Adolescent Education (Education)

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

This essue have the aim to put clear the mechanism of the pill. It has an anticonceptive effect, no dooubt, but could it have another effect. Why laboratory din´t explain all the effects of the pill. Have they fear, if yes, for what reason they silenced the abortive effect effects in many cases? We will try to put it as clear as we can.

The article is a review of empirical studies on the problem of children and adolescents’ videogaming and its effects on academic performance and attention problems (including ADHD). Despite many types of research projects, and the variety of their designs and methods, the consistent point of view on how videogaming affect school marks and cognitive developments of schoolers of different ages is missing. There is an evidence of both negative and positive effects of videogaming on academic performance and ADHD; some results also show no significant effect. Diversity of research results may be caused by basic methodological position of research teams — whether videogaming is studied as a form of addiction, or normal leisure activity; a place which videogaming holds in
conglomerate of determinants of children’ well-being; specificity of methods which are used for assess of academic performance, attention problems and intensiveness of videogaming.

Objective This study had two objectives: first, to test the effects of sociodemographic variables, and the effects of three key road safety skills (knowledge-risk perception-attitudes) on the use of passive safety elements (PSEs) among teenagers; and second, to assess the differential impact of the study variables on PSEs use from a gender-based perspective. Setting and participants This cross-sectional study was framed in the paradigm of primary care, and it involved students from several educational centres in Spain.

This paper was presented at The 14th International Conference on the Social Context of Death, Dying and Disposal (at University of Bath, 7th September 2019). Original title was “Sources of Influence on the Taboo of Death and a Good Death: The Relationship between Social Construction and Education among Japanese People.”

The body image is to be reconstructed during adolescence, which is more difficult in the case of somatic illness and social stigma. This research aimed to study adolescents' body image with scoliosis, students of a special educational institution in Ukraine socially identified with stigma as 'a school for scoliotics'. The participants (n=104) of the research were adolescents (13-15 years old) with scoliosis from the institution mentioned above (n=52, 24 males, 28 females) and adolescents without scoliosis from the same city (n=52, 24 males, 28 females). Two methods were used to collect the data: (1) Self-portraits; (2) Dembo-Rubinstein Self-Assessment Scale. The adolescents with scoliosis and labeled as 'scoliotics' face additional obstructions in their psychic body development compared to their peers. For instance, they tend to overinvest in the desired image of a healthy body and do not feel able to get it. We found the markers of four different ways to cope with the situation by the adolescents with scoliosis: (a) identification as 'a scoliotic' instead of hope to be cured soon; (b) psychological distancing from the others to preserve the desire of a more attractive body image; (c) repression or denial of the body parts which could relate to scoliosis; (d) infantilization, aimed to slow down the discovery of their maturing corporeality. Consequently, adolescents with scoliosis affected by stigma experience the gap or conflict between their current, desired and perceived realistic body image.

Music and technology are inseparable within the lives of today’s adolescents. It seems like our students spend all of their time with their cell phones - tucked under their pillow texting at night and stealing time in between (and during!) class to text their friends and update their Facebook statuses. With the advent of portable digital music players, their music is always nearby providing a soundtrack to their lives. This soundtrack accompanies the profound changes – physical, mental, and social – occurring at home, with friends and at school. Our students’ lives revolve around their relationships with each other. They are simultaneously exploring and hiding from the world, testing the waters of friendships and their own self-expression, while negotiating their changing identity. Music, mediated by all kinds of technologies, performs a key role in this process.

This chapter presents an emerging picture of promising practices with digital media and technology and advocates for a relational pedagogy (Ruthmann & Dillon, in press) where
teachers actively design musical experiences informed by their students’ musical and technological lives. Practical strategies for easing into initial creative experiences with music and technology are shared, followed by projects that explore the affordances of new mobile and online music technologies in the classroom and community. This chapter concludes with two digital remix projects – one for student-created video games and another that explores music videos as source material for original creative works. All of the projects are united by the common theme of active, social music making with technology.

The present study was undertaken to investigate the impact of role stress and vocational stress on Academic Achievement among Adolescent students. The sample of the study comprised of 200 students from the schools of Amritsar, equal number of students were taken from 9 th class and +1 class. Bisht Battery of Stress Scale was used to measure role stress and vocational stress among adolescent students. The analysis of the data revealed that there is a statistically significant impact exists of role stress and vocational stress on academic achievement among adolescent students i.e. level of academic achievement is dependent on the level of stress, whether role stress or vocational stress.

