Carole Holohan
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781786941237
- eISBN:
- 9781789629279
- Item type:
- book
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781786941237.001.0001
- Subject:
- History, British and Irish Modern History
Reframing Irish Youth in the Sixties focuses on the position of youth in the Republic of Ireland at a time when the meaning of youth was changing internationally. It argues that the reformulation of ...
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Reframing Irish Youth in the Sixties focuses on the position of youth in the Republic of Ireland at a time when the meaning of youth was changing internationally. It argues that the reformulation of youth as a social category was a key element of social change. While emigration was the key youth issue of the 1950s, in this period young people became a pivotal point around which a new national project of economic growth hinged. Transnational ideas and international models increasingly framed Irish attitudes to young people’s education, welfare and employment. At the same time Irish youths were participants in a transnational youth culture that appeared to challenge the status quo. This book examines the attitudes of those in government, the media, in civil society organisations and religious bodies to youth and young people, addressing new manifestations of youth culture and new developments in youth welfare work. In using youth as a lens, this book takes an innovative approach that enables a multi-faceted examination of the sixties, providing fresh perspectives on key social changes and cultural continuities.Less
Reframing Irish Youth in the Sixties focuses on the position of youth in the Republic of Ireland at a time when the meaning of youth was changing internationally. It argues that the reformulation of youth as a social category was a key element of social change. While emigration was the key youth issue of the 1950s, in this period young people became a pivotal point around which a new national project of economic growth hinged. Transnational ideas and international models increasingly framed Irish attitudes to young people’s education, welfare and employment. At the same time Irish youths were participants in a transnational youth culture that appeared to challenge the status quo. This book examines the attitudes of those in government, the media, in civil society organisations and religious bodies to youth and young people, addressing new manifestations of youth culture and new developments in youth welfare work. In using youth as a lens, this book takes an innovative approach that enables a multi-faceted examination of the sixties, providing fresh perspectives on key social changes and cultural continuities.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901
- Subject:
- Education, History of Education
A Progressive Education? argues that concepts of both childhood and adolescence were transformed in English and Welsh primary and secondary modern schools between 1918 and 1979, and that, by putting ...
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A Progressive Education? argues that concepts of both childhood and adolescence were transformed in English and Welsh primary and secondary modern schools between 1918 and 1979, and that, by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. A ‘progressive’ or ‘child-centred’ education began to emerge theoretically in the United States and Western Europe from the late nineteenth century, claiming to rewrite curriculums to suit children and young people’s needs, wants and abilities. Existing work suggests that progressivism both rose and retreated in Britain in the 1960s and 1970s, when a right-wing backlash against permissive teaching and the deschooling movement led to the imposition of central state control over education. However, the child-centred pedagogies that became mainstream in English and Welsh schools after 1945 rested on a fundamentally different vision of childhood. Unlike utopian deschoolers, post-war child-centred educationalists assumed that the achievements of mass democracy and the welfare state must be carefully preserved. Children needed to be socialised by adult educators to ensure that they acquired the necessary physical, intellectual, social and emotional maturity to become full citizens. Teachers, far from enthusiastically advocating child-centred methods, perceived them as a profound challenge to their authority in the classroom, and implemented them partially and reluctantly. Child-centred education, in alliance with developmental psychology, thus promoted a much more restrictive and pessimistic image of childhood and youth as it came to dominate mainstream schooling after the Second World War.Less
A Progressive Education? argues that concepts of both childhood and adolescence were transformed in English and Welsh primary and secondary modern schools between 1918 and 1979, and that, by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. A ‘progressive’ or ‘child-centred’ education began to emerge theoretically in the United States and Western Europe from the late nineteenth century, claiming to rewrite curriculums to suit children and young people’s needs, wants and abilities. Existing work suggests that progressivism both rose and retreated in Britain in the 1960s and 1970s, when a right-wing backlash against permissive teaching and the deschooling movement led to the imposition of central state control over education. However, the child-centred pedagogies that became mainstream in English and Welsh schools after 1945 rested on a fundamentally different vision of childhood. Unlike utopian deschoolers, post-war child-centred educationalists assumed that the achievements of mass democracy and the welfare state must be carefully preserved. Children needed to be socialised by adult educators to ensure that they acquired the necessary physical, intellectual, social and emotional maturity to become full citizens. Teachers, far from enthusiastically advocating child-centred methods, perceived them as a profound challenge to their authority in the classroom, and implemented them partially and reluctantly. Child-centred education, in alliance with developmental psychology, thus promoted a much more restrictive and pessimistic image of childhood and youth as it came to dominate mainstream schooling after the Second World War.
Benjamin René Jordan
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9781469627656
- eISBN:
- 9781469627670
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627656.001.0001
- Subject:
- Sociology, Gender and Sexuality
Contrary to works arguing that both Boy Scouting and mainstream American manhood emphasized primitive virility and martial aggression in the early twentieth century, this book demonstrates that the ...
