Youth Studies

In order to more effectively promote fruit and vegetable intake among children and adolescents, insight into determinants of intake is necessary. We conducted a review of the literature for potential determinants of fruit and vegetable intake in children and adolescents.

As social network sites like MySpace and Facebook emerged, American teenagers began adopting them as spaces to mark identity and socialize with peers. Teens leveraged these sites for a wide array of everyday social practices—gossiping, flirting, joking around, sharing information, and simply hanging out. While social network sites were predominantly used by teens as a peer-based social outlet, the unchartered nature of these sites generated fear among adults. This dissertation documents my 2.5-year ethnographic study of American teens’ engagement with social network sites and the ways in which their participation supported and complicated three practices—self-presentation, peer sociality, and negotiating adult society.

My analysis centers on how social network sites can be understood as networked publics which are simultaneously (1) the space constructed through networked technologies and (2) the imagined community that emerges as a result of the intersection of people, technology, and practice. Networked publics support many of the same practices as unmediated publics, but their structural differences often inflect practices in unique ways. Four properties—persistence, searchability, replicability, and scalability—and three dynamics—invisible audiences, collapsed contexts, and the blurring of public and private—are examined and woven throughout the discussion.

While teenagers primarily leverage social network sites to engage in common practices, the properties of these sites configured their practices and teens were forced to contend with the resultant dynamics. Often, in doing so, they reworked the technology for their purposes. As teenagers learned to navigate social network sites, they developed potent strategies for managing the complexities of and social awkwardness incurred by these sites. Their strategies reveal how new forms of social media are incorporated into everyday life, complicating some practices and reinforcing others. New technologies reshape public life, but teens’ engagement also reconfigures the technology itself.

The MacArthur Foundation launched its five-year, $50 million digital media and learning initiative in 2006 to help determine how digital media are changing the way young people learn, play, socialize, and participate in civic life. Answers are critical to developing educational and other social institutions that can meet the needs of this and future generations. The initiative is both marshaling what it is already known about the field and seeding innovation for continued growth. For more information, visit www.digitallearning.macfound.org. To engage in conversations about these projects and the field of digital learning, visit the Spotlight blog at spotlight.macfound.org.

Background: Recent debates on 'binge drinking' in the UK have represented the activities of young drinkers in urban areas as a particular source of concern, as constituting a threat to law and order, a drain on public health and welfare services and as a source of risk to their own future health and well being. The discourse of moral panic around young people's 'binge drinking' has pervaded popular media, public policy and academic research, often differentiating the excesses of 'binge drinking' from 'normal' patterns of alcohol consumption, although in practice definitions of 'binge drinking' vary considerably. However, recent research in this area has drawn on the notion of 'calculated hedonism' to refer to a way of 'managing' alcohol consumption that might be viewed as excessive. Methods: The paper presents a critical analysis of contemporary discourses around 'binge drinking' in the British context, highlighting contradictory messages about responsibility and self control in relation to the recent liberalisation of licensing laws and the extensive marketing of alcohol to young people. The paper analyses marketing communications which present drinking as a crucial element in 'having fun', and as an important aspect of young people's social lives. The empirical study involves analysis of focus group discussions and individual interviews with young people aged 18-25 in three areas of Britain: a major city in the West Midlands, a seaside town in the South-West of England and a small market town also in the South-West. Results: The initial findings present the varied forms and meanings that socialising and drinking took in these young people's social lives. In particular the results illustrate the ways in which drinking is constituted and managed as a potential source of pleasure. Conclusion: The paper concludes that the term 'calculated hedonism' better describes the behaviour of the young people in this study and in particular the way they manage their pleasure around alcohol, than the emotive term 'binge drinking'.

Numerous studies exist examining how college students use Facebook and how this affects aspects of their college experience; however, all of these studies have relied on self-report measures of Facebook use. Research in other areas of human behavior has shown that self-report measures are substantially inaccurate when compared to actual behaviors. This study provides the first test of the criterion validity of measures of Facebook frequency by comparing self-reported time spent on the site and number of logins against actual usage as measured by computer monitoring software. A sample of 45 college students installed software that monitored their computer usage for 1 month. There was a strong positive correlation between self-reported and actual time spent on Facebook; however, there was a significant discrepancy between the two. Students spent an average of 26 min (SD = 30) per day on Facebook, significantly lower than the average of 145 (SD = 111) minutes per day obtained through self-report. There was a moderate relationship between number of logins and actual time spent on Facebook. Although there are some limitations of monitoring computer usage, researchers are encouraged to attempt to relate their self-report measures to actual behaviors in order to improve external validity.

