Panel Presentation
All papers - Click on column to sort
| ID | Title | Authorship | Institution | Session | View abstract |
|---|---|---|---|---|---|
| 107 | Factors in predicting children?s subjective well-being: peer relationships, school context and neighborhood | Aline Lopes Moreira1, Leonardo Fernandes Martins1, Maria Angela Mattar Yunes1 | 1Universidade Salgado de Oliveira, UNIVERSO, Brazil | 7.3 PANEL: 107 ? Significant predictors for children and adolescents well-being from inequitable countries: a comparison between Brazil, Chile, and South Africa | |
| 107 | Life satisfaction, bullying, and feeling safe as a protective factor for Chilean and Brazilian adolescent | Jorge J. Varela1, Andrés Omar Muñoz-Najar Pacheco1, María Josefina Chuecas1, Matías E. Rodríguez-Rivasa1, Paulina Guzmána1, Maria Angela Mattar Yunes2 | 1Universidad del Desarrollo, Chile; 2Universidade Salgado de Oliveira, Brazil | 7.3 PANEL: 107 ? Significant predictors for children and adolescents well-being from inequitable countries: a comparison between Brazil, Chile, and South Africa | |
| 107 | Community level predictors of children?s subjective well-being: a comparative analysis across South Africa, Chile and Brazil. | Shazly Savahl1, Sabirah Adams2, Jorge Varela3 | 1University of the Western Cape, South Africa; 2University of Cape Town, South Africa; 3Universidad del Desarrollo, Chile | 7.3 PANEL: 107 ? Significant predictors for children and adolescents well-being from inequitable countries: a comparison between Brazil, Chile, and South Africa | |
| 125 | Considering the ethical implications of conducting youth-led research into vaping during the covid-19 pandemic | Annie Smith1, Maya Peled1, Katie Horton1, Colleen Poon1 | 1McCreary Centre Society, Canada | 5.1 PANEL ID 125: Ethics in research in times of covid-19 | |
| 125 | Ethical considerations in research and action with children and youth in times of covid-19 pandemic | Irene Rizzini1, Eduardo Rezende Melo2 | 1Pontifical Catholic University of Rio de Janeiro, Brazil; 2São Paulo State School for Magistrates, Brazil | 5.1 PANEL ID 125: Ethics in research in times of covid-19 | |
| 125 | University ethics procedures versus ethics of doing research | Sukanya Krishnamurthy1, Kay Tisdall1, Mary Ann Powell1, Loritta Chan1 | 1University of Edinburgh, Scotland | 5.1 PANEL ID 125: Ethics in research in times of covid-19 | |
| 125 | Ethics of relationality in research with young people during covid-19 | Mónica Ruiz-Casares1, Gwyther Rees2, Francesca Viola2, Maria Rosaria Centrone2 | 1McGill University, Canada; 2UNICEF Office of Research - Innocenti, Italy | 5.1 PANEL ID 125: Ethics in research in times of covid-19 | |
| 127 | Capturing the changing picture of deprivation among Canadian adolescents | Annie Smith1 | 1McCreary Centre Society, Canada | 2.2 PANEL ID 127: Child participation and co-production as essential ingredients of meaningful change | |
| 127 | Protection without participation doesn?t work: reflections on our contribution to the UN Committee on the Rights of the Child Day of General Discussion (DGD) on the Rights of Children in Alternative Care | Diana Skelton1 | 1ATD Fourth World, United States of America | 2.2 PANEL ID 127: Child participation and co-production as essential ingredients of meaningful change | |
| 127 | Barriers to education: what children can tell us about how poverty prevents school engagement in the UK | Gill Main1 | 1University of Leeds, United Kingdom | 2.2 PANEL ID 127: Child participation and co-production as essential ingredients of meaningful change | |
| 127 | What is the life we value? A vision of well-being from a variety of young people's viewpoints: a Chilean perspective | Pablo Cheyre1 | 1University of Leeds, United Kingdom | 2.2 PANEL ID 127: Child participation and co-production as essential ingredients of meaningful change | |
