LEADER 05306nam 22007332 450 001 9910790156303321 005 20221011081709.0 010 $a1-4473-0819-0 010 $a1-4473-0724-0 010 $a1-280-12865-8 010 $a9786613532534 010 $a1-4473-0105-6 024 7 $a10.51952/9781447301059 035 $a(CKB)2670000000170221 035 $a(EBL)881952 035 $a(OCoLC)784885924 035 $a(SSID)ssj0000654853 035 $a(PQKBManifestationID)12295079 035 $a(PQKBTitleCode)TC0000654853 035 $a(PQKBWorkID)10662636 035 $a(PQKB)10495401 035 $a(StDuBDS)EDZ0000092901 035 $a(Au-PeEL)EBL881952 035 $a(CaPaEBR)ebr10551855 035 $a(CaONFJC)MIL353253 035 $a(MdBmJHUP)musev2_79820 035 $a(UkCbUP)CR9781447301059 035 $a(MiAaPQ)EBC881952 035 $a(DE-B1597)646007 035 $a(DE-B1597)9781447301059 035 $a(EXLCZ)992670000000170221 100 $a20220816d2012|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aChanging adolescence $esocial trends and mental health /$fedited by Ann Hagell$b[electronic resource] 210 1$aBristol :$cPolicy,$d2012. 215 $a1 online resource (xix, 232 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 02 Sep 2022). 311 $a1-4473-0103-X 311 $a1-4473-0104-8 320 $aIncludes bibliographical references and index. 327 $a8. Some thoughts on the broader context: neighbourhoods and peersIntroduction; Neighbourhoods and adolescent mental health; Have young people's neighbourhood experiences changed over recent decades?; The role of peers in neighbourhood effects; Conclusion; 9. Reflections and implications; Our starting point; The assembled evidence; Some integrating themes; Looking forward; Conclusion; References; The Nuffield Foundation's Changing Adolescence Programme; Reference list for primary data sources for graph data in Chapter Seven; Index. 327 $aDoes school matter for mental health?What has changed? Time trends in the structures of secondary education in the UK; What do young people say?; Are there trends in other 'school-related' problems?; Conclusion; 7. Trends in adolescent substance use and their implications for understanding trends inmental health; Introduction; Research questions; What do we mean by 'substance use'?; Methodological considerations; National trends; More recent trends in adolescent alcohol use since 1980; International trends and comparisons; Overlap and relationship with mental health outcomes; Conclusion. 327 $aWhat does existing research tell us about trends in young people's time use?New analyses of UK data on time trends in young people's time use from 1975-2000; Results; Conclusion; 5. Trends in parenting: can they help explain time trends in problem behaviour?1; Introduction; What do we mean by 'parenting of adolescents'?; How has parenting changed?; Could trends in family structure account for trends in adolescent problem behaviour?; Implications of trends in parenting; Conclusion; 6. Educational changes and possible links with adolescent well-being: 1970s to 2000s; Introduction. 327 $aDemographic differences in adolescent mental health trendsReal change or change in reporting?; Conclusion; 3. Stress and mental health in adolescence: interrelationship and time trends; Introduction; What do we mean by 'stress'?; Measurement issues; Particular stressors in adolescence; Stress reactions in adolescence; Stress and mental health: causal links in adolescence?; Time trends in adolescent stress; Conclusion; 4. Trends in adolescent time use in the United Kingdom; Introduction; What do we mean by 'time use' and how is it researched?; What matters about time use? 327 $aChanging adolescence; Contents; List of tables and figures; Acronyms and abbreviations; Notes on contributors; Acknowledgements; Foreword; 1. Introduction; Background; Some key terms; Nuffield Foundation Changing Adolescence Programme; Changing context for adolescence in the UK, 1975-2005; Overarching questions and themes; 2. Time trends in young people's emotional and behavioural problems, 1975-2005; Introduction; Trends in adolescent emotional problems; Trends in conduct problems and delinquency; Trends in attention deficit hyperactivity disorder. 330 $aThis unique volume brings together the main findings from the Nuffield Foundation's Changing Adolescence Programme and explores how social change may affect young people's behaviour, mental health and transitions toward adulthood. 606 $aTeenagers$zGreat Britain$xSocial conditions$y21st century 606 $aAdolescent psychology$zGreat Britain 606 $aTeenagers$xMental health services$zGreat Britain 615 0$aTeenagers$xSocial conditions 615 0$aAdolescent psychology 615 0$aTeenagers$xMental health services 676 $a305.2350941 702 $aHagell$b Ann 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910790156303321 996 $aChanging adolescence$93809253 997 $aUNINA LEADER 02573nam 2200637 a 450 001 9910779757303321 005 20230126203357.0 010 $a1-77922-227-0 010 $a2-86978-579-8 010 $a2-86978-577-1 035 $a(CKB)2550000001064462 035 $a(EBL)1220909 035 $a(OCoLC)854973980 035 $a(SSID)ssj0001071301 035 $a(PQKBManifestationID)11610759 035 $a(PQKBTitleCode)TC0001071301 035 $a(PQKBWorkID)11102656 035 $a(PQKB)10133638 035 $a(MiAaPQ)EBC1220909 035 $a(OCoLC)851161486 035 $a(MdBmJHUP)muse28681 035 $a(Au-PeEL)EBL1220909 035 $a(CaPaEBR)ebr10721191 035 $a(CaONFJC)MIL498960 035 $a(EXLCZ)992550000001064462 100 $a20130622d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aColoniality of power in postcolonial Africa$b[electronic resource] $emyths of decolonization /$fSabelo J. Ndlovu-Gatsheni 210 $aDakar, Senegal $cCODESRIA$d2013 215 $a1 online resource (310 p.) 300 $aDescription based upon print version of record. 311 $a2-86978-578-X 311 $a1-299-67710-X 320 $aIncludes bibliographical references. 327 $apt. 1. Colonial matrix of power -- pt. 2. Discursive constructions -- pt. 3. Case studies. 330 $aThis lively book interrogates the African postcolonial condition with a focus on the thematics of liberation predicament and the long standing crisis of dependence (epistemological, cultural, economic, and political) created by colonialism and coloniality. A sophisticated deployment of historical, philosophical, and political knowledge in combination with the equi-primordial concepts of coloniality of power, coloniality of being, and coloniality of knowledge yields a comprehensive and truly refreshing understanding of African realities of subalternity. 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