Friendship is highly significant during the university years. Facebook, widely used by students, is designed to facilitate communication with different groups of 'friends'. This exploratory study involved interviewing a sample of student users of Facebook: it focuses on the extent to which older adults, especially parents, are accepted as Facebook friends, and the attitudes towards such friendships and potential friendships and what these reveal about notions of privacy. Parents were rarely reported to be Facebook friends, and there was a view that in general they would not be welcomed. The reasons were related to embarrassment, social norms, and worries about mothers. Underlying these were various notions of the private and the public. Students did not appear to conceive of there being two distinct realms: indeed, the 'public' appeared to be the individual's private social world. A level of sophistication is apparent, with nuanced understandings of concepts, suggesting that social networking sites such as Facebook are associated with new ways of construing some of the notions surrounding the traditional public/private dichotomy. Notions of what is private and what is public are fuzzy, with no clear-cut public/private dichotomy. Computer-mediated communication appears to make this fuzziness more apparent than has hitherto been the case.

Through engaging with everyday practices among student activists in contemporary Indian campus politics, this ethnographic study examines the breadcrumb trail between the left and self-fashioning. It focuses on a performative modality of political representation in Indian democracy by tracing the formation of biographical reconfigurations that implement subject-oriented techniques. The article charts out their relevance in producing political legitimacy. It engages with the way personal reconfigurations are mobilized to recruit and appeal to both subaltern and privileged communities, thus generating universalistic representative claims and political efficacy.

The study discusses self-presentations among leading left activists, members of five contending Marxist student organizations active in Delhi’s Jawaharlal Nehru University campus. It shows that reconfigurations are a hallmark of practices of social ‘downlift’ which echoes the notion of declassifying, a concept developed by philosopher Jacques Rancière. While embracing secularism and the legacy of political martyrs, the analysis illustrates how self-fashioning attempts to erase signs and habits attached to economic and social privileges through subverting and engaging creatively with sacrificial and ascetic tropes. Conversely, such practices find themselves critically questioned by activists at the bottom of the social ladder who aspire to social upliftment, including members of lower castes and impoverished Muslim communities. I find that biographical effects of left activism are both long-lasting and renegotiable, shaping campus lives and subsequent professional careers. While such reconfigurations are not inspired by world renouncers of the Hindu mendicant tradition, these practices of the self might exemplify the historical cross-fertilization between longstanding cultural idioms and the Indian Marxist praxis.

Like previous editions, the third edition of Reconceptualizing the Literacies in Adolescents’ Lives invites middle- and high-school educators to move toward a broad, generative view of adolescent literacies. Recognizing that digital media, social networking phenomena are now central in adolescents’ lives, what is different is the focus in this edition on bridging students’ everyday literacies and subject matter learning. Four chapters from earlier editions serve as touchstone texts, honoring youth’s diverse experiences and illustrating how young people’s literacies are enacted, situated, and mediated in various locales; nine new chapters consider how these themes are lived in today’s schools and in the rapidly changing world outside of school

This edition features heightened attention multimodal meaning construction, more discussion of practical implications of the ideas presented, and co-authored teacher commentaries at the end of each section. A Companion Website, new for this edition, facilitates practical application of the text’s key ideas, with discussion questions, and links to instructional activities, blogs, additional readings and viewings, and interactive web pages, and videos.

In this commentary, I offer a response to . I base these comments on the feminist scholarship on adolescent girls' healthy sexuality that Lamb (2010a) critiqued in the first of this series. I address and redress several of her concerns by providing the context and history of my own research and recovering the meanings of desire, pleasure and subjectivity as they appeared in this body of work. I then engage Lamb and Peterson's points of consensus about the role of sexual empowerment in adolescent girls' healthy sexuality by 1) positioning sexualization as more than a context; 2) identifying a missing discourse of gender inequity as a central issue in their discussion; and 3) explaining how the use of theory and interpretation in feminist research methods is necessary for and distinct from a surface reading of narratives of lived experience. Finally, I will provide examples of some alternative paths for supporting healthy adolescent women's sexuality that extend beyond school-based sex education and media literacy into alternative engagements with girls through technology, media activism and participatory practices.

... For example, the oft quoted findings of Willis' (1977) classic study of working-class, anti-education, 'lads' was contested by Brown (1987). ... In a similar vein, Jenkins (1983) produced a critique of cultural reproduction through contrasting the experience of 'lads' and 'ordinary kids'. ...

