=list_works&gmla=AJsN-F4QskfmkV0fEfSlc3Bn_KtUYPIVRdyw0R8LUKD4dwM8SLMu2ccvDqWpimDXU-MB7oxh6YxA-TMcqC9Yn7yEhFqPMNsXfE2PBIIFL9SKzgly_ShaAiI">music professor and researcher</a>, I’ve interviewed hundreds of boys about why they sing and, more importantly, why they don’t. My goal is to learn what boys want from singing – and how parents and teachers can provide the necessary skills, guidance and support to help them grow into their adult voices.</p>
<h2>Friends and role models</h2>
<p>Adolescent boys are powerfully influenced by peers, family and teachers. These individuals can provide direction and motivation during a boy’s transition from childhood to adolescence, especially if they are supportive and share his goals. It used to be thought that <a href="https://doi.org/10.1177/0027432108321076">boys stopped singing because of peer pressure</a>. While this may remain true for some, many boys report the opposite: The <a href="https://doi.org/10.1177/1321103X09344382">support of their peers</a> is what attracts them to singing and keeps them involved, especially in school choirs.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/357033/original/file-20200908-16-1fyyzv.png?ixlib=rb-1.1.0&rect=0%2C10%2C3444%2C2536&q=45&auto=format&w=1000&fit=clip"><img alt="Ten boys ranging in age from roughly eight to 16, stand facing the same direction singing." src="https://images.theconversation.com/files/357033/original/file-20200908-16-1fyyzv.png?ixlib=rb-1.1.0&rect=0%2C10%2C3444%2C2536&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/357033/original/file-20200908-16-1fyyzv.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/357033/original/file-20200908-16-1fyyzv.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/357033/original/file-20200908-16-1fyyzv.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/357033/original/file-20200908-16-1fyyzv.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/357033/original/file-20200908-16-1fyyzv.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/357033/original/file-20200908-16-1fyyzv.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">From boys to men.</span>
<span class="attribution"><a class="source" href="https://newsroom.ap.org/detail/SpoletoFestivalUSA/1b2b37dd54854fc4abe59c727429a69a">AP Photo/Bruce Smith</a></span>
</figcaption>
</figure>
<p>Older role models are important, because they provide images of what the boy could become in the future. A boy who has a positive role model can make decisions about what he needs to do in order to become like that role model. The <a href="https://doi.org/10.2147/NDT.S39776">adolescent brain makes this kind of forward-oriented thinking possible</a>, marking a change from childhood, when the focus is on the here and now.</p>
<p>If a boy has an older role model who sings, he can envision a future in which he sings, too – possibly even with friends. That idea might lead him to join a singing group or choir in school. <a href="https://www.ted.com/talks/patrick_freer_from_bowling_alone_to_singing_together">Better yet, he might decide to do it with a group of buddies</a>. </p>
<h2>Supporting singing through voice change</h2>
<p>Adolescent boys who sing have unique concerns that must be addressed by teachers or supportive adults. </p>
<p>Boys want to know why their voices crack, when they will be able to sing lower pitches and what to expect during the development process. They also want to know they will be protected from embarrassment. </p>
<p>Providing information about vocal anatomy helps boys understand why and how their voices are changing. A <a href="https://acda-publications.s3.us-east-2.amazonaws.com/choral_journals/Thurman.pdf">boy’s voice change occurs in stages</a>, each clearly defined in terms of the range of high to low notes that can be sung in each stage. The <a href="https://acda-publications.s3.us-east-2.amazonaws.com/choral_journals/Thurman.pdf">six stages of voice change</a> correspond with the six stages of male pubertal development.</p>
<p>Instruction should be adapted to the changing needs (and voices) of adolescent boys. For instance, pitches that were easily sung a month ago might not be accessible today, requiring teachers to adjust the repertoire and voice parts they assign. </p>
<p>Boys can be <a href="https://doi.org/10.1177/8755123318779880">enlisted to discover and chronicle</a> the changes in their own voices. This strategy embraces the autonomy that is so important for adolescent boys. </p>
<p>Adult role models can describe their own voice change, compare notes with the boy and reinforce that older boys and adult men sing. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/357047/original/file-20200908-16-1l9z8c8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Four Black teen singing together." src="https://images.theconversation.com/files/357047/original/file-20200908-16-1l9z8c8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/357047/original/file-20200908-16-1l9z8c8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/357047/original/file-20200908-16-1l9z8c8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/357047/original/file-20200908-16-1l9z8c8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/357047/original/file-20200908-16-1l9z8c8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/357047/original/file-20200908-16-1l9z8c8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/357047/original/file-20200908-16-1l9z8c8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Singing need not be in a choir.</span>
<span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/teenagers-rehearsing-on-stage-royalty-free-image/105657687">Hill Street Studios/DigitalVision via Getty Images</a></span>
</figcaption>
</figure>
<h2>Building musical skill during adolescence</h2>
<p>Many boys will thrive in a school choir, but others will prefer to sing individually or in self-formed groups with friends. The same dynamic occurs in sports, where some athletes join teams while others focus on individual sports or pickup games. What matters is that the boy is presented with ever-increasing challenges appropriate to his growing level of musical skill. </p>