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Contrary to works arguing that both Boy Scouting and mainstream American manhood emphasized primitive virility and martial aggression in the early twentieth century, this book demonstrates that the Boy Scouts of America widely promulgated a popular new construct of “modern manhood.” It combined nineteenth century men's virtues such as self-control and a diligent work ethic with the scientific efficiency, expert management, and hierarchical loyalty that boys in their adolescence and men needed to adapt to a rapidly urbanizing and industrializing society. Scout leaders utilized a scientific, constructive engagement with nature and natural resource conservation to teach members such values, and to partner with reformers and businessmen to advance a modern vision of “practical citizenship” and nonpartisan service leadership. The book analyzes a wealth of Scout texts and images, policy and membership debates, and local practices as well as surveys and memoirs of boys and leaders reflecting on their experiences in the 1910s and 1920s. By insisting that modern manhood and practical citizenship represented universal values while actively incorporating European immigrant Catholics, Jews, and labor unionists, BSA administrators helped redraw the bounds of mainstream American manhood and leading citizenship to include light-skinned, working class urban dwellers and corporate-industrial employees while marginalizing traditional rural farmers of all ethnicities.Less
Contrary to works arguing that both Boy Scouting and mainstream American manhood emphasized primitive virility and martial aggression in the early twentieth century, this book demonstrates that the Boy Scouts of America widely promulgated a popular new construct of “modern manhood.” It combined nineteenth century men's virtues such as self-control and a diligent work ethic with the scientific efficiency, expert management, and hierarchical loyalty that boys in their adolescence and men needed to adapt to a rapidly urbanizing and industrializing society. Scout leaders utilized a scientific, constructive engagement with nature and natural resource conservation to teach members such values, and to partner with reformers and businessmen to advance a modern vision of “practical citizenship” and nonpartisan service leadership. The book analyzes a wealth of Scout texts and images, policy and membership debates, and local practices as well as surveys and memoirs of boys and leaders reflecting on their experiences in the 1910s and 1920s. By insisting that modern manhood and practical citizenship represented universal values while actively incorporating European immigrant Catholics, Jews, and labor unionists, BSA administrators helped redraw the bounds of mainstream American manhood and leading citizenship to include light-skinned, working class urban dwellers and corporate-industrial employees while marginalizing traditional rural farmers of all ethnicities.
Shuttleworth Sally
- Published in print:
- 2010
- Published Online:
- October 2011
- ISBN:
- 9780199582563
- eISBN:
- 9780191702327
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199582563.003.0015
- Subject:
- Literature, 19th-century and Victorian Literature
This chapter examines changes in the conception of the child as the bearer of the future in England during the 1890s. This development was highlighted in Alexander Chamberlain's The Child: A Study in ...
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This chapter examines changes in the conception of the child as the bearer of the future in England during the 1890s. This development was highlighted in Alexander Chamberlain's The Child: A Study in the Evolution of Man. This novel portrayed the child as the embodiment both of all past history and an expression of future possibility and the child becomes the key to self-understanding, to a realm of a lost past, and also the guarantee of a more positive future. Similar sentiments can also be found in Stanley Hall's Adolescence.Less
This chapter examines changes in the conception of the child as the bearer of the future in England during the 1890s. This development was highlighted in Alexander Chamberlain's The Child: A Study in the Evolution of Man. This novel portrayed the child as the embodiment both of all past history and an expression of future possibility and the child becomes the key to self-understanding, to a realm of a lost past, and also the guarantee of a more positive future. Similar sentiments can also be found in Stanley Hall's Adolescence.
Katherine Irwin and Karen Umemoto
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780520283022
- eISBN:
- 9780520958883
- Item type:
- book
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520283022.001.0001
- Subject:
- Sociology, Law, Crime and Deviance
Based on a nine years of ethnographic research, the authors examine multiple inequalities that underscore youth violence. They feature the experiences of inner city as well as rural girls and boys in ...
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Based on a nine years of ethnographic research, the authors examine multiple inequalities that underscore youth violence. They feature the experiences of inner city as well as rural girls and boys in Hawai‘i who face racism, sexism, poverty, and political neglect in the context of two hundred years of American colonial control in the Pacific. The authors highlight how legacies injustice endure as challenges in the present, prompting teens to fight for dignity and the chance to thrive in America – a nation that the youth described as inherently “jacked up” and “unjust.” While the story begins with the youth battling multiple contingencies, it ends on a hopeful note, as we see many of the teens overcome numerous hardships, often with the help of steadfast, caring adults.Less
Based on a nine years of ethnographic research, the authors examine multiple inequalities that underscore youth violence. They feature the experiences of inner city as well as rural girls and boys in Hawai‘i who face racism, sexism, poverty, and political neglect in the context of two hundred years of American colonial control in the Pacific. The authors highlight how legacies injustice endure as challenges in the present, prompting teens to fight for dignity and the chance to thrive in America – a nation that the youth described as inherently “jacked up” and “unjust.” While the story begins with the youth battling multiple contingencies, it ends on a hopeful note, as we see many of the teens overcome numerous hardships, often with the help of steadfast, caring adults.
Roger J.R. Levesque
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780190460792
- eISBN:
- 9780190460815
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190460792.001.0001
- Subject:
- Psychology, Forensic Psychology
The right to privacy figures prominently in popular discourse and law. Its popularity, however, is not matched by the respect it receives. A close look at empirical understandings of privacy, how it ...
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The right to privacy figures prominently in popular discourse and law. Its popularity, however, is not matched by the respect it receives. A close look at empirical understandings of privacy, how it shapes development, and how privacy itself can be shaped, provides important lessons for addressing the critical juncture facing privacy rights and privacy itself. To increase respect for privacy and foster privacy’s effective outcomes, society must capitalize on opportunities to shape adolescents’ use of privacy. Yet, as currently developed, the legal system has difficulty recognizing adolescents’ privacy rights and supporting systems that would shape adolescents’ skills and abilities in ways that would foster respect for privacy. As a result, the system fails to address the needs of adolescents and society. The upshot is that a developmental understanding of privacy essentially asks that the legal system take an entirely different approach to adolescents’ privacy. This book provides the foundation for understanding privacy rights and how they relate to adolescents. It then explores the place of privacy in adolescent development and builds on that understanding to chart ways to better address adolescents’ privacy needs and rights as well as society’s broader privacy interests. It argues that privacy actually is an inherently social phenomenon, one that can and must be shaped more effectively.Less
The right to privacy figures prominently in popular discourse and law. Its popularity, however, is not matched by the respect it receives. A close look at empirical understandings of privacy, how it shapes development, and how privacy itself can be shaped, provides important lessons for addressing the critical juncture facing privacy rights and privacy itself. To increase respect for privacy and foster privacy’s effective outcomes, society must capitalize on opportunities to shape adolescents’ use of privacy. Yet, as currently developed, the legal system has difficulty recognizing adolescents’ privacy rights and supporting systems that would shape adolescents’ skills and abilities in ways that would foster respect for privacy. As a result, the system fails to address the needs of adolescents and society. The upshot is that a developmental understanding of privacy essentially asks that the legal system take an entirely different approach to adolescents’ privacy. This book provides the foundation for understanding privacy rights and how they relate to adolescents. It then explores the place of privacy in adolescent development and builds on that understanding to chart ways to better address adolescents’ privacy needs and rights as well as society’s broader privacy interests. It argues that privacy actually is an inherently social phenomenon, one that can and must be shaped more effectively.
