Karen Trew

Sport, Leisure and Perceived Self-Competence among Male and Female Adolescents:

The relationship between gender, perceived self-competence and physical activity has come under increasing scrutiny over recent years. Males are more likely than female >to consider themselves to be competent in the physical domain and to derive height >ened self-worth from physical activities, including sport.The present study considere >patterns of physical activity, with a particular focus on involvement with sport, amon >a sample of 602 young people.The study was based on diary reports and face-to-fac >interviews, along with measures of perceived self-competence and self-worth a >derived from the work of Harter. The results indicated that boys spent more tim >participating in sport than girls and that boys reported higher perceptions of ‘athleti >self-competence’ and ‘global self-worth’ than girls. At the same time, both boys an >girls who were more active in sport were more likely to be characterized by hig >levels of self-worth than their more sedentary counterparts.

Adolescents' perceptions of national identification and socialization: A grounded analysis

This paper examines the perceived influence of parents and family and the construction of national and religious identification amongst adolescents theoretically sampled from along the border between the Irish Republic and the Northern Ireland. Two hundred and sixty-one young people wrote essays on the meaning of their national identity and the influence of parents, families and the border on national and religious identities. Lengthy and detailed responses were subjected to a grounded analysis. Results revealed the complexity of young peoples identification processes and their opinions and experiences of religious and national socialization. The majority of respondents attached a great deal of significance to their national identity. Identity was represented across a range of meanings including sport, government policy, culture, folklore and characteristics thought typical of a given nationality. Diversity was valued though national and religious categories were defined exclusively. Parents and family were viewed as important sources of socialization and the intergenerational transmission of identity was viewed as natural and inevitable. There was a widespread belief that national and religious identity overlapped and though many asserted that religion could promote tolerance and inclusion there was an implicit acceptance that it could also fuel intergroup hostilities.

Children's Experience and Adjustment to Political Conflict in Northern Ireland

Despite the prolonged nature of political conflict in Northern Ireland, the extent of childrens experience of such violence has rarely been investigated. This study examines school-age (8-11 years) childrens (N = 689) self-reported experience of a number of negative life events, including a number of conflict-related events in relation to gender, age, socioeconomic status, and religious affiliation. These reports suggest that childrens experience of conflict-related events is considerable. One quarter of the sample had witnessed shootings and street riots. Main and interaction effects were observed that related childrens reported experiences to gender, religious affiliation, and socioeconomic background. The relationship between exposure to political conflict and childrens perceived competence was also examined, while accounting for psychosocial factors that independently affect perceived competence. This analysis suggested that children reporting lower behavioural competence are more likely to repor...

Assessing Identity Change: A Longitudinal Study of the Transition from School to College

The impact of a major life transition on identity change is examined in this longitudinal study. Drawing on a framework provided by symbolic interactionism and identity theory (Stryker, 1968, 1987), we examined global self-esteem, interactional commitment and the identity hierarchies of a group of students while they were in secondary school and, again one year later, when they had made the transition to further or higher education. Overall, the data suggested considerable stability across all identities. Analysis examining the relationships among interactional commitment, self-esteem and psychological centrality provided some support for the theoretical framework but also highlighted differences across identities. The implications for future models of long-term identity change are discussed.

An appropriate curriculum for 4–5‐year‐old children in Northern Ireland: comparing play‐based and formal approaches

This paper reports on an investigation into the quality of the learning experiences for 4–5‐year‐old children in Northern Ireland schools in the context of the debate about play‐based and formal approaches to learning and teaching. Detailed observations were carried out in 70 Year 1 classes: 38 in traditional Year 1 classes where the Northern Ireland National Curriculum is being delivered, and 32 in Enriched Curriculum classes, where a more developmentally appropriate, play‐based and child‐centred curriculum is being piloted. The quality of the learning experience in each class was assessed using a structured observation schedule, i.e. Walsh and Gardners Quality learning instrument. Overall the Enriched Curriculum appears to be providing 4–5‐year‐old children in Northern Ireland with a higher‐quality learning experience. The children are given more opportunities to act independently, are engaged in more challenging activities and are more learning disposed, and they show higher levels of emotional, social and physical well‐being. The findings are discussed in terms of what constitutes an appropriate curriculum for this age group.

Implementing a play‐based and developmentally appropriate curriculum in Northern Ireland primary schools: what lessons have we learned?