<p>Developing singers have much to learn, such as mastering breath control; understanding how the larynx will grow and change to enlarge their vocal range; coordinating the muscles that will eventually allow for lower (and often louder) pitches; and reading music written in the bass clef. Instead, boys report they are not taught these fundamental components of musical growth, leading them to <a href="https://doi.org/10.1080/14613808.2015.1014330">give up hope of ever being “good singers” again</a>. </p>
<h2>Performing</h2>
<p>Music teachers are often evaluated by school administrators the way athletic coaches are judged – by the outcome of a choral performance or game. This is problematic, because adolescent boys say they value the <a href="https://www.questia.com/magazine/1P3-3957114091/reclaiming-group-vocal-instruction">process of learning more than the act of performing</a>.</p>
<p>A public celebration of musical achievement, in front of friends and family, at the precise moment a boy feels most vulnerable about his changing voice, is exactly what many boys say they don’t want at the crux of pubertal development. Instead, many boys I’ve spoken with say they would continue singing were it not for the public performance. The obvious question becomes, “Do all choirs need to sing in public?” These boys suggest the answer is, “No – not until I’m more confident.”</p>
<p>The COVID-19 pandemic has changed the spaces where boys sing. <a href="https://theconversation.com/young-musicians-can-perform-on-virtual-stages-when-schools-are-closed-140820">Virtual choirs, like Zoom choirs, have proliferated</a>. Technology has enhanced the ability for boys to connect socially while making music together. Software featuring amazing production tools is free and easily accessible. But even in this environment, boys will benefit greatly from virtual musical guidance and the support of teachers and other adults.</p>
<p>[<em>Deep knowledge, daily.</em> <a href="https://theconversation.com/us/newsletters/the-daily-3?utm_source=TCUS&utm_medium=inline-link&utm_campaign=newsletter-text&utm_content=deepknowledge">Sign up for The Conversation’s newsletter</a>.]</p>
<p>A recent nationwide survey found that <a href="https://www.chorusamerica.org/resource/chorus-impact-study-singing-lifetime">54 million Americans (one in six) sing in choirs</a>, and many more enjoy singing in other settings. Research shows <a href="https://doi.org/10.1007/s10865-004-0006-9">singing improves mood, lowers stress</a> and <a href="https://www.chorusamerica.org/resource/chorus-impact-study-singing-lifetime">builds community</a>. It is my hope that, with a little understanding, the singing boys of today can become the singing fathers, teachers and buddies of tomorrow – who together can join in song.</p>
<p><em>(Note: In this article, “boys” refers to biological sex, not gender identification. Families may wish to discuss the intersections of biology, gender and singing as related to puberty and adolescent development.)</em></p><img src="https://counter.theconversation.com/content/144389/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Patrick K. Freer does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Many boys stop singing at adolescence – but with the right support, they can continue to sing through their voice change and emerge as lifetime singers.Patrick K. Freer, Professor of Music Education, Georgia State UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1411742020-07-13T19:13:18Z2020-07-13T19:13:18Z8 summer activities to promote kids’ healthy development during COVID-19<figure><img src="https://images.theconversation.com/files/345664/original/file-20200705-33947-m3jju5.jpg?ixlib=rb-1.1.0&rect=10%2C20%2C6699%2C3601&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">During warm summer months, playing outside allows children and parents the chance to marvel at the natural world. </span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>With daycare and school closures due to the COVID-19 pandemic, parents have taken on more responsibility for children’s learning and development and for many this has been a major <a href="https://www.theglobeandmail.com/opinion/article-the-parents-are-not-okay/">source of stress</a>. The pandemic and the challenges of learning from home have definitely taken a toll on parents <a href="https://www.who.int/docs/default-source/coronaviruse/helping-children-cope-with-stress-print.pdf?sfvrsn=f3a063ff_2">and children</a>!</p>
<p>Parents and children are <a href="https://www.cbc.ca/news/canada/ottawa/summer-day-camps-to-become-test-runs-1.5593903">also grappling with cancelled sports, camps, and activities this summer</a>, or <a href="https://business.financialpost.com/pmn/press-releases-pmn/business-wire-news-releases-pmn/ford-forces-child-care-centres-to-consider-layoffs-closures">reduced-capacity daycare centres</a>. Parents typically rely on these activity and care options to keep kids busy, and parents’ time scheduled. This means unscheduled months ahead. Some parents undoubtedly will continue to struggle with finding ways to occupy their children.</p>
<p>We suggest whenever possible parents embrace the summer months as a time to encourage or participate in play. </p>
<p>Play can have <a href="https://doi.org/10.1542/peds.2018-2058">real and measurable benefits for both children and parents</a> because play nurtures the stable relationships and connections that kids need to thrive. And, when children and parents experience joy and shared communication together in play — what researchers call “attunement,” based on harmonious back-and-forth or “<a href="https://www.albertafamilywellness.org/resources/video/serve-and-return">serve and return</a>” interactions — this serves to regulate the body’s stress responses. </p>
<p>Playful activities can enhance children’s learning and development, and can also help make up for lost academic time due to COVID-19.