Ann Hagell, Seija Sandberg, and Robert Macdonald
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9781447301042
- eISBN:
- 9781447307242
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447301042.003.0003
- Subject:
- Social Work, Children and Families
This chapter asks whether the increase in adolescent mental health problems has been accompanied by an increase in stress. Commentators have tended to use the evidence of rising levels of anxiety and ...
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This chapter asks whether the increase in adolescent mental health problems has been accompanied by an increase in stress. Commentators have tended to use the evidence of rising levels of anxiety and depression as evidence that stress has risen, but this confuses mental health and stress and creates a tautology. This chapter unpicks some of the conceptual and research challenges in this area, and concludes that stress is a particularly salient construct in adolescence that is clearly related to mental health outcomes. However, despite widespread assumptions, there are no good, repeated surveys of adolescent stressors in the UK over the last three decades, and much of the material on stress simply buys into the zeitgeist rather than challenging it. Implications for further research are provided.Less
This chapter asks whether the increase in adolescent mental health problems has been accompanied by an increase in stress. Commentators have tended to use the evidence of rising levels of anxiety and depression as evidence that stress has risen, but this confuses mental health and stress and creates a tautology. This chapter unpicks some of the conceptual and research challenges in this area, and concludes that stress is a particularly salient construct in adolescence that is clearly related to mental health outcomes. However, despite widespread assumptions, there are no good, repeated surveys of adolescent stressors in the UK over the last three decades, and much of the material on stress simply buys into the zeitgeist rather than challenging it. Implications for further research are provided.
renée c. hoogland
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781474458641
- eISBN:
- 9781474477147
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474458641.003.0005
- Subject:
- Literature, Criticism/Theory
This chapter addresses Bowen’s obnoxious adolescents, arguing that she brings together the operations of language and the critical function of affect in questions of meaning and being, and connects ...
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This chapter addresses Bowen’s obnoxious adolescents, arguing that she brings together the operations of language and the critical function of affect in questions of meaning and being, and connects what she sees as the figure of the queer adolescent in Bowen (for example, Theodora Thirdman in Friends and Relations) with the equally queer or innovative operations of her writing, with her novels as aesthetic events. It thus posits adolescence as a particular structure of feeling that, in the assemblage of (Bowen’s) novelistic writing, at once mobilizes the stylistic operations of her prose, and that determines the singularity of her writing and its aesthetic effects.Less
This chapter addresses Bowen’s obnoxious adolescents, arguing that she brings together the operations of language and the critical function of affect in questions of meaning and being, and connects what she sees as the figure of the queer adolescent in Bowen (for example, Theodora Thirdman in Friends and Relations) with the equally queer or innovative operations of her writing, with her novels as aesthetic events. It thus posits adolescence as a particular structure of feeling that, in the assemblage of (Bowen’s) novelistic writing, at once mobilizes the stylistic operations of her prose, and that determines the singularity of her writing and its aesthetic effects.
Michael T Compton and Beth Broussard
- Published in print:
- 2010
- Published Online:
- November 2020
- ISBN:
- 9780195372496
- eISBN:
- 9780197562659
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195372496.003.0009
- Subject:
- Clinical Medicine and Allied Health, Psychiatry
We began the Preface with a list of questions that people experiencing psychosis and their family members often have. As we mentioned, an episode of ...
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We began the Preface with a list of questions that people experiencing psychosis and their family members often have. As we mentioned, an episode of psychosis can be frightening, confusing, and painful for the individual going through it and for his or her family members. We also noted that this book is meant to help readers through a very difficult time by providing much needed information. Part 1 of this book, Answering Your Basic Questions, focuses on explaining some of the most important facts about psychosis. This chapter addresses the first basic question, what is psychosis? In this chapter, we define what psychosis is and then dispel some myths by describing what psychosis is not. We then briefly describe what percentage of people develop psychosis and when it usually first begins. Next, we present the idea of a “psychosis continuum,” which means that experiences of psychosis can differ in level of seriousness. We then set the stage for later chapters by briefly introducing schizophrenia (one of the illnesses that is related to psychosis) and several other topics to come later in the book, including causes of psychosis, treatments, and recovery. Psychosis is a form of mental illness. A mental illness affects a person’s thoughts, feelings, and behaviors. Like physical illnesses, mental illnesses are treatable. Psychosis is a treatable mental illness syndrome. You may be familiar with some other mental illness syndromes, such as depression, posttraumatic stress disorder, and panic attacks. So what exactly does psychosis mean? Psychosis is a word used to describe a person’s mental state when he or she is out of touch with reality. For example, a person might hear voices that are not really there (auditory hallucinations) or believe things that are not really true (delusions). Psychosis is a medical condition that occurs due to a dysfunction in the brain. People with psychosis have difficulty separating false personal experiences from reality. They may behave in a bizarre or risky manner without realizing that they are doing anything unusual. Similar to any other health condition, psychosis consists of a combination of both symptoms that patients experience and signs that doctors observe.