This study explores whether the interplay of health problems and school environment predicts academic failure, an individual event with consequences for the life course, as well as for society at large. This exploration proceeds in three steps: 1) we examine whether physical and mental health problems are an academic risk factor during secondary school; 2) we investigate the academic mechanisms underlying this risk status; and 3) we explore whether this risk status varies by school context. A series of logistic regressions reveals that self-rated health and emotional distress are both associated with greater likelihood of failing one or more classes in the next year and that absenteeism, trouble with homework, and student-teacher bonding account for much of these associations. Associations of physical and mental health problems with academic failure vary only slightly across schools, however. We discuss the implications of these findings for both research and policy and argue that the examination of overlap among different domains of adolescent functioning can advance the sociological understanding of health, education, and social problems in general.

This meta-analysis featuring 12 national adult studies and 16 state/regional youth studies of sexuality and mental health finds that sexual minorities—as a likely consequence of place-contingent minority stress—experience mental health outcomes such as depression, anxiety, and suicide ideation much more frequently than their heterosexual counterparts. By interrogating the geographic variations in the findings, such as high rates of poor mental health outcomes in the United Kingdom, large gay-heterosexual disparities in the Netherlands, and lower and improving rates of both outcomes and risk factors in Vermont and British Columbia, this study asserts that policy regimes, health programming, and the ways in which sexual minorities are constructed in places all contribute to their mental health.

In the article the author presents data to identify the most important obstacles hindering efficient communication between political parties and Polish youth. The main assumptions accepted by the author are related to the belief that the Central and Eastern European countries are still trying to figure out ways of dealing with the key challenges related to transformation – the (re)creation of the civil society and a new, democratic culture of political discourse. Understanding that all social change is evolutionary and is a part of some social movement, the author assumes that the post-communist societies now face a chance to meaningfully accelerate this process. The chance is related to the young generation of citizens – often of the same age as the democracies themselves.

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Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (1) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments Keywords: adolescence, sexual minority youth, same-sex attraction, academic achievement, school attachment.

Sense of Community theory suggests that people feel more attracted to groups and settings in which they feel influential or powerful. Unfortunately, young people have no voice or influence in many of the contexts in which they find themselves. Furthermore, teenagers are often unequipped and undersupported to participate fully and feel like they are making meaningful contributions to society. This is especially the case for young people who are disadvantaged or members of a minority groups. A two-part study was undertaken to explore sense of community in adolescents. The first phase utilized existing tools to measure adolescent sense of community in school, neighborhood, and city contexts. The second phase of the study relied on in-depth interviews with teenagers to better understand how they construct their sense of community. This article reports findings from the second phase and looks closely at the sense of community domain of “influence” as it applies to adolescents. Interviews with young people suggest that they feel a stronger self-described sense of community in contexts where they experience voice and resonance, some power and influence, and adequate adult support and challenge.

Young people's use of technology as a tool for the negotiation of their sexual identities and encounters has increasingly become a focal point in popular and scholarly discussion. Much of this debate centres on the sending of explicit sexual images and/or video (‘selfies’ or ‘sexting’) by mobile phone, email or social media. In Australia and elsewhere, legislative frameworks have arguably over-regulated or criminalised young people's consensual, digital, sexual communications. Equally, the law has failed to respond to the harm that is experienced by victims of non-consensual making and/or distribution of such sexual images. In this paper, we examine the non-consensual creation and distribution of sexual images in the context of harassment, stalking and family or intimate violence. We argue that harmful digital communications are often framed as a problem of user naiveté rather than gender-based violence. Moreover, we argue that current legal and policy approaches fail to adequately capture the social and psychological harm that results from the use of sexual imagery to harass, coerce or blackmail women. We draw on preliminary data from a larger project investigating adult women's experiences of technology-mediated sexual violence and harassment.