Nonfiction books are increasingly being adapted for the young adult literature market. Previous research has demonstrated that youth adapted books differ in patterned ways from their original counterparts, often sanitizing content and positioning youth readers as unready to grapple with the social complexity of important issues. Migration is one such important issue. This study used critical comparative content analysis (CCCA) to look at how migration was represented in the original and youth adapted versions of Enrique’s Journey. Enrique’s Journey was written and adapted by Sonia Nazario. Based on Nazario’s Pulitzer-Prize winning journalism, Enrique’s Journey recounts the story of a migrant teenager from Honduras who made his way across Mexico, crossed the US border, and reunited with his mother in North Carolina. This CCCA of Enrique’s Journey revealed patterned differences between the original and youth adapted versions, including adjustments to the narrative style, added section breaks, and a more focalized account of the journey from Enrique’s perspective; however, unlike many youth adaptations, the social complexity of migration was maintained across versions. For scholars of young adult literature, the content differences between the two versions of Enrique’s Journey forward our knowledge about this genre that marks youth as its reader—a genre, this study demonstrates, with the capacity to adapt content for a youth audience without sanitizing that content. That’s an important takeaway from this study because all too often, adaptations operate under reductive assumptions about who youths are as readers and thinkers: namely, that youth readers require role models who pursue their goals in a simplified reality. This study is supplemented by an interview with Sonia Nazario about the adaptation process as well as implications for students, teachers, and scholars.

In this essay, Roderick L. Carey draws from social-psychological perspectives on mattering to argue that Black boys and young men have yet to achieve comprehensive mattering in social and educational contexts. Positing that Black boys and young men find their social and school lives framed by marginal mattering, which is realized through social and educational practices that criminalize, dismiss, and propel them into school failure, and partial mattering, where only some of their skills and abilities are cultivated and heralded, Carey contends that due to neoliberal reforms and stakeholders' structural incapacities to imagine and do otherwise, educators fail to construct contexts in which Black boys and young men can robustly infer their comprehensive mattering. Thus, educators and researchers miss relational opportunities to support Black boys and young men in imagining alternative lives that compel their fullness of interests, latent talents, and subsequent worth.

Test anxiety is an observable fact that many students usually encounter during tests. It is considered to be one of the most common and widespread emotions, with a large number of the student population suffering from its excessive and overbearing level. This study investigated the Effect of Self-management Technique in reducing Test Anxiety among secondary school students. Two research questions were posed and two hypotheses formulated to guide the study. The study is a quasi-experimental research and employed a 2x2 factorial design pretest-posttest experimental control group, comprising two groups (Experimental group and control) using one treatment group (Self-management Technique {SMT . The population comprised all the secondary school students in Onitsha urban areas with test anxiety. A total of 77 students were selected from two schools using a standardised instrument titled “Test Anxiety Inventory”. The instrument, Test Anxiety Inventory was administered to both the experimental group and the control group before and after treatments, making up the pre test and post test. The data relating to the research questions were analysed using mean scores. The data relating to the null hypotheses were analysed using the Analysis of Co-variance (ANCOVA). The result of the study showed that self-management technique was effective and significant in reducing test anxiety. Based on the findings of the study, the implications of the findings were highlighted, recommendations and suggestions for further studies made. The researcher recommended, among others that Self-management technique should be utilised by guidance counsellors in reducing test anxiety among secondary school students in the State and the nation in general.

The broken family also called single parent family is not structurally intact for various reasons; death of a parent, divorce, separation, dissertation and illegitimacy, adoption, artificial insemination, surrogate motherhood, or extramarital pregnancy. According to Callister (2006), in a dual parent family, parents are mainly responsible for the educational and career development of their children. Children tend to behave better when both parents are present. However, with the present modernization, the economic instability and industrial revolutions, both parents engage in jobs that can provide more income to the family thereby living their children for a long period of hours at home or school, thus depriving the family of a more intimate parent-child relationship. These contribute to the reasons why some children’s behavior from dual parent families is morally and socially poor.