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We began the Preface with a list of questions that people experiencing psychosis and their family members often have. As we mentioned, an episode of psychosis can be frightening, confusing, and painful for the individual going through it and for his or her family members. We also noted that this book is meant to help readers through a very difficult time by providing much needed information. Part 1 of this book, Answering Your Basic Questions, focuses on explaining some of the most important facts about psychosis. This chapter addresses the first basic question, what is psychosis? In this chapter, we define what psychosis is and then dispel some myths by describing what psychosis is not. We then briefly describe what percentage of people develop psychosis and when it usually first begins. Next, we present the idea of a “psychosis continuum,” which means that experiences of psychosis can differ in level of seriousness. We then set the stage for later chapters by briefly introducing schizophrenia (one of the illnesses that is related to psychosis) and several other topics to come later in the book, including causes of psychosis, treatments, and recovery. Psychosis is a form of mental illness. A mental illness affects a person’s thoughts, feelings, and behaviors. Like physical illnesses, mental illnesses are treatable. Psychosis is a treatable mental illness syndrome. You may be familiar with some other mental illness syndromes, such as depression, posttraumatic stress disorder, and panic attacks. So what exactly does psychosis mean? Psychosis is a word used to describe a person’s mental state when he or she is out of touch with reality. For example, a person might hear voices that are not really there (auditory hallucinations) or believe things that are not really true (delusions). Psychosis is a medical condition that occurs due to a dysfunction in the brain. People with psychosis have difficulty separating false personal experiences from reality. They may behave in a bizarre or risky manner without realizing that they are doing anything unusual. Similar to any other health condition, psychosis consists of a combination of both symptoms that patients experience and signs that doctors observe.
Michael T Compton and Beth Broussard
- Published in print:
- 2010
- Published Online:
- November 2020
- ISBN:
- 9780195372496
- eISBN:
- 9780197562659
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195372496.003.0011
- Subject:
- Clinical Medicine and Allied Health, Psychiatry
As described in Chapter 1, psychosis is a syndrome. This syndrome can include a number of different signs and symptoms (see Chapter 2 on What Are the ...
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As described in Chapter 1, psychosis is a syndrome. This syndrome can include a number of different signs and symptoms (see Chapter 2 on What Are the Symptoms of Psychosis?). In this chapter, we discuss the different diagnoses that may relate to psychosis. A diagnosis is a specific medical term given to an illness or syndrome by health-care providers. When a doctor evaluates someone experiencing psychosis, he or she gathers as much information as possible. This information comes from a detailed psychiatric interview and observations, medical records, additional information from family members, a physical exam, cognitive assessments, lab tests, and other types of evaluations to determine the illness underlying the episode of psychosis (see Chapter 5 on The Initial Evaluation of Psychosis). While gathering information to evaluate a first episode of psychosis, the doctor often comes up with a differential diagnosis. This is a list of the most likely reasons for the syndrome, in this case, psychosis. Doctors generally use a differential diagnosis to list the possible illness underlying any health problem. For example, if you go to the doctor for a fever, the doctor may make a list of possible reasons for the fever, such as a minor nose cold caused by a virus, strep throat caused by bacteria, pneumonia, meningitis, or other infections. To narrow down this list to the most likely diagnosis, the doctor then uses information from the history (asking questions), physical exam, and lab tests. Oftentimes a doctor uses a working diagnosis to guide treatment planning even if he or she has yet to decide on a final diagnosis. It is important for patients and families to recognize that making a specific diagnosis often requires long-term information that often is not fully available when a person first comes in for treatment. Being unsure about the diagnosis is one reason why a differential diagnosis and a working diagnosis are so important. A working diagnosis allows the doctor to begin an effective treatment plan even though a final diagnosis may not yet be clear. Some patients and families may want to get a specific diagnosis and may be skeptical when the doctor cannot yet definitively provide one.
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As described in Chapter 1, psychosis is a syndrome. This syndrome can include a number of different signs and symptoms (see Chapter 2 on What Are the Symptoms of Psychosis?). In this chapter, we discuss the different diagnoses that may relate to psychosis. A diagnosis is a specific medical term given to an illness or syndrome by health-care providers. When a doctor evaluates someone experiencing psychosis, he or she gathers as much information as possible. This information comes from a detailed psychiatric interview and observations, medical records, additional information from family members, a physical exam, cognitive assessments, lab tests, and other types of evaluations to determine the illness underlying the episode of psychosis (see Chapter 5 on The Initial Evaluation of Psychosis). While gathering information to evaluate a first episode of psychosis, the doctor often comes up with a differential diagnosis. This is a list of the most likely reasons for the syndrome, in this case, psychosis. Doctors generally use a differential diagnosis to list the possible illness underlying any health problem. For example, if you go to the doctor for a fever, the doctor may make a list of possible reasons for the fever, such as a minor nose cold caused by a virus, strep throat caused by bacteria, pneumonia, meningitis, or other infections. To narrow down this list to the most likely diagnosis, the doctor then uses information from the history (asking questions), physical exam, and lab tests. Oftentimes a doctor uses a working diagnosis to guide treatment planning even if he or she has yet to decide on a final diagnosis. It is important for patients and families to recognize that making a specific diagnosis often requires long-term information that often is not fully available when a person first comes in for treatment. Being unsure about the diagnosis is one reason why a differential diagnosis and a working diagnosis are so important. A working diagnosis allows the doctor to begin an effective treatment plan even though a final diagnosis may not yet be clear. Some patients and families may want to get a specific diagnosis and may be skeptical when the doctor cannot yet definitively provide one.