| 129 | Inclusion and participation to improve early childhood learning in Brazil: how does the life in low-income communities, challenge theory and research? | Irene Rizzini1,2, Malcolm Bush2,1 | 1Pontifical Catholic University of Rio de Janeiro, Brazil; 2International Center for Research and Policy on Childhood, Brazil | 2.5 PANEL: 129 ? Multi country, multi ethnic research on the rights of children in early childhood: opportunities and challenges for using both the process and the outcomes for policy development and advocacy | |
| 129 | What does it mean to have safe, inclusive and participative pedagogy for young Children? | Christina McMellon1, Deborah Fry1, John Ravenscroft1, Kay Tisdall1, Kristina Konstantoni1, Laura Wright1, Lynn McNair1, Marlies Kustatscher1, Mohammed Al Rozzi1, Patricio Cuevas-Parra1 | 1University of Edinburgh, United Kingdom | 2.5 PANEL: 129 ? Multi country, multi ethnic research on the rights of children in early childhood: opportunities and challenges for using both the process and the outcomes for policy development and advocacy | |
| 129 | The rights of children in early childhood: opportunities and challenges for research and advocacy in a South African case study community | Linda Biersteker1, Lizette Berry1 | 1University of Cape Town, South Africa; 2 | 2.5 PANEL: 129 ? Multi country, multi ethnic research on the rights of children in early childhood: opportunities and challenges for using both the process and the outcomes for policy development and advocacy | |
| 131 | A tale of two youth expert groups: learnings from youth activism in research from India and Brazil | Sukanya Krishnamurthy1, Mary Ann Powell1, Loritta Chan, Kay Tisdall1, Irene Rizzini2, Roshni K. Nuggehalli3, Renata Brasil2, Bharath Palavalli4, Alicia Tauro4 | 1University of Edinburgh,Scotland; 2Pontifical Catholic University of Rio de Janeiro, Brazil; 3Youth for Unity and Voluntary Action, India; 4Fields of View, India | 3.1 PANEL ID 131: Child and youth activism: claiming spaces in an unequal world | |
| 131 | COVIDUnder19: learnings from child and youth activism globally | Prathit Singh1, Laura Wright2, Kristen Hope Burchill1 | 1Terre Des Hommes, Switzerland; 2University of Edinburgh, Scotland | 3.1 PANEL ID 131: Child and youth activism: claiming spaces in an unequal world | |
| 131 | Youth activism in Colombia: transforming communities through youth-led social enterprises | Marlies Kustatscher1, Kay Tisdall1, Ana Maria Escobar2 | 1University of Edinburgh, Scotland; 2Universidad EAFIT / Children?s University Medellin, Colombia | 3.1 PANEL ID 131: Child and youth activism: claiming spaces in an unequal world | |
| 131 | Digital activism: Young Leaders connecting across country contexts | Patricio Cuevas-Parra1, Kay Tisdall1, Tamara Cruz Santos Almeida2, Carlos Henrique Lemos Paulo2 | 1University of Edinburgh, Scotland; 2World Vision, Brazil | 3.1 PANEL ID 131: Child and youth activism: claiming spaces in an unequal world | |
| 131 | Girls? activism in Sierra Leone: negotiating power, interacting with others and redefining their own lives | Yan Zhu1, Cuevas-Parra Patricio2 | 1Bath Spa University, United Kingdom; 2University of Edinburgh, Scotland | 3.1 PANEL ID 131: Child and youth activism: claiming spaces in an unequal world | |
| 212 | An exploratory study on subjective well-being trajectories during middle childhood in South Korea | Min Sang Yoo1, Bong Joo Lee1 | 1Seoul National University South Korea | 2.4 PANEL ID 212: Subjective well-being in children and adolescents: evidence from longitudinal studies from Chile, Spain and South Korea | |