South Africa stands at the brink of benefiting from its demographic dividend, but faces high school dropout levels. Previous studies have investigated the determinants of school dropout, yet not contrasted gender-specific differences in spite of school dropout threatening education levels for both genders and having wider long term effects at national level. This study aimed to establish if gender differentials in school dropout among African adolescents in South Africa existed. Using the 2010 Survey of Activities of Young People (SAYP) data with a sample of 11 288 African adolescents, the study objectives were tested. The study found that South Africa experiences high levels of school dropout regardless of gender. However, noteworthy gender differentials exist in characteristics, reasons for and determinants of school dropout. Therefore, implementation of a gender-based approach in policies aimed at reducing school dropout in South Africa is of paramount importance.

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study (ELS: 2002) to examine how student contact with high school counselors about college information and other college-related variables influence students’ college application rates. In addition to some college related variables, the number of school counselors, and student contact were significant predictors of college application rates.  Implications for school counselors and counselor training are included.

La presente investigación ilustra el proceso de realización e implementación de un cuestionario de 42 preguntas
que permite conocer el nivel de alfabetización mediática en adolescentes. Fue diseñado a partir de la categorización de los indicadores pertenecientes a cada una de las seis dimensiones de la competencia
mediática propuestos por Ferrés y Piscitelli (2012) a través del uso de referentes audiovisuales contemporáneos. La implementación de esta herramienta evidenció un déficit en el dominio de las habilidades funcionales y analíticas que supone esta formación en los 63 sujetos que conformaron la muestra de investigación,
además existió una brecha de género al ser las mujeres quienes mayor puntaje obtuvieron. Así mismo, se encontró un aumento casi progresivo del promedio obtenido en función del incremento de edad. La creación
de este instrumento pretende abonar a la corriente de estudios que evalúan las habilidades necesarias para
relacionarse con y a partir de los nuevos medios de comunicación.

A long thirty years of experience as a teacher and career counsellor for the high school and higher secondary students was the inspiration behind this research. Adolescent stage is a stressful period as it is a transition from childhood to adulthood. In addition to this, education is found to be very stressful to many, even to a bright one. Egbo(2013) stated that " the total development of a child can only take place in an environment conducive for teaching and learning". Students need guidance at this time not only for their personal and emotional issues but also for making decisions on selecting future courses and career.This paper aims to explore the gender differences in making career decisions among young adolescents.

Adolescent pregnancy has been a common problem not only in the Philippines but also in most countries of the world, may it be developing or first world. In this study, the prevalence of adolescent pregnancy was determined throughout the 15 barangays in El Salvador City using a correlational-descriptive approach. A total of 497 respondents were taken into consideration. The majority of the respondents were 16-18 years old at the time of the study and came from barangay Molugan and Poblacion. Adolescent pregnancy was also determined to be at 32.39% or 161 out of the 497 respondents which is relatively high and comparable to the neighboring countries in Asia. Correlational statistics was also employed to determine the correlation between prevalence of adolescent pregnancy and family history of adolescent pregnancy. A range of strong negative, no relationship, strong positive, to negligible relationship was shown in all 15 barangays. Six out of the fifteen barangays showed positive relationship while five barangays showed negligible relationship. Overall, there was a negligible relationship between the variables studied. This supports the idea that adolescent pregnancy is a multifactorial problem which requires multifaceted intervention strategies and approaches to minimize adolescent childbearing risks. Furthermore, it is recommended that various steps should be taken to develop pregnancy prevention intervention programs targeting young women according to maternal and sibling adolescent pregnancy histories, increase awareness campaign in schools and public places on the risks of adolescent pregnancies, and lastly to improve childhood intervention and youth development programs for reducing unintended and unplanned adolescent pregnancy.

Student police cadet is a voluntary student organization which seeks to prepare students to be responsible citizens and socially committed  individuals willing to perform selfless  service to their communities. The goal of spc is to free young  minds from narrow minded interpretations of duty in to a wider, free thinking, understanding of citizenship, there by helping to evolve  a vigilant but peace ful development oriented  law abiding society.
SPC has implemented jointly by the Departments of Home and Education, and supported by Departments of Transport, Forest, Excise and Local Self-Government, the SPC project was launched in August 2010 in 127 schools across Kerala, with 11176 students – both boys and girls – enrolled as Cadets (Ref: G.O (P) No 121/2010/Home dtd 29-05-2010).