The claims that locality, kinship, and social class are no longer the basis of ties that bind and of limited significance for identity in late modernity, remain seductive, despite their critics. Those who remain rooted are then presented as inhabitants of traditional backwaters, outside the mainstream of social change. This article presents young people's reasons for leaving or remaining in a rural area of Britain, the Scottish Borders. Young people's views about migration and attachment demonstrate a contradictory and more complex pattern than that of detached late-modern migrants and traditional backwater stay-at-homes. These stereotypes have some resonance in local culture, for example in disdain for rootless incomers lacking real sympathy with`the community' and in the common accusation of the parochial narrow mindedness of locals who have never been elsewhere. However, such stereotypes emerge from complex social class antagonisms and cross-cutting ties to locality. Many young people's ties contradict the classifications these stereotypes imply. There are young out-migrants who are the children of`rootless' in-migrants, but also, nevertheless, have lasting attachments to the locality of their childhood. Then there are young`stayers' who are the children of`born and bred' locals but yet feel serious disaffection from their locality. These`attached migrants' and`detached stayers' may not represent settled orientations to their locality of childhood, but they, nevertheless, contradict both certain local stereotypes and Baumanesque`late modernist' sociological theorising.

Assuming a cultural psychology approach, this study examines the life stories of 30 Israeli and Palestinian adolescent participants in a coexistence program. Prior to participation, youth identity was characterized by polarization in which an ingroup ideology is internalized with little understanding of the outgroup's ideological perspective. Three identity-related outcomes emerged following participation. Identity transcendence, in which a reduction in salience of ingroup ideology was accompanied by increased recognition of outgroup ideological legitimacy, characterized the most common immediate outcome. Identity accentuation characterized the long-term impact for most youth, whose ideological identifications ultimately conformed to an ingroup identity narrative. Identity conflict occurred among youth who struggled to integrate the experience of coexistence into the life story. Findings suggest (a) the challenges of identity intervention in the context of intractable conflict, and (b) a context-specific theory of identity in which polarized identities contribute to the reproduction and intractability of the conflict across generations.

Lived experiences of austerity implemented in response to the 2008 financial crisis receive increasing attention in geographic scholarship. This paper adds to this literature by investigating the role of urban geographies in encounters of austerity and spatially differentiated austerity experiences. It combines the lifeworld and assemblage thinking to consider the avenues through which austerity reaches into the lifeworld of disadvantaged urban youth in Ireland. This paper builds on qualitative interviews with young adults, aged 18 to 25, living in two disadvantaged neighbourhoods in Cork and Dublin. The combination of
youth’s vulnerability to austerity and the implementation of a fierce
austerity regime in Ireland make this population suitable to reveal dynamics otherwise more subtly present. The interviews suggest that the three most important spheres of austerity emergence for disadvantaged urban youth – the household, work and social welfare, and the neighbourhood – are shaped by the micro-geographies of the neighbourhood and their embeddedness in the wider urban context. It is thus argued that austerity’s emergence is spatially contingent and depends on the neighbourhood’s embeddedness in local social and urban geographies such as institutional penetration, costs of living, labour market conditions, and histories of policy intervention. This leads to the conclusion that lifeworld colonisation by systemic imperatives, of which austerity is considered a symptom, is path-dependent and relates to previously existing social, economic, political and cultural contexts. To understand the spatially and socially variegated creation of austerity worlds thus requires critical interrogation of the interaction between local urban geographies and higher-scale complexes of austerity.

In this paper we present our experiences of conducting focus groups with young people as part of a participatory approach to research design and participant recruitment. The research is a prospective, 10-year, qualitative, longitudinal project investigating young people's daily lives, relationships, and identities, and the ways these change over time. It adopts a multi-method approach in which each participant has a choice about which methods to be involved with. Part of the project planning and recruitment was completed through focus groups held in schools across metropolitan and rural West Yorkshire with young people aged 13. The focus groups enabled us to recruit participants from a variety of backgrounds. They were also an important medium through which to elicit the views of young people (which were perceptively and constructively critical) about project design, methods development, and dissemination events. The paper focuses on what we learnt from these focus groups and considers the value of engaging participants in designing qualitative research.

This paper reconsiders the role and status of the folk devil in episodes of moral panic. Interrogating three significant sites of anxiety-school shootings, musical subcultures, and terrorism-it suggests each represents an exceptional case where panics' excessive, asymmetrical, and disproportionate qualities are desired and activated by the very objects of alarm. Devoting considered attention to folk devils' agency and interests, reveals how, in many important instances, they represent provocateurs or critical interactants whose activities are oriented to evoking overwrought responses. Such a perspective illuminates the vicissitudes of reaction, promoting a more robust account of panics' origins, functions, and effects.

