Challenging Childhoods: Young People's Accounts of "Getting By" in Families with Substance Use Problems

Autor/inn/en	Backett-Milburn, Kathryn; Wilson, Sarah; Bancroft, Angus; Cunningham-Burley, Sarah
Titel	Challenging Childhoods: Young People's Accounts of "Getting By" in Families with Substance Use Problems
Quelle	In: Childhood: A Global Journal of Child Research, 15 (2008) 4, S.461-479 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0907-5682
DOI	10.1177/0907568208097202
Schlagwörter	Young Adults; Adolescents; Substance Abuse; Coping; Family Environment; Leisure Time; Interaction; Personality Traits; Child Rearing; Parent Influence; Foreign Countries; Interviews; Child Neglect; Family Violence; Educational Environment; Friendship; Family Influence; Family Relationship; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Drug use; Drug consomption; Drogenkonsum; Bewältigung; Familienmilieu; Freizeit; Interaktion; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kindererziehung; Ausland; Interviewing; Interviewtechnik; Kindesvernachlässigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Freundschaft; Großbritannien
Abstract	Concern is increasing about children growing up in families where there are substance use problems but relatively little is known about the perspectives of the children themselves. This article reports on a qualitative study with young people who grew up in such families, exploring their accounts of their daily lives at home, school and leisure. The study focuses on the everyday interactions, practices and processes the young people felt helped them to "get by" in their challenging childhoods, showing how the protective factors thought to promote "resilience" were seldom in place for them unconditionally and without associated costs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10