Esta obra nos presenta una mirada sobre el mundo adolescente que proviene de un especialista en esta etapa evolutiva. Ya escribió otro Quiéreme (Quiéreme cuando menos me lo merezca…porque es cuando más lo necesito) (2018), que pretendía ser su testamento adolescente, pero ha cambiado de opinión y algunas de esas razones las esgrime al comienzo de la obra: "no tenía pensado escribir un libro nuevo, pero tampoco quería escaquearme de los retos educa-tivos y dejar solas a esas personas adultas preocupadas por educar que algunos adolescentes tienen la suerte de tener a su lado… […]. Las páginas siguientes son, en gran medida, el resultado de no haber podido dejar de compartir angustias educativas con padres y profesores, de no haber podido dejar de estar al lado de adolescentes desconcertados que han de gestionar un mundo muy diferente al de sus adultos más cercanos" (pp. 23-25). El libro cuenta con una introducción que da fe de aquello que decía Paulo Freire, que a educar hemos de aprender juntos, que nadie educa a nadie, sino que nos coeducamos. Cuenta también con un capítulo muy original en el que lo que se pretende es presentar la adolescencia a los propios adolescentes. Son ellos mismos los que se encargan de explicar su idiosincrasia y algunos de sus rasgos diferenciales. La parte central aborda cinco cuestiones: tres interrogantes educativos universales (el mundo de la sexualidad o "cómo educar cuando, llegado el momento en que han de aprender el placer de amar y ser amados, el mundo que los rodea les propone otros comportamientos"; la utilización de las drogas o "cómo educar cuando la felicidad tiene nombre de alcohol, la maría pronto será legal y apare-cen nuevas formas de manipular nuestro mundo interior"; y la realidad digital, la vida entre pantallas, o "cómo educar para ser y saber en la sociedad actual" QUIÉREME... PERO NECESITO QUE ME CUENTES MÁS FUNES, J. (2020) Barcelona: Destino. 331 págs.

Epidemiológicamente, los adolescentes conforman un subgrupo poblacional con indicadores bucodentales que ameritan atención en el ámbito de la salud pública. Asimismo, la mayoría de las facultades de odontología orientan la enseñanza odontológica dirigida al niño y al adulto, donde la atención enfocada al adolescente se suele diferir. Además, el desconocimiento en las alteraciones biopsicosociales y las particularidades clínicas inherentes a la adolescencia, hacen la atención de estos pacientes potencialmente compleja. Por lo tanto, el objetivo de este artículo es realizar una revisión de la literatura con el fin de ofrecerle al profesional las herramientas o recursos psicológicos (habilidades blandas) para el abordaje de la población adolescente que asiste a la consulta odontológica. Actualmente, la “Odontohebiatría” describe la atención integral e interdisciplinaria de la salud bucodental de los adolescentes, con énfasis en la prevención y la estética bucodental. De esta forma, la odontología moderna demanda una participación activa del profesional, el cual debe estar familiarizado con las afecciones clínicas y las variables psicológicas que puedan afectar al adolescente; asimismo, también se considera importante la instrucción y el adiestramiento en y estrategias de intervención psicológica para ofrecer una atención adaptada a este grupo etario.

Σκοπός της παρούσας έρευνας είναι να διερευνήσει κάποιες παραμέτρους οι οποίες σχετίζονται με την συμμετοχή των νέων σε ομάδες (coοperative learning) κατά την εφηβική ηλικία. Συγκεκριμένα θα μελετήσουμε πώς η συμμετοχή των εφήβων σε ομάδες εργασίας σχολείου επηρεάζει τα επίπεδα συναισθηματικής νοημοσύνης τους. Το δείγμα της έρευνας αποτέλεσαν 94 μαθητές. Για την συλλογή δεδομένων χρησιμοποιήθηκαν ερωτηματολόγια (αξιολόγηση της συναισθηματικής νοημοσύνης των εφήβων ως συστατικό της προσωπικότητάς τους-TEIQue-af-Trait Emotional Intelligence Questionnaire-adolescent form, με 5βαθμη κλίμακα Likert. Το ερωτηματολόγιο δημιουργήθηκε από τον συγγραφέα της εργασίας και βασίστηκε στο ερωτηματολόγιο (αξιολόγηση της συναισθηματικής νοημοσύνης των εφήβων ως συστατικό της προσωπικότητάς τους-TEIQue-af των (Mavroveli et al., 2008). Περιλαμβάνει ερωτήσεις οι οποίες απαντώνται στην 5βαθμη κλίμακα Likert (1= fully disagree, 2= disagree, 3= not agree not disagree, 4= agree, 5= fully agree) ενώ προχωρήσαμε στην ομαδοποίηση των μεταβλητών με σκοπό να εξάγουμε πιο αξιόπιστα αποτελέσματα. Παράλληλα, χωρίσαμε τις μεταβλητές μας σε δύο (2) κατηγορίες. Τα αποτελέσματα μας έδειξαν ότι υπάρχει σημαντική θετική συσχέτιση μεταξύ της Συναισθηματικής Νοημοσύνης και της ομαδοσυνεργατικής μάθησης. Προτείνεται η επανάληψη και η επέκταση της μελέτης είτε σε μεγαλύτερο και αντιπροσωπευτικότερο ερευνητικό δείγμα είτε στο ίδιο σε λίγο χρονικό διάστημα για έλεγχο της αξιοπιστίας (test-retest reliability).