Lynn S. Liben
- Published in print:
- 1992
- Published Online:
- November 2020
- ISBN:
- 9780195062205
- eISBN:
- 9780197560150
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195062205.003.0019
- Subject:
- Earth Sciences and Geography, Environmental Geography
The purpose of this chapter is to provide a review of past research and theory in environmental cognition from the perspective of life-span developmental ...
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The purpose of this chapter is to provide a review of past research and theory in environmental cognition from the perspective of life-span developmental psychology, to suggest future directions for work in this area, and to lay the groundwork for questions of application that are discussed elsewhere in this volume. Before it is possible to address these goals, however, it is essential to establish what is meant by “a life-span developmental approach to environmental cognition.” The first section of the chapter is thus devoted to a discussion of these definitional issues. The second section provides a selective review of past research. The research has been chosen to illustrate how changes in individual development in a variety of domains (e.g., development of logical classification skills in the cognitive domain, or development of interpersonal attachment in the socioemotional domain) may have consequences for environmental cognition. The review of past work leads to the observation that most research has focused on how environmental cognition is derived from direct experience in environments. It is argued that another extremely influential source of environmental cognition is through exposure to representations of environments. Thus, the final section of the chapter contains discussions of the roles of environmental representations for environmental cognition, and descriptions of some recent research in this area. In the original conceptualization of the conference on which this volume is based, Evans and Gärling (1987) defined environmental cognition as . . . the processes involved in the perception and cognition of spatial information in the real world. Most of this research has not examined preference or evaluation. Instead the focus has been primarily on understanding the cognitive processes themselves and how they are influenced by person variables (e.g. age, gender, familiarity) and by environmental variables such as landmarks, path structures, or overall organizational factors, (p. 2) . . . This definition works well for the purpose intended, that is, for distinguishing environmental cognition from environmental assessment, on the one hand, and from decision making and action, on the other. In part, these distinctions are congruent with a taxonomy developed earlier (Liben, 198la), which similarly placed environmental cognition in a broader context.
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The purpose of this chapter is to provide a review of past research and theory in environmental cognition from the perspective of life-span developmental psychology, to suggest future directions for work in this area, and to lay the groundwork for questions of application that are discussed elsewhere in this volume. Before it is possible to address these goals, however, it is essential to establish what is meant by “a life-span developmental approach to environmental cognition.” The first section of the chapter is thus devoted to a discussion of these definitional issues. The second section provides a selective review of past research. The research has been chosen to illustrate how changes in individual development in a variety of domains (e.g., development of logical classification skills in the cognitive domain, or development of interpersonal attachment in the socioemotional domain) may have consequences for environmental cognition. The review of past work leads to the observation that most research has focused on how environmental cognition is derived from direct experience in environments. It is argued that another extremely influential source of environmental cognition is through exposure to representations of environments. Thus, the final section of the chapter contains discussions of the roles of environmental representations for environmental cognition, and descriptions of some recent research in this area. In the original conceptualization of the conference on which this volume is based, Evans and Gärling (1987) defined environmental cognition as . . . the processes involved in the perception and cognition of spatial information in the real world. Most of this research has not examined preference or evaluation. Instead the focus has been primarily on understanding the cognitive processes themselves and how they are influenced by person variables (e.g. age, gender, familiarity) and by environmental variables such as landmarks, path structures, or overall organizational factors, (p. 2) . . . This definition works well for the purpose intended, that is, for distinguishing environmental cognition from environmental assessment, on the one hand, and from decision making and action, on the other. In part, these distinctions are congruent with a taxonomy developed earlier (Liben, 198la), which similarly placed environmental cognition in a broader context.
Roger A. Hart and Michael K. Conn
- Published in print:
- 1992
- Published Online:
- November 2020
- ISBN:
- 9780195062205
- eISBN:
- 9780197560150
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195062205.003.0020
- Subject:
- Earth Sciences and Geography, Environmental Geography
The task we have been set is to review developmental theory concerning how individuals act in real-world environments. To simplify this difficult task we ...
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The task we have been set is to review developmental theory concerning how individuals act in real-world environments. To simplify this difficult task we have emphasized the developmental span of childhood, the area of our professional expertise. Before proceeding with the review, a few comments regarding the framework of this book and, within it, the definition of our task will enable us to illuminate some of the assumptions inherent in the structure of this volume and to explain how this has affected our conceptualization of the problem. The stated goal of this book is to look at the separate areas of human relatedness to the environment that are recognized by “most research in environmental psychology”: environmental cognition, environmental appraisal and decision making, and action in environments (see Table 1.1 in Chapter 1 of this volume). We agree that although such a separation of cognition and evaluation from action is a reflection of the dominant tendency of research, it is true of only some theories. To accept this division and to discuss primarily action would prevent us from emphasizing those theorists who have argued that human relatedness to the environment must be thought of holistically and dynamically. Consequently, although we have tried to emphasize action, this chapter actually deals simultaneously with cognition and appraisal. The question of why more integrative and holistic theories have been largely ignored is itself important. We argue that the answer lies in a fear by psychologists of such research because it cannot easily meet the traditional tenets of what constitutes good theory—building through experimental research design. A second problem in the task definition is the use of the word “space.” We should not simply be addressing “spatial decisions and actions” but environmental decisions and actions. In the field of environmental psychology the terms “space” and “environment” are commonly used synonymously. We think of space as just one characteristic of objects in the environment. Unfortunately, space is the characteristic that most environmental cognition research has addressed. This is somewhat understandable, for environmental psychology finds its distinctiveness in the study of the large-scale environment in which space (spatial relatedness) is the most distinguishing variable.