This paper aims to articulate an emerging application of music therapy, drawing on data collected in a broader ongoing feminist research project. The project locates music therapy as anti-oppressive practice for young people in high school to explore gender and power. This article focuses on how young people conceptualise this approach to music therapy practice. In the last decade, several approaches have emerged in the creative arts therapies that aim to critically explore power, and challenge dominant socio-political discourses. While there has been a dedicated interest in critical, feminist approaches to practice in the music therapy discipline, empirical research into music therapy as a space for exploring gendered narratives with young people is still evolving. Furthermore, we have little sense of how anti-oppressive approaches are experienced by the people of all ages with whom we work in music therapy practice. Foregrounding the participants’ experiences and ideas, this paper attempts to develop specific terminology generated by young people themselves, highlighting whether the ways we conceptualise our role are actually apparent to and understood by them. 16 young people were asked during interviews how they would describe the role of the music therapist in the project. This paper explores the three key salient themes emerging from their responses: that this approach centres on providing a safe and therapeutic space to explore “real world issues”; that such a role involves a distinct approach to sharing power and holding space; and that this role has both emancipatory potential and complex consequences for adolescent group work.

This report looks at the transition of several groups of young Australians from school into tertiary education and/or work. It discusses changes in the patterns of participation over the last two decades and also addresses several policy and conceptual issues relevant to educational participation. These issues include geographic location, ethnicity, language, socioeconomic background, part-time work, school effects and psychological factors. This report, published by the Australian Council for Education Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.

This article considers how the study of youth cultural practice in Eastern Europe informs theoretical and empirical debate about youth culture. It charts the trajectory of academic writing on East European youth cultures and suggests the region’s state socialist past (which made social inequalities relatively insignificant at a time when, elsewhere, youth cultural studies were dominated by class-based readings) combined with the explosion of inequality in the post-socialist period (by which time class-resistant post-subcultural theories led anglophone academic discussion), makes it an interesting vantage point from which to reconsider academic paradigms. Drawing on empirical examples of youth cultural practice in (post)-socialist Eastern Europe, it argues for a perspective that integrates structural and cultural factors shaping young people’s lives. It suggests moving forward western theoretical debates – often stymied in arguments over nomenclature (‘subculture’, ‘postsubculture’, ‘neo-tribe’) – by shifting the focus of study from ‘form’ (‘subculture’ etc.) to ‘substance’ (concrete cultural practices) and attending to everyday communicative, musical, sporting, educational, informal economy, and territorial practices. Since such practices are embedded in the ‘whole’ rather than ‘subcultural’ lives of young people, this renders visible how cultural practices are enabled and constrained by the same social divisions and inequalities that structure society at large.

This exploratory study applies and extends a new model of media attendance to examine factors that determine current levels of sharing files through peer-to-peer networks among college students, and to predict downloaders’ intentions to discontinue the behavior in the future. In a multiple regression analysis, downloading activity was found to be positively related to deficient self-regulation and the expected social outcomes of downloading behavior. Downloading activity was lessened by dissatisfaction with poor quality downloads. Those who are willing to discontinue downloading are motivated by fear of punishment, but skilled and habitual downloaders were unlikely to discontinue. Normative beliefs also affected downloading. The perception that downloading was morally unacceptable was positively related to intentions to discontinue downloading, while beliefs that the behavior was morally acceptable were positively related to current downloading activity.

In 2002, when Lynn Schofield Clark began the research that led to her new book on raising children in a dot.com world, the media landscape was a simpler place. Facebook had yet to debut; Twitter was a just a word that described the chatter of birds; and "sexting" was widely regarded as a typographical error.

Serious youthful offenders are presented with a number of significant challenges when trying to make a successful transition from adolescence to adulthood.  One of the biggest obstacles for these youth to overcome concerns their ability to desist from further antisocial behavior, and although an emerging body of research has documented important risk and protective factors associated with desistance, the importance of the neighborhoods within which these youth reside has been understudied.  Guided by the larger neighborhood effects on crime literature, the current study examines the direct and indirect effects of concentrated disadvantage on youth reoffending among a sample of highly mobile, serious youthful offenders.  We use data from Pathways to Desistance, a longitudinal study of serious youthful offenders (N = 1,354; 13.6% female; 41.4% African American, 33.5% Hispanic, 20.2% White), matched up with 2000 Census data on neighborhood conditions for youth’s main residence location during waves 7 and 8 of the study.  These waves represent the time period in which youth are navigating the transition to adulthood (aged 18 to 22; average age = 20).  We estimate structural equation models to determine direct effects of concentrated disadvantage on youth reoffending and also to examine the possible indirect effects working through individual-level mechanisms as specified by theoretical perspectives including social control (e.g., unsupervised peer activities), strain (e.g., exposure to violence), and learning (e.g., exposure to antisocial peers).  Additionally, we estimate models that take into account the impact that a change in neighborhood conditions may have on the behavior of youth who move to new residences during the study period.  Our results show that concentrated disadvantage is indirectly associated with youth reoffending primarily through its association with exposure to deviant peers.  Taking into account youth mobility during the study period produced an additional indirect pathway by which concentrated disadvantage is associated with goal blockage (i.e., the gap between belief in conventional goals and perceived potential to reach those goals), which was then associated with exposure to deviant peers and indirectly, reoffending behavior.  We conclude that the neighborhood effects literature offers a promising framework for continued research on understanding the successful transition to adulthood by serious youthful offenders.