We live in a world filled with physical, emotional, psychological, and spiritual violence. This violence has, unfortunately, toxic consequences for us. It is definitely not a question of what doesn't kill you makes you strong; it is a question of what doesn't kill you leaves you scarred. This short article, directed at parents and teachers, highlights the emotional and psychological violence children experience at school. As the article suggests, this violence is ubiquitous and damaging, we all participate in it, and it is high time we all stopped.

El título recoge una expresión que con frecuencia está en boca de quienes traba-an con adolescentes: padres/madres, educadores, tutores. Pero, ¿qué te pasa? Esta expresión se puede articular de muchas maneras. Según el modo de articulación indicará una cosa u otra. En el Prólogo su autora nos ofrece claves para entender la obra. Ella es psicóloga clínica que trabaja desde presupuestos psicoanalíticos. Desde esta perspectiva cuando un niño o un adolescente tiene algún síntoma, eso se interpreta como una bandera roja que indica que algo no está bien. Desde esta misma óptica, de lo que se trata, siempre según su autora, es de acercarse a la verdad, saber cuál es el problema, cuándo comenzó y cuál cree que es la causa el entorno del adolescente, desde la convicción de que muchos de los trastornos suelen ser multifactoriales, que hay situaciones que desbordan a padres e hijos (la terapia, en consecuencia, involucrará a ambas partes) y que la última finalidad que se tiene es la de querer crear un hogar feliz no aceptando que las cosas se tuerzan. El libro consta de una introducción, un epílogo sobre el impacto del Covid-19 en la sociedad y, concretamente, en el mundo adolescente y diez capítulos (las diez claves del título): la llegada de la adolescencia, cómo asumen los adolescentes los cambios, el adolescente en la familia monoparental o reconstituida, el uso de las redes sociales, las amistades y el círculo social, el rendimiento escolar, la sexualidad adolescente, el uso de alcohol y drogas en la adolescencia, y los tras-tornos de la conducta alimentaria (TCA). La obra surge de la práctica clínica y a ella está orientada. No obstante, está elaborada en un lenguaje sencillo que nos hace accesible toda la información de estos temas tan específicos. Su autora es Lola Álvarez Romano, licenciada en Pedagogía por la Universidad de Barcelona y Máster en Estudios de Observación Psicoanalítica y formación doctoral de Psicoterapeuta de Niños y Adolescentes en la Clínica Tavistock, donde también ha trabajado como docente .

Η εφηβεία αποτελεί ένα σημείο σταθμό στη ζωή κάθε ανθρώπου και όχι απλά μια ηλικιακή φάση. Οι κοινωνικο-συναισθηματικές αλλά και οι νευρο-ενδοκρινολογικές αλλαγές που παρατηρούνται κατά την περίοδο αυτή αποτελούν αντικείμενο μελέτης και παρατήρησης, ενώ παράλληλα επηρεάζουν την όλη εξέλιξη της προσωπικότητας ενός ατόμου και χαρακτηρίζουν την ενήλικη ζωή του. Ο έφηβος αναζητά ταυτότητα και διαφοροποιείται, διαμορφώνει το προσωπικό του στίγμα πλέον, ωριμάζει και αυτονομείται μέσα από μια διαδικασία ταύτισης με το ευρύτερο περιβάλλον του, τους συνομηλίκους του, και μια διαδικασία ανεξαρτητοποίησης από το στενό οικογενειακό του περιβάλλον. Μέσα σε αυτό το πλαίσιο κρίνεται σημαντικό να εξετάσουμε όλες αυτές τις αλλαγές και τις αναπτυξιακές ιδιαιτερότητες υπό το πρίσμα των οικοσυστημικών/οικολογικών θεωριών για τον Εαυτό και κυρίως να αναλύσουμε την επίδραση του ευρύτερου περιβάλλοντος στη διαμόρφωση της προσωπικότητας κάτα την εφηβική περίοδο.
Λέξεις κλειδιά: Εφηβεία, Κοινωνικο-συναισθηματικές Αλλαγές, Οικοσυστημικές/Οικολογικές Προσεγγίσεις

