Browsing by Author "Deakin, Jo"
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- At the ‘risky’ end of things: labelling, self-concept and the role of supportive relationships in young livesPublication . Matos, Raquel; Campos, Luísa; Martins, Filipe; Deakin, Jo; Carneiro, Alexandra; Fox, Claire; Markina, AnnaThe ‘risky’ label attached to certain groups of young people has disproportionately made them the target of ‘interventions’ designed to monitor, rehabilitate or punish. This article explores how young people experience and respond to that label across many aspects of their lives from school to leisure and from justice to welfare. We employ the notion of self-concept to understand the negative impact of labelling on young people and by contrast, the enabling influence of supportive relationships. Our analysis points to a relevant link between labelling and conflict and young people’s self-concept, as well as to the relationship between self-concept and demonstrations of different forms of agency. Drawing on key findings from a meta-ethnographic synthesis of case studies from three countries (Estonia, Portugal and UK), we find that, regardless of the country where young people live, the significant relationships in their lives are essential for breaking the ‘risk-labelled’ cycle and to promote a more positive path. The case studies were developed with 71 participants (49 male), mostly aged between 15 and 24 years old, who presented long paths of conflict with major normative social institutions like the family, school, or the law, frequently leading to school exclusion and, sometimes, anti-social or criminal behaviour.
- Cluster analysis: Cluster 1: education/justice/societyPublication . Matos, Raquel; Campos, Luísa; Carneiro, Alexandra; Martins, Filipe; Deakin, JoIn this report the results of the meta-ethnography of Cluster 1 ‘Education/justice/society’ are summarised. It covers data from four ethnographic case studies in four different countries: Estonia, Great Britain, Portugal, and Spain. All case studies were conducted with groups of participants who, in general, presented long paths of conflict with major normative social institutions like the family, school, employment or the law, frequently leading to stigmatization, academic failure and/or school dropout, difficulties in finding a job, or to delinquent and criminal behaviour. The cluster analysis responded to three research questions and originated sixteen main concepts. It was possible to understand that young people tend to respond to their conflicts whether by i) remaining in conflict; ii) actively searching for support and opportunities; and iii) navigating the conflicts. Regarding to what inhibits or enables youth involvement, five main issues were identified: i) generalised negative social representations of youth; ii) amplifiers of young people’s discrimination; iii) conflict generates conflict; iv) opportunities generates opportunities; and v) the power of significant relationships. Finally, concerning how do interventions with young people enhance or inhibit youth social involvement, eight main concepts emerged: i) inhibited by the label; ii) apathy and withdrawal from interventions: latent rejection; iii) when stigma can become enabling: rejecting the label- the case of the young person who fought back; iv) skill development and practical support; v) creating a safe space; vi) modelling supportive relationships and recasting authority; vii) building confidence and emotional resilience; and viii) promoting generativity: giving back.
- Labelled as ‘risky’ in an era of control: how young people experience and respond to the stigma of criminalized identitiesPublication . Deakin, Jo; Fox, Claire; Matos, RaquelThe construction and labelling of groups of young people as ‘risky’ triggers a multifaceted and dynamic social process of stigma that frequently results in reduced life chances and limited opportunities for self-development. Drawing on case-study data from four European countries, this article focuses on the ways in which stigma is reproduced through interactions and interventions that label young people. Our analysis explores how young people experience and understand stigma, and how they respond to it. Framed within a theoretical understanding of stigma as a form of power, we examine its components and cyclical process, its role in shaping policies of social control, and its consequences for groups of ‘risky’ young people. Our analysis builds upon and develops Link and Phelan’s (2001) reconceptualization of stigma to include reference to young people’s reactions and responses: alienation and marginalization; anger and resistance; empathy and generativity. We argue that stigma acts primarily as an inhibitor of young people’s engagement in wider society, serving to further reduce access to beneficial opportunities. However, some young people are able to resist the label, and, for them, resistance can become generative and enabling.
- Labelled as ‘risky’in an era of control: how young people experience and respond to the stigma of criminalized identitiesPublication . Deakin, Jo; Fox, Claire; Matos, RaquelThe construction and labelling of groups of young people as ‘risky’ triggers a multifaceted and dynamic social process of stigma that frequently results in reduced life chances and limited opportunities for self-development. Drawing on case-study data from four European countries, this article focuses on the ways in which stigma is reproduced through interactions and interventions that label young people. Our analysis explores how young people experience and understand stigma, and how they respond to it. Framed within a theoretical understanding of stigma as a form of power, we examine its components and cyclical process, its role in shaping policies of social control, and its consequences for groups of ‘risky’ young people. Our analysis builds upon and develops Link and Phelan’s (2001) reconceptualization of stigma to include reference to young people’s reactions and responses: alienation and marginalization; anger and resistance; empathy and generativity. We argue that stigma acts primarily as an inhibitor of young people’s engagement in wider society, serving to further reduce access to beneficial opportunities. However, some young people are able to resist the label, and, for them, resistance can become generative and enabling.