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The task we have been set is to review developmental theory concerning how individuals act in real-world environments. To simplify this difficult task we have emphasized the developmental span of childhood, the area of our professional expertise. Before proceeding with the review, a few comments regarding the framework of this book and, within it, the definition of our task will enable us to illuminate some of the assumptions inherent in the structure of this volume and to explain how this has affected our conceptualization of the problem. The stated goal of this book is to look at the separate areas of human relatedness to the environment that are recognized by “most research in environmental psychology”: environmental cognition, environmental appraisal and decision making, and action in environments (see Table 1.1 in Chapter 1 of this volume). We agree that although such a separation of cognition and evaluation from action is a reflection of the dominant tendency of research, it is true of only some theories. To accept this division and to discuss primarily action would prevent us from emphasizing those theorists who have argued that human relatedness to the environment must be thought of holistically and dynamically. Consequently, although we have tried to emphasize action, this chapter actually deals simultaneously with cognition and appraisal. The question of why more integrative and holistic theories have been largely ignored is itself important. We argue that the answer lies in a fear by psychologists of such research because it cannot easily meet the traditional tenets of what constitutes good theory—building through experimental research design. A second problem in the task definition is the use of the word “space.” We should not simply be addressing “spatial decisions and actions” but environmental decisions and actions. In the field of environmental psychology the terms “space” and “environment” are commonly used synonymously. We think of space as just one characteristic of objects in the environment. Unfortunately, space is the characteristic that most environmental cognition research has addressed. This is somewhat understandable, for environmental psychology finds its distinctiveness in the study of the large-scale environment in which space (spatial relatedness) is the most distinguishing variable.
Spencer Christopher
- Published in print:
- 1992
- Published Online:
- November 2020
- ISBN:
- 9780195062205
- eISBN:
- 9780197560150
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195062205.003.0021
- Subject:
- Earth Sciences and Geography, Environmental Geography
In this chapter, I sketch an integrated account of environmental assessment, cognition, and action throughout the individual’s life span. Zimring and Gross ...
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In this chapter, I sketch an integrated account of environmental assessment, cognition, and action throughout the individual’s life span. Zimring and Gross (this volume) have already described how the schema is structured to include all three aspects; Canter (this volume) has extended this to stress the social context of meanings and actions in which these schema operate; and this chapter accepts and develops their positions. What further can a life-span approach add to the arguments advanced in these earlier integrative chapters? Liben (this volume) has already stated the case most powerfully with respect to her topic, environmental cognition; and it can as easily be applied to evaluation and action. A life-span approach enables development to be put in context: what earlier stages have so far equipped the individual to do, what the demands of the current situation are on the individual, and how variations at the present stage can affect later development. Taking this developmental perspective throws the emphasis on process and on the adaptive nature of the environmental schema for the particular life stage reached by the individual. As such, the perspective provides a test bed for examining the range of theoretical relationships between affect, cognition, and action in the environment advanced in earlier chapters. The life-span approach can also serve to reintroduce into the field a sense of the importance of individual differences, and continuities of individuality through life, which is conspicuously missing from many of the earlier chapters. The developmental tradition within psychology has not, as a whole, stressed individual differences as much as has done the life-span developmental. The life-span perspective has been much concerned with continuities and developments within the individual, as goals and tasks change over the life course. Much mainstream “developmental” research lacks this sense of continuity, being often presented as a series of snapshots of the typical child at different ages or stages. In contrast, the life-span approach, as Liben’s chapter reminds us, emphasizes the processes whereby developments occur, and conceptualizes this development as affected by biological changes, psychological development, changes in the individual’s social role and context, cultural forces, and historical changes during the individual’s life span.
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In this chapter, I sketch an integrated account of environmental assessment, cognition, and action throughout the individual’s life span. Zimring and Gross (this volume) have already described how the schema is structured to include all three aspects; Canter (this volume) has extended this to stress the social context of meanings and actions in which these schema operate; and this chapter accepts and develops their positions. What further can a life-span approach add to the arguments advanced in these earlier integrative chapters? Liben (this volume) has already stated the case most powerfully with respect to her topic, environmental cognition; and it can as easily be applied to evaluation and action. A life-span approach enables development to be put in context: what earlier stages have so far equipped the individual to do, what the demands of the current situation are on the individual, and how variations at the present stage can affect later development. Taking this developmental perspective throws the emphasis on process and on the adaptive nature of the environmental schema for the particular life stage reached by the individual. As such, the perspective provides a test bed for examining the range of theoretical relationships between affect, cognition, and action in the environment advanced in earlier chapters. The life-span approach can also serve to reintroduce into the field a sense of the importance of individual differences, and continuities of individuality through life, which is conspicuously missing from many of the earlier chapters. The developmental tradition within psychology has not, as a whole, stressed individual differences as much as has done the life-span developmental. The life-span perspective has been much concerned with continuities and developments within the individual, as goals and tasks change over the life course. Much mainstream “developmental” research lacks this sense of continuity, being often presented as a series of snapshots of the typical child at different ages or stages. In contrast, the life-span approach, as Liben’s chapter reminds us, emphasizes the processes whereby developments occur, and conceptualizes this development as affected by biological changes, psychological development, changes in the individual’s social role and context, cultural forces, and historical changes during the individual’s life span.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00006
- Subject:
- Education, History of Education
The introduction argues that ideas about both childhood and adolescence were transformed in English and Welsh schools after WWII. Covering the period 1918 to 1979, this book will show that by putting ...