This book has been designed with up-to-date facts, tables, figures and charts for use by students of B.Ed., M.Ed. and M.A. (Education) of various Indian universities. The distinguishing features of this book are lucidity of language, systematic presentation of facts and citation of recent findings of research at national and international levels.
In addition to traditional areas of study, certain themes which are very rarely found in other Indian books have been discussed in this book. These themes which make this book different from other Indian books are: behaviour problems at different stages, development of language, needs and problems of adolescents, adolescent gifted, adolescent slow learners, principles of learning, how children learn, mastery learning, core teaching skills, functional autonomy of motives, maladjustment, frustration and conflict, current approaches to teaching and learning (views of Gagne, Ausubel, Bandura and Bruner), organizational climate, leadership styles, ecology of education, stress management and inclusive education.
A quick look at any of the twenty-three chapters of the book will indicate the originality of the authors in organising ideas culled from many different sources, both traditional and modern. It is a need-based book meant for students and beginner teachers.
This is a syllabus-based book for B.Ed., M.ED & MA(Education) course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.

The purpose of this paper is to identify and determine the impacts of social media towards the society relating to the teenagers. A qualitative approach has applied using secondary data by gathering information from journal articles and government website as well as international sites to achieve the objectives. Thus, this article presents both positive and negative impacts of social media on teenagers. The positive impacts identified in this article are gaining knowledge, improving relationship, finding job, keeping in touch with the world, and enhancing social media as e-commerce. Whereas, the negative impacts of social media recognized in this article include cyberbullying, hacking, addiction, cheating and humiliating. Based on the presentations and arguments on the results of previous research, some recommendations have been provided.

The multifaceted nature of Digital media has transformed it into a multifunctional vehicle with a juggernaut force that has facilitated the rise of new opportunities for the 21st-century youth. The past years in the digital age can be seen as the reign of the modern-day opinion leaders-'The Influencers' that have transformed and commercialized the digital and new media space into business and marketing tool. This study was formulated to study the effect of Influencer content on young adults and the degree to which it influences their vocational aspirations towards careers in Social Media. The study was administered to 104 regular consumers of Instagram content between the ages of 16-25 years of age. The methodology adopted was a qualitatively quantitative one. A confluence of explicit quantifiable questions along with Likert's Scale was administered using Online Google forms facilitated by original content and posts by 5 leading Indian Influencers. The analysis of the data directs us to the consensus that the respondents are attracted to the various attractive aspects that weave the fabric of the vocation, which is Influencing but when it comes to actually taking action they show no propensity towards a career in social media.

Based on case studies submitted by 25 organizations, this report aims to comprehend the grassroots experience of what “using the law” means for girls in a position of vulnerability for whom the law is intended, in order to provide them with security and claimant’s well-being. Should the attention be fixed on mounting legal sanctions, or focus on interventions to deal with root causes of such vulnerability?

La formazione artistica orientata a sviluppare intelligenze è qui al centro di una indagine svolta a scuola in circostanze " speciali " , con pre-adolescenti svantaggiati. L'argilla, materia convenzionale nei laboratori plastici, è intesa come elemento mediatore, veicolo di operatività e simbolizzazione. Nell'ottica dello sviluppo delle speciali identità, la didattica dell'arte, orientata qui da un approccio estetico in cui sensi ed intelletto si relazionano vicendevolmente, si configura come momento educativo in cui l'apprendimento di abilità linguistiche non verbali facilita lo sviluppo di competenze emotive e relazionali. Parole chiave: arte, bisogni educativi speciali, età pre-adolescenziale, educazione estetica, creatività, inclusione, narrazione digitale.