| 212 | Longitudinal studies on children?s subjective well-being: what we are learning from children in Catalonia | Ferran casas1, Mònica González-Carrasco1, Sara Malo1, Meriam Boulahrouz1, Xavier Oriol1 | 1Universidad de Girona, España | 2.4 PANEL ID 212: Subjective well-being in children and adolescents: evidence from longitudinal studies from Chile, Spain and South Korea | |
| 212 | Well-being, school and age, from the understandings of Chilean adolescents | Jaime Alfaro1, Gisela Carrillo1, Carolina Aspillaga1, Alejandra Villaroel1, Jorge Varela1 | 1Universidad del Desarrollo, Chile | 2.4 PANEL ID 212: Subjective well-being in children and adolescents: evidence from longitudinal studies from Chile, Spain and South Korea | |
| 212 | Satisfaction with life in Chilean students before and during the pandemic: effect of age, gender, and positive and negative affect | Fernando Reyes1, Jaime Alfaro1, Roberto Melipillán1, Jorge Varela1, Tamara Yeikin1 | 1Universidad del Desarrollo, Chile | 2.4 PANEL ID 212: Subjective well-being in children and adolescents: evidence from longitudinal studies from Chile, Spain and South Korea | |
| 230 | Who are the children in participation profiles? a socio-ecological description | Edita Fino1, Mark A. Small2 | 1University of Bologna, Italy; 2Clemson University, United States of America | 2.3 PANEL ID 230: Do all children have a say in matters relevant to their lives? Towards Universal Participation for Diverse Childhoods | |
| 230 | Assessing child participation: what matters for policy and practice? | Mark A. Small1 | 1Clemson University, United States of America | 2.3 PANEL ID 230: Do all children have a say in matters relevant to their lives? Towards Universal Participation for Diverse Childhoods | |
| 230 | Child-centered typology of participation: a cross-national analysis of children?s views in 18 countries | Natallia Sianko1 | 1Clemson University, United States of America | 2.3 PANEL ID 230: Do all children have a say in matters relevant to their lives? Towards Universal Participation for Diverse Childhoods | |
| 230 | Do child participatory profiles matter? implications of profile membership on students? safety, care and support outcomes | Migena Kapllanaj1, Natallia Sianko2 | 1Universiteti Barleti, Albania; 2Clemson University, United States of America | 2.3 PANEL ID 230: Do all children have a say in matters relevant to their lives? Towards Universal Participation for Diverse Childhoods | |
| 232 | Relational experiences of Canadian children contributing to and harming their well-being during the first year of the covid19 pandemic | Christine Gervais1, Isabel Côté1, Sophie Lampron de Souza2, Vicky Lafantaisie1, Tamarha Pierce3 | 1Université du Québec en Outaouais, Canada; 2Université de Montréal, Canada; 3Université Lava, Canada | 5.2 PANEL ID 232: CUWB- Children?s perspectives on the covid-19 pandemic and its effects on their well-being | |
| 232 | ?The internet is keeping me from dying from boredom?: understanding the management and social construction of the self through middle-class Indian children?s engagement with digital technologies during the covid-19 lockdown | Damanjit Sandhu1, Ravinder Barn2, Ved Kumari3 | 1Punjabi University, India; 2Royal Holloway University of London, United Kingdom; 3National Law University Odisha, India | 5.2 PANEL ID 232: CUWB- Children?s perspectives on the covid-19 pandemic and its effects on their well-being | |
| 232 | Rural children?s well-being in the context of the covid-19 pandemic: perspectives from children in the Midwestern U.S. | Lisa A. Newland1, Daniel J. Mourlam1, Gabrielle A. Strous1 | 1University of South Dakota, United States of America | 5.2 PANEL ID 232: CUWB- Children?s perspectives on the covid-19 pandemic and its effects on their well-being | |