Playful activities involve choice, active engagement and moments of joy or delight.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/346072/original/file-20200707-194405-jfz1la.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/346072/original/file-20200707-194405-jfz1la.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/346072/original/file-20200707-194405-jfz1la.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/346072/original/file-20200707-194405-jfz1la.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/346072/original/file-20200707-194405-jfz1la.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=501&fit=crop&dpr=1 754w, https://images.theconversation.com/files/346072/original/file-20200707-194405-jfz1la.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=501&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/346072/original/file-20200707-194405-jfz1la.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=501&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Play nurtures the connections that kids need to thrive.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Play for foundational learning</h2>
<p>Children’s academic skills — counting, recognizing letters, learning words and reading — are important and foundational for their school success. Yet in the absence of formal schooling, research shows that many of these abilities can be enhanced with a playful approach.
For example, children who use numbers in their play (for example, a board game with number sequences and counting) tend to show <a href="https://doi.org/10.1080/10409289.2016.1258932">stronger mathematics knowledge and interest</a>. In addition, children who get to explore and interact with lots of everyday objects <a href="https://doi.org/10.1111/desc.12816">tend to learn more words</a>.</p>
<p>Play with objects, and pretend play with objects, are both important learning opportunities for children and are related to their later language and reading development. Children actually <a href="https://doi.org/10.1037/0022-0663.96.3.424">understand stories better when they act them out with toys</a>. </p>
<p>Puzzle play and play with construction-type toys (such as blocks or boxes) can support children’s math and <a href="https://doi.org/10.1037/a0025913">spatial reasoning skills</a>, or their abilities to recognize patterns and shapes. In sum, this more sensorimotor perspective on learning is important and something that parents could embrace in the COVID-19 context.</p>
<h2>Healthy child development</h2>
<p>When children have choice in their play activities, they can learn how those choices make them feel. In the process, they may develop important skills like managing their frustration. Maintaining focus on an activity is also a skill and one that children develop with practice. Research shows that children are more likely to engage in a task that they choose themselves and that <a href="https://doi.org/10.1016/j.ecresq.2016.09.004">they perceive as play</a>.</p>
<p>Pretend play, involving imaginary characters and themes, can be particularly important for children’s developing <a href="https://doi.org/10.1037/a0029321">social skills, attention and their abilities to be aware of others’ thoughts and feelings</a>. This pandemic summer offers a chance for children to spend more time in these important imaginary or fantasy-themed play activities, both with parents and with siblings or by themselves.</p>
<h2>Benefits of nature</h2>
<p>During warm summer months, taking play activities outside may be particularly beneficial, for both children and for parents. Outdoor spaces provide new objects to interact with and new forms of the natural world to marvel at such as animals, insects, trees and sky.</p>
<p>The outdoors provides space for the physical play that is important to children’s motor development and to adults’ physical health. Beyond that, however, research suggests that time spent in nature restores our ability to <a href="https://doi.org/10.3389/fpsyg.2019.01413">think clearly</a>, <a href="https://doi.org/10.1080/17439760.2014.994224">improves mood and reduces anxiety</a>.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/346071/original/file-20200707-22-6e24op.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/346071/original/file-20200707-22-6e24op.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/346071/original/file-20200707-22-6e24op.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/346071/original/file-20200707-22-6e24op.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/346071/original/file-20200707-22-6e24op.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/346071/original/file-20200707-22-6e24op.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/346071/original/file-20200707-22-6e24op.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Pretend play can be important for children’s developing social skills.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Activities for learning through play</h2>
<p><strong>Outdoors:</strong></p>
<ul>
<li><p>Take a bike ride with the goal of finding certain numbers or letters on signs. Plan your route using a map and if appropriate, kids can calculate distance and speed or simply time segments of the trip. </p></li>
<li><p>Go for a walk in a park or forest, counting or naming logs, insects, birds or big rocks. There are many <a href="https://www.borntobeadventurous.com/2020/03/19/indoor-and-outdoor-scavenger-hunts-for-kids/">outdoor scavenger hunt ideas</a> available online. If you have access to a nearby pond or river spend some time throwing or skipping rocks. </p></li>