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The introduction argues that ideas about both childhood and adolescence were transformed in English and Welsh schools after WWII. Covering the period 1918 to 1979, this book will show that by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. It has been suggested that the dominance of ‘progressive’ education after 1945 led to a backlash against permissive attitudes to pupils in both Western Europe and the United States. But British child-centred education, in alliance with developmental psychology, actually shaped a more restrictive and pessimistic image of childhood. By considering the faultlines within the movement that has been called ‘progressive’ or ‘child-centred’ education, we can more clearly assess its impact on concepts of childhood and youth.Less
The introduction argues that ideas about both childhood and adolescence were transformed in English and Welsh schools after WWII. Covering the period 1918 to 1979, this book will show that by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. It has been suggested that the dominance of ‘progressive’ education after 1945 led to a backlash against permissive attitudes to pupils in both Western Europe and the United States. But British child-centred education, in alliance with developmental psychology, actually shaped a more restrictive and pessimistic image of childhood. By considering the faultlines within the movement that has been called ‘progressive’ or ‘child-centred’ education, we can more clearly assess its impact on concepts of childhood and youth.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00009
- Subject:
- Education, History of Education
Teachers rarely grasped the full complexities of the psychological theories that they encountered. However, the ways they used psychology and how it influenced their concepts of childhood were not ...
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Teachers rarely grasped the full complexities of the psychological theories that they encountered. However, the ways they used psychology and how it influenced their concepts of childhood were not solely reliant on a misunderstood and confused version of the arguments of key theorists. Rather than being an empty atheoretical vessel into which psychological knowledge was poured, the teaching profession had its own model of craft knowledge that both resisted and adapted the novel theories with which it was presented. This chapter focuses on teachers’ resistance to the child-centred educational methods that emerged from the findings of developmental psychologists. Teachers often felt they had to pay ‘lip-service’ to child-centred methods even if they were not convinced by them, intensifying the influence of simplistic and limiting concepts of childhood and youth. Even when they self-defined as ‘progressive’, they were liable to believe that this mindset tended to introduce too many changes too quickly, so teachers could not keep up with changing ‘trends’ in child-centred practice.Less
Teachers rarely grasped the full complexities of the psychological theories that they encountered. However, the ways they used psychology and how it influenced their concepts of childhood were not solely reliant on a misunderstood and confused version of the arguments of key theorists. Rather than being an empty atheoretical vessel into which psychological knowledge was poured, the teaching profession had its own model of craft knowledge that both resisted and adapted the novel theories with which it was presented. This chapter focuses on teachers’ resistance to the child-centred educational methods that emerged from the findings of developmental psychologists. Teachers often felt they had to pay ‘lip-service’ to child-centred methods even if they were not convinced by them, intensifying the influence of simplistic and limiting concepts of childhood and youth. Even when they self-defined as ‘progressive’, they were liable to believe that this mindset tended to introduce too many changes too quickly, so teachers could not keep up with changing ‘trends’ in child-centred practice.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00010
- Subject:
- Education, History of Education
This chapter considers the implementation of non-utopian progressivism in English and Welsh primary and secondary modern schools since 1918, contending that it was precisely because child-centred ...
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This chapter considers the implementation of non-utopian progressivism in English and Welsh primary and secondary modern schools since 1918, contending that it was precisely because child-centred practice was only ever half-implemented in primary and secondary modern schools in England and Wales that it transformed teachers’ concepts of childhood so profoundly. This chapter considers how teacher trainers, inspectors, headteachers and teachers shaped both theory and policy at the local level, using four case studies of LEAs: Oxfordshire, Cambridgeshire, Sheffield and Monmouthshire. It suggests that non-utopian progressive education posed a threat to teachers’ notions of expertise, shaping a limited concept of the pupil that nevertheless served a practical purpose in the classroom, especially given large class sizes, poor buildings and scant apparatus.Less
This chapter considers the implementation of non-utopian progressivism in English and Welsh primary and secondary modern schools since 1918, contending that it was precisely because child-centred practice was only ever half-implemented in primary and secondary modern schools in England and Wales that it transformed teachers’ concepts of childhood so profoundly. This chapter considers how teacher trainers, inspectors, headteachers and teachers shaped both theory and policy at the local level, using four case studies of LEAs: Oxfordshire, Cambridgeshire, Sheffield and Monmouthshire. It suggests that non-utopian progressive education posed a threat to teachers’ notions of expertise, shaping a limited concept of the pupil that nevertheless served a practical purpose in the classroom, especially given large class sizes, poor buildings and scant apparatus.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00012
- Subject:
- Education, History of Education
Using a case study of the secondary modern school in the 1950s and 1960s, this chapter explores why media depictions of the ‘sec. mod.’ or ‘modern school’ were so fraught with violence and conflict ...
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Using a case study of the secondary modern school in the 1950s and 1960s, this chapter explores why media depictions of the ‘sec. mod.’ or ‘modern school’ were so fraught with violence and conflict during this period. Class is a key variable; the 1944 Education Act had brought a new influx of working-class children within the ambit of state education at the same time as the teaching profession, especially at secondary level, was attracting more middle-class recruits. However, teachers from working-class backgrounds also had a vested interest in maintaining a ‘cultural gap’ between themselves and their pupils. The anxieties engendered by progressive teaching methods, I suggest, increasingly defined the interests of the child and teacher not as a unity, but in opposition to each other. Non-utopian progressive education contributed to this shift by emphasising the gulf between the abilities of children and of adults, reconfiguring childhood and youth as negatively defined by what subjects were unable to do before they reached adulthood. Both children and adolescents were characterised by their essential egotism, their orientation towards practical and concrete experience that directly related to their own lives, and their lack of capacity for abstract reasoning.Less
Using a case study of the secondary modern school in the 1950s and 1960s, this chapter explores why media depictions of the ‘sec. mod.’ or ‘modern school’ were so fraught with violence and conflict during this period. Class is a key variable; the 1944 Education Act had brought a new influx of working-class children within the ambit of state education at the same time as the teaching profession, especially at secondary level, was attracting more middle-class recruits. However, teachers from working-class backgrounds also had a vested interest in maintaining a ‘cultural gap’ between themselves and their pupils. The anxieties engendered by progressive teaching methods, I suggest, increasingly defined the interests of the child and teacher not as a unity, but in opposition to each other. Non-utopian progressive education contributed to this shift by emphasising the gulf between the abilities of children and of adults, reconfiguring childhood and youth as negatively defined by what subjects were unable to do before they reached adulthood. Both children and adolescents were characterised by their essential egotism, their orientation towards practical and concrete experience that directly related to their own lives, and their lack of capacity for abstract reasoning.
