Hebrew University of Jerusalem, Israel.
Am J Orthopsychiatry. 2013 Jan;83(1):94-106. doi: 10.1111/ajop.12003.
Current knowledge emphasizes either a developmental or a cultural/contextual theoretical framework for understanding children's approaches to the concepts of rights and participation. This study, carried out among 1,753 Israeli adolescents (ages 15-17), uses a socioecological perspective instead to understand children's rights and participation. It examines adolescents' approaches to their rights and participation at 4 ecological levels-family, school, community, and the larger sociopolitical system-as well as a number of possible child, family, and societal correlates. It also looks at the interactions between some of these correlates. The findings show that different correlates have different links with various ecological circles. For example, girls reported higher levels of participation in the family and at school, but no significant differences were found between boys and girls in their participation in the community and at civic-political levels. Israeli Palestinians reported higher levels of participation in their schools and at the civic-political level but lower levels of participation in the family and the community compared with their Jewish counterparts. The significant interaction effect between nation and gender showed that, among Arab students, there were larger gaps between boys and girls in the different participation domains than there were among Jewish students. Furthermore, higher rates of participation in the family and lower rates of civic participation were found among students from single-parent families. This study shows that employing an ecological framework to the efforts to understand children's approaches to rights and participation is a first step in the right direction for fostering children's rights and participation.
当前的知识强调了发展或文化/背景理论框架，以理解儿童对权利和参与概念的方法。本研究在 1753 名以色列青少年（15-17 岁）中进行，采用社会生态学视角来理解儿童权利和参与。它在四个生态层次上检查青少年对自己的权利和参与的方法：家庭、学校、社区和更大的社会政治系统，以及一些可能的儿童、家庭和社会相关因素。它还研究了这些相关因素之间的相互作用。研究结果表明，不同的相关因素与不同的生态圈有不同的联系。例如，女孩报告在家庭和学校的参与程度更高，但男孩和女孩在社区和公民政治层面的参与程度没有显著差异。以色列巴勒斯坦人在学校和公民政治层面的参与程度较高，但在家庭和社区的参与程度较低，与他们的犹太同龄人相比。国家和性别之间的显著交互效应表明，在阿拉伯学生中，不同参与领域中男孩和女孩之间的差距比犹太学生中更大。此外，来自单亲家庭的学生在家庭中的参与率较高，而在公民参与方面的参与率较低。本研究表明，采用生态框架来理解儿童对权利和参与的方法是促进儿童权利和参与的正确方向上的第一步。