The purpose of this paper is to explore meanings of risk and pleasure around drugs among adolescents and young adults, and provide data that represent the users' perspectives. Using in-depth qualitative data from a sample of 300 young dance event attendees in the San Francisco Bay Area, we will analyze their perceptions of ecstasy and other illicit drugs, which are sometimes used at raves, clubs and other dance events. Using contemporary socio-cultural theories of risk, we will explore how young adults socially 'construct' notions of risk and risk-taking, how they engage in a process of negotiating the risks versus the pleasures of specific drugs, and the extent to which young people's notions of risk, danger and pleasure around drugs are influenced by the social setting and social groupings.

is Senior Lecturer in Sociology and Youth Studies. Her doctorate explored the interrelationships between youth culture, youth transitions and illicit drug use. She has a long-standing interest in debates about young people and social class and has published several articles on these themes as well as co-authoring Poor Transitions

The aim of the present study was to explore how teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender and prior bullying experiences. One hundred and seventy-six Swedish students in Grade 9 responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data. The grounded theory analysis generated five main categories and 26 sub categories regarding accounts of bullying causes. Results indicated that youth tended to explain bullying in terms of individualistic reasons (bully attributing and victim attributing) than in terms of peer group, school setting, or human nature/society reasons. Girls were more likely to attribute bullying causes to the bully and much less to the victim, compared to boys. Moreover, youth classified as bullies were more likely to attribute the reason for bullying to the victim and much less to the bully, compared to victims, bystanders, and victims/bullies.

This article investigates the relationship between the personal belief in a just world (BJW) and domain-specific beliefs about justice and examines how justice cognitions impact on adolescents’ development, particularly on their achievement at school and their subjective well-being. A longitudinal questionnaire study with German adolescents aged 14-19 years was conducted over a period of five to eight months. The pattern of results revealed that evaluations of the school climate and of the family climate as being just were two distinct phenomena, both of which impacted on the personal BJW, which in turn affected the domain-specific beliefs about justice. However, the domain-specific beliefs about justice did not impact on each other directly. Moreover, an evaluation of the family climate (but not of the school climate) as being just reduced depressive symptoms, whereas depressive symptoms did not weaken the evaluation of one’s family as being just. The evaluation of the school climate as being just improved the grades received in the next school report, whereas the grades received did not affect the justice evaluation of the school climate. Finally, all relationships persisted when controlling for age and gender. In sum, the pattern of findings supports the notion that justice cognitions impact on the development during adolescence.

Recent work in human geography has articulated the principles of an emerging 'participatory ethics'. Yet despite sustained critical examination of the participatory conditions under which geographical knowledge is produced, far less attention has addressed how a participatory ethics might unsettle the conventional ways such knowledge continues to be received, circulated, exchanged and mediated. As such, the uptake of visual methods in participatory research praxis has drawn a range of criticism for assuming visual outputs 'tell their own stories' and that publics might be straightforwardly engage with them. In response, this paper develops an argument for adopting an ethical stance that takes a more situated, processual account of the ways participants themselves might convene their own forms of public engagement, and manage their own conditions of becoming visible through the research process. To do so the concept of an ethics of recognition is developed, drawing attention to the inter-and intra-subjective relations that shape the public research encounter, and signalling ways that participants might navigate such conditions in pursuit of their intuitive desire to give an account of themselves to others. This ethical stance is then used to rethink questions of visibility and publicness through the conditions of reception, mediation and exchange that took place during the efforts of a London-based participatory research project to 'go public'. Drawing in particular on the experiences of one of the project participants, we suggest how a processual and contingent understanding of public engagement informed by such an ethics of recognition might be anticipated, approached and enacted.