| 232 | Children?s perspectives on their well-being during the covid-19 pandemic in South Africa | Sabirah Adams1, Shazly Savahl2, Ravinder Barn3, Elizabeth Benninger4 | 1University of Cape Town, South Africa; 2University of the Western Cape, South Africa; 3Royal Holloway University of London, United Kingdom; 4Case Western Reserve University, United States of America | 5.2 PANEL ID 232: CUWB- Children?s perspectives on the covid-19 pandemic and its effects on their well-being | |
| 233 | School and neighborhood relationships that affect well-being based on Chilean adolescent?s understandings | Carolina Aspillaga1, Jaime Alfaro1, Gisela Carrillo1, Camila Inostroza1, Katherine Escobar1, Alejandra Villaroel1 | 1Universidad del Desarrollo, Chile | 2.1 PANEL ID 233: CUWB- The spatial ordering of children?s well-being | |
| 233 | Visibility, audibility, presence and absence: children´s reflections on ?the new normal? of online classrooms. Reconstructing features of educational well-being from children´s perspectives | Susann Fegter1, Miriam Kost1, Lisa Fischer1 | 1University of Technology Berlin, Germany | 2.1 PANEL ID 233: CUWB- The spatial ordering of children?s well-being | |
| 233 | Connection, disconnection and uncertainty: some preliminary findings from the Australian covid-19 study | Gabrielle Drake1, Jan Falloon1, Tobia Fattore2, Rhea Felton1, Jan Mason1, Lise Mogensen1 | 1Western Sydney University, Australia; 2Macquarie University, Australia | 2.1 PANEL ID 233: CUWB- The spatial ordering of children?s well-being | |
| 234 | Researching subjective well-being in German-speaking Switzerland: preliminary findings of the project WoKids | Anne Carolina Ramos1, Andrea Riepl1, Catrin Heite1 | 1University of Zurich, Switzerland | 3.2 PANEL ID 234: CUWB ? Reconstructing well-being: new theoretical and methodological frames for the qualitative study of children?s well-being | |
| 234 | The transactional horizons of children facing covid-19 | Daniel Stoecklin1 | 1University of Geneva, Switzerland | 3.2 PANEL ID 234: CUWB ? Reconstructing well-being: new theoretical and methodological frames for the qualitative study of children?s well-being | |
| 234 | Child well-being and social justice: reflections and findings from a multinational qualitative study with children | Sabirah Adams1, Basak Akkan2, Ravinder Barn3, Emre Erdogan4, Tobia Fattore5, Susann Fegter6, Jan Mason7, Stella März8, Serra Muderrisoglu2, Shazly Savahl9, Graciela Tonon10, Pinar Uyan-Semerci4 | 1University of Cape Town, South Africa; 2Bogaziçi University, Turkey; 3Royal Holloway University of London, United Kingdom; 4Istanbul Bilgi University, Turkey; 5Macquarie University, Australia; 6Technical University Berlin, Germany; 7Western Sydney University, Australia; 8University of Vechta, Germany; 9University of the Western Cape, South Africa; 10University of Palermo, Argentina | 3.2 PANEL ID 234: CUWB ? Reconstructing well-being: new theoretical and methodological frames for the qualitative study of children?s well-being | |
| 235 | One kid two worlds: the well-being of children from Ghanaian homes living in the United States | Akua B. Opoku1, Lisa A. Newland1, Daniel J. Mourlam1, Gabrielle A. Strouse1 | 1University of South Dakota, United States of America | 7.1 PANEL 235: CUWB ? Vulnerability and intergenerational relations: the politics of children?s well-being | |
| 235 | Vulnerability is created from above: children of separately living parents speak about visiting order practices. | Dagmar Kutsar1 | 1University of Tartu, Estonia | 7.1 PANEL 235: CUWB ? Vulnerability and intergenerational relations: the politics of children?s well-being | |
| 235 | Children, environment and subjective well-being: intergenerational relations and tensions | Tobia Fattore1, Colette MacAuley2, Jan Mason3 | 1Macquarie University, Australia; 2University of Bradford, United Kingdom; 3Western Sydney University, Australia | 7.1 PANEL 235: CUWB ? Vulnerability and intergenerational relations: the politics of children?s well-being |