<li><p>Map out streets in beach or playground sand. Recreate routes to your favourite places. Or you could try <a href="https://runwildmychild.com/geocaching-with-kids/">geocaching</a> — using orienteering skills to find hidden boxes. Take out a prize and leave a new one.</p></li>
</ul>
<p><strong>Indoors:</strong></p>
<ul>
<li><p>Using some combination of toys and blocks, create a toy parade, battle or themed party. For example, in your living room or snaking through multiple rooms, you can set up castles, towers or a tea party.</p></li>
<li><p>Play board games or puzzles: These can teach reading, math, logic, turn-taking and social skills. A few ideas include classics like Snakes and Ladders, Monopoly, Trouble, Mancala or newer games such as Blokus, Ticket to Ride and Carcassonne (Junior version or 7+ version).</p></li>
</ul>
<figure class="align-right ">
<img alt="" src="https://images.theconversation.com/files/346077/original/file-20200707-194401-4dqrai.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/346077/original/file-20200707-194401-4dqrai.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=901&fit=crop&dpr=1 600w, https://images.theconversation.com/files/346077/original/file-20200707-194401-4dqrai.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=901&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/346077/original/file-20200707-194401-4dqrai.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=901&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/346077/original/file-20200707-194401-4dqrai.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1133&fit=crop&dpr=1 754w, https://images.theconversation.com/files/346077/original/file-20200707-194401-4dqrai.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1133&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/346077/original/file-20200707-194401-4dqrai.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1133&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Kids will probably surprise you with what they want to create.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<ul>
<li><p>Art and creative sorting and sensory projects: Keep cardboard boxes, tubes, and envelopes and give children access to paper, glue, scissors, markers, pens, crayons and colourful items such as buttons, paper clips, ribbons or pipe cleaners. Let kids choose what they would like to create. They will probably surprise you! </p></li>
<li><p>Read riddles or I-spy books filled with hidden objects, or read aloud in a specially created “book nest” of blankets and pillows. Reading aloud is beneficial for <a href="https://theconversation.com/parents-play-a-key-role-in-fostering-childrens-love-of-reading-121089">little kids and big kids</a>. You can also use car rides as an opportunity to listen to recorded books, available either through your local library or a subscription service (ideas include <a href="https://www.penguinrandomhouse.ca/books/36204/the-bfg-by-roald-dahl/9780679428138">Roald Dahl’s <em>BFG</em></a>, Virginia Hamilton’s <em><a href="https://books.google.vg/books?id=4K8dibK521gC&printsec=frontcover#v=onepage&q&f=false">Time Pieces: The Book of Time</a></em>, Gary Paulsen’s <a href="https://www.panmacmillan.com/authors/gary-paulsen/hatchet/9781509838790"><em>Hatchet</em></a>, Jason Reynolds’ <a href="https://www.simonandschuster.com/books/As-Brave-As-You/Jason-Reynolds/9781481415910"><em>As Brave As You</em></a>, <a href="https://www.harpercollins.com/9780061960901/the-complete-ramona-collection/">Beverley Cleary’s</a> <em>Ramona</em>, or classics <a href="https://www.harpercollins.ca/9780008108281/the-hobbit/">like <em>The Hobbit</em></a>). There are many free podcasts capturing kids’ interests on a variety of subjects, for instance <a href="https://www.npr.org/podcasts/532788972/circle-round">NPR’s Circle Round</a>.</p></li>
<li><p>Encourage a passion: If your child has always wanted to learn how to sew, carve, design a game or build a Lego world, then this is their time to enjoy those unique passions. </p></li>
</ul>
<p>Finally, the benefits of play extend to parents too. When parents find moments to pursue fun and joyful activities, they relieve their own anxiety and model for their children the important relationship between playful behaviour and health and well-being.</p><img src="https://counter.theconversation.com/content/141174/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Penny Pexman receives funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada and from the Natural Sciences and Engineering Research Council (NSERC) of Canada. She is a member of the Alberta Children's Hospital Research Institute.</span></em></p><p class="fine-print"><em><span>Lorraine Reggin receives funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. </span></em></p><p class="fine-print"><em><span>Sheri Madigan receives funding from the Social Sciences and Humanities Research Council, the Canadian Institutes of Health Research, the Alberta Children's Hospital Foundation, and the Canada Research Chairs program.</span></em></p>Playful activities that involve choice, active engagement and moments of delight are what children need this summer during the pandemic.Penny Pexman, Professor of Psychology, University of CalgaryLorraine Reggin, PhD student, Cognitive Psychology, University of CalgarySheri Madigan, Associate Professor, Canada Research Chair in Determinants of Child Development, Owerko Centre at the Alberta Children’s Hospital Research Institute, University of CalgaryLicensed as Creative Commons – attribution, no derivatives.