Laura Tisdall
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781526132895
- eISBN:
- 9781526150417
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7765/9781526132901.00014
- Subject:
- Education, History of Education
The conclusion argues that the failure to connect the histories of education and the histories of childhood and youth, especially in work on twentieth-century Britain, has led to significant problems ...
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The conclusion argues that the failure to connect the histories of education and the histories of childhood and youth, especially in work on twentieth-century Britain, has led to significant problems for both sets of historiography. Most importantly, thinking about both these things together indicates that there was a fundamental shift in concepts of childhood and adolescence at mid-century, and problematises the idea of a ‘permissive society’ emerging from the 1960s onwards. Teachers’ discourses assumed disproportionate significance in post-war Britain as central funding for schools increased, and the education system attracted more public attention. Finally, it is contended that more work needs to be done on adulthood as a constructed category in its own right in order to fully understand its relational counterparts, childhood and youth.Less
The conclusion argues that the failure to connect the histories of education and the histories of childhood and youth, especially in work on twentieth-century Britain, has led to significant problems for both sets of historiography. Most importantly, thinking about both these things together indicates that there was a fundamental shift in concepts of childhood and adolescence at mid-century, and problematises the idea of a ‘permissive society’ emerging from the 1960s onwards. Teachers’ discourses assumed disproportionate significance in post-war Britain as central funding for schools increased, and the education system attracted more public attention. Finally, it is contended that more work needs to be done on adulthood as a constructed category in its own right in order to fully understand its relational counterparts, childhood and youth.
Linda A. Parker
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780262035798
- eISBN:
- 9780262338448
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262035798.003.0004
- Subject:
- Neuroscience, Research and Theory
Clearly the majority of people who use marijuana do not develop schizophrenia. Yet, the human literature suggests that there is a modest association between cannabis exposure (particularly in ...
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Clearly the majority of people who use marijuana do not develop schizophrenia. Yet, the human literature suggests that there is a modest association between cannabis exposure (particularly in adolescence) and later development of schizophrenia--whether or not this association is causal is hotly debated. This chapter reviews some of the evidence for and against such a causal relationship. The chapter concludes with the suggestion that individuals with a family history of schizophrenia, with prodromal symptoms, or who have experienced discreet episodes of psychosis related to cannabis use, may be best served not using THC-predominant marijuana.Less
Clearly the majority of people who use marijuana do not develop schizophrenia. Yet, the human literature suggests that there is a modest association between cannabis exposure (particularly in adolescence) and later development of schizophrenia--whether or not this association is causal is hotly debated. This chapter reviews some of the evidence for and against such a causal relationship. The chapter concludes with the suggestion that individuals with a family history of schizophrenia, with prodromal symptoms, or who have experienced discreet episodes of psychosis related to cannabis use, may be best served not using THC-predominant marijuana.
Nick Levey and Holly Harper
- Published in print:
- 2016
- Published Online:
- May 2018
- ISBN:
- 9781496806444
- eISBN:
- 9781496806482
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496806444.003.0007
- Subject:
- Literature, 20th-century and Contemporary Literature
This essay begins fittingly with the line “If there’s one thing you can depend upon during the zombie apocalypse, it’s that you won’t have to face it alone.” In this essay, Levey and Harper examine ...
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This essay begins fittingly with the line “If there’s one thing you can depend upon during the zombie apocalypse, it’s that you won’t have to face it alone.” In this essay, Levey and Harper examine the importance of group dynamics in contemporary teen novels that concentrate on surviving zombie invasions. Focusing on two recently published horror novels popular among teens, Charlie Higson’s The Enemy and Michael Grant’s Gone, Levey and Harper examine the “considerations of group consciousness and democratic dynamics” in the texts, noting that such attention to the group is a departure from previous teen novels that had focused more on negotiations of individual identity (this also marks a difference from the novels McCort examines, suggesting the different approach toward identity taken by those writing for older adolescents). For Levey and Harper, the importance of these particular novels and their treatment of the individual in relation to the group is twofold: they ask the characters therein to work through personal issues that are detrimental to the survival of the group and they call for social re-evaluation. In the worlds of The Enemy and Gone, young adult readers experience a close encounter with monstrous humanity, one that allows them to vicariously experience how others deal with threats external to their circles, as well as the threats that lie within themselves and their own peer groups.Less
This essay begins fittingly with the line “If there’s one thing you can depend upon during the zombie apocalypse, it’s that you won’t have to face it alone.” In this essay, Levey and Harper examine the importance of group dynamics in contemporary teen novels that concentrate on surviving zombie invasions. Focusing on two recently published horror novels popular among teens, Charlie Higson’s The Enemy and Michael Grant’s Gone, Levey and Harper examine the “considerations of group consciousness and democratic dynamics” in the texts, noting that such attention to the group is a departure from previous teen novels that had focused more on negotiations of individual identity (this also marks a difference from the novels McCort examines, suggesting the different approach toward identity taken by those writing for older adolescents). For Levey and Harper, the importance of these particular novels and their treatment of the individual in relation to the group is twofold: they ask the characters therein to work through personal issues that are detrimental to the survival of the group and they call for social re-evaluation. In the worlds of The Enemy and Gone, young adult readers experience a close encounter with monstrous humanity, one that allows them to vicariously experience how others deal with threats external to their circles, as well as the threats that lie within themselves and their own peer groups.