In the United Kingdom tensions have existed for many years between the pedagogical traditions of pre‐school, which tend to adopt developmentally oriented practices, and the more formal or subject‐oriented curriculum framework of primary school. These tensions have been particularly acute in the context of Northern Ireland, which has the earliest school starting age throughout Europe. In response to international research evidence and practice, a play‐based and developmentally appropriate curriculum, known as the Enriched Curriculum (EC), was introduced as a pilot in Year 1 and 2 classes in over 100 primary schools in Northern Ireland between 2000 and 2002 and continued until the Foundation Stage became statutory for all primary schools in 2007. This paper outlines four key lessons that have been learned from the first four years of the evaluation of this experience. These include the value and the meaning of a play‐based curriculum; the importance of teachers’ confidence and knowledge; teaching reading in a play‐based curriculum; and easing transitions in a play‐based curriculum.

Social group membership and perceptions of the self in Northern Irish children

Social disadvantage and minority group membership are believed to have an adverse effect on the development of the self-concept. However, the exact effects of such factors on children’s self-competence and self-esteem are still subject to debate, with some authors arguing that it is not until later in life that the adverse psychological effects of social disadvantage become apparent. This study therefore examined the relationship between gender, ethnicity, socioeconomic status (SES), and age on self-competence and self-esteem in childhood. Eight- to eleven-year-old children (N = 689) completed the Harter Self-Perception Profile for Children (Harter, 1985) and the results were analysed using MANOVA. Substantial gender differences in self-perceptions across several domains, including global self-esteem, were evident. The analysis also indicated that children of lower SES and from the Roman Catholic (minority) community in Northern Ireland had significantly less positive self-perceptions than middle SES and Protestant (majority group) children in a range of domains. These differences, however, were generally only evidenced at ages 10 and 11. Discussion of these results highlights the influence of group memberships on children’s social development, particularly at the preadolescent stage, and points to the need to consider the combined effects of psychosocial identities and socioeconomic background on the development of self-perceptions.

Children's perceptions of negative events in Northern Ireland: a ten year study.

Abstract This study examines changes in Northern Irish children’s perceptions of negative events over ten years. Ten year old children’s perceptions of potentially distressing situations were obtained from two groups of children in 1983 and 1994 using a 25 item self-report measure. The children’s perceptions of the events are contrasted across time and also comparisons between socioeconomic and religious groups are made. The comparison shows that the children’s perceptions of the events remains relatively constant across time, with certain events being consistently viewed as the most stressful and least stressful across time and between groups. Comparison of religious and socioeconomic groups suggests that working class and Roman Catholic children in Northern Ireland frequently rate negative events as more stressful than others in their cohort.

Playful structure: a novel image of early years pedagogy for primary school classrooms

Playful structure is a new pedagogic image representing a more balanced and integrated perspective on early years pedagogy, aiming to blend apparent dichotomies and contradictions and to sustain and evolve play-based practice beyond Year 1. Playful structure invites teachers and children to initiate and maintain a degree of playfulness in the child’s whole learning experience, even when the learning intentions demand a supportive structure. Thus, playfulness becomes characteristic of the interaction between adult and the child and not just characteristic of child-initiated versus adult-initiated activities, or of play-time versus task-time. The paper is based on intensive observations and interviews with teachers in Northern Ireland who participated in a play-based and informal curriculum. This paper explains how playful structure rests on complementary processes of infusion of structure into play-based activities and infusion of playfulness into more structured activities, illustrated by cameos. ‘Infusion’ suggests the subtle blending process that allows apparent dichotomies and contradictions to be resolved in practice.

Adolescents' Explanations for Paramilitary Involvement

Current understanding of the motivations of young people who engage in paramilitary activity is poor. The youth bulge literature has made important advances in understanding determinants of political violence at population level; however, the psychological processes that underpin engagement with political violence among young people are less clearly understood. Further, the pathologization of terrorist activity has hampered deeper understanding of the motivations of those who seek to effect change using violence. This article explores the explanations offered by 14—16-year-olds regarding possible motivations of young people who engage in paramilitary activities in Ireland. Seventy-four Protestant and Catholic young people residing in the border regions of Northern Ireland and the Irish Republic completed an essay-writing task which elicited explanations for paramilitary involvement. Young peoples explanations were multi-levelled and varied, reflecting the breadth and diversity of their personal circumstances and experiences. The essays were analysed using a Grounded Theory approach, which generated four categories of explanations for paramilitary involvement, namely, social identification explanations, family and socialization explanations, developmental explanations and pathological explanations. Though not asked to express a personal judgement regarding such activity, a substantial proportion of respondents did, with females being more likely than males to openly condone or condemn such activity. Discussion and interpretation of these findings centre on understanding of paramilitary involvement in areas affected by political violence.