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Philipsborn RP, Cowenhoven J, Bole A, Balk SJ, Bernstein A. A pediatrician's guide to climate change-informed primary care. Curr Probl Pediatr Adolesc Health Care 2021; 51:101027. [PMID: 34244061 DOI: 10.1016/j.cppeds.2021.101027] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Despite the urgency of the climate crisis and mounting evidence linking climate change to child health harms, pediatricians do not routinely engage with climate change in the office. Each primary care visit offers opportunities to screen for and support children burdened with risks to health that are increasingly intense due to climate change. Routine promotion of healthy behaviors also aligns with some needed-and powerful-solutions to the climate crisis. For some patients, including those engaged in athletics, those with asthma and allergies, or those with complex healthcare needs, preparedness for environmental risks and disasters worsened by climate change is a critical component of disease prevention and management. For all patients, anticipatory guidance topics that are already mainstays of pediatric best practices are related closely to needed guidance to keep children safe and promote health in the setting of compounding risks due to climate change. By considering climate change in routine care, pediatricians will be updating practice to align with evidence-based literature and better serving patients. This article provides a framework for pediatricians to provide climate-informed primary care during the structure of pediatric well child and other visits.
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Affiliation(s)
- Rebecca Pass Philipsborn
- Division of General Pediatrics and Gangarosa Department of Environmental Health, Emory University, and Children's Healthcare of Atlanta, Atlanta, GA, United States
| | - Julia Cowenhoven
- Department of Medicine, Boston Children's Hospital, Department of Pediatrics, Harvard Medical School, and Department of Pediatrics, Boston University, 401 Park Drive, 4th Floor West, Boston, MA 02215, United States
| | - Aparna Bole
- Division of General Academic Pediatrics, UH Rainbow Babies & Children's Hospital, Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, OH, United States
| | - Sophie J Balk
- Division of Academic General Pediatrics, Children's Hospital at Montefiore, Albert Einstein College of Medicine, Bronx, NY, United States
| | - Aaron Bernstein
- Division of General Pediatrics, Boston Children's Hospital, Center for Climate, Health and the Global Environment, Harvard T.H. Chan School of Public Health, Boston, MA and Harvard Global Health Institute, Cambridge, MA, United States.
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Leichenko R, Gram-Hanssen I, O’Brien K. Teaching the "how" of transformation. SUSTAINABILITY SCIENCE 2021; 17:573-584. [PMID: 34007341 PMCID: PMC8118101 DOI: 10.1007/s11625-021-00964-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Accepted: 04/19/2021] [Indexed: 05/28/2023]
Abstract
College and university students are eager to engage with transformative solutions to the climate crisis, but often struggle to see openings or possibilities where they can leverage their actions and really "make a difference." While climate change education often focuses on the physical dimensions of climate change and the evaluation of political, technological, and behavioral solutions, less attention has been directed to questions of how large-scale transformations to sustainability occur and how educators can help students to perceive an active role for themselves in these efforts. This paper describes an integrative learning process for teaching the "how" of transformation. This process, which we use in our undergraduate courses on climate change and society, combines the "Three Spheres" model of transformation with an active learning change experiment. A pilot assessment, conducted via student surveys and focus groups during spring semester 2020, indicated that the learning process: (1) increased the students' understanding of transformation and their sense that transformative change is possible; (2) enhanced the students' sense of their own agency and ability to make a difference; and, (3) helped students to articulate a role for themselves in processes of transformative change. These initial findings suggest that teaching the "how" of transformation is possible and that both understanding and experiential realization of the connection between individual and collective change are vital elements for student learning and engagement. While these early findings need to be replicated in other courses and educational settings, they offer promising indications about how universities and climate change educators can play a more prominent role in generating transformative change.
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Affiliation(s)
- Robin Leichenko
- Department of Geography, Rutgers University, 54 Joyce Kilmer Ave, Piscataway, NJ 08854 USA
| | - Irmelin Gram-Hanssen
- Department of Sociology and Human Geography, University of Oslo, P.O. Box 1096 Blindern, 0317 Oslo, Norway
| | - Karen O’Brien
- Department of Sociology and Human Geography, University of Oslo, P.O. Box 1096 Blindern, 0317 Oslo, Norway
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Rimm-Kaufman SE, Merritt EG, Lapan C, DeCoster J, Hunt A, Bowers N. Can service-learning boost science achievement, civic engagement, and social skills? A randomized controlled trial of Connect Science. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2020.101236] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Pérez IE, Wu R, Murray CB, Bravo D. An interdisciplinary framework examining culture and adaptation in migrant children and adolescents. New Dir Child Adolesc Dev 2021; 2021:13-39. [DOI: 10.1002/cad.20405] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
- Isabela E. Pérez
- Department of Psychology University of California Riverside Riverside California USA
| | - Rachel Wu
- Department of Psychology University of California Riverside Riverside California USA
| | - Carolyn B. Murray
- Department of Psychology University of California Riverside Riverside California USA
| | - Diamond Bravo
- Department of Psychology University of California Riverside Riverside California USA
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Beyond Tokenism: The “Born Frees” and Climate Change in South Africa. INTERNATIONAL JOURNAL OF ECOLOGY 2021. [DOI: 10.1155/2021/8831677] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Climate change and youth participation are emerging as important clarion calls today. Indeed, very few individuals will possibly counter a call for the involvement of young people in decisions and actions which (in)directly affect their lives. Presently, some of the greatest social problems faced by young South Africans are COVID-19, employment, and climate change. These challenges require the active participation of young people—locally known as the “born frees”—in the construction and operationalization of interventions, especially in light of the insufficient (sub)national response. That being said, policymakers often adopt top-down over bottom-up approaches, with the young generation often excluded or at best given a tokenistic role in climate decision-making processes. Therefore, this paper suggests some new ways of conceptualizing youth agency and brings to light how the born frees could efficiently take part or have a say in negotiating the path to climate adaptation, resilience, and mitigation. By drawing from the existing literature, the paper concludes that effective engagement with youth is essential in empowering them to key stakeholders or partners in adapting and/or mitigating climate change.
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Wu J, Snell G, Samji H. Climate anxiety in young people: a call to action. Lancet Planet Health 2020; 4:e435-e436. [PMID: 32918865 DOI: 10.1016/s2542-5196(20)30223-0] [Citation(s) in RCA: 61] [Impact Index Per Article: 15.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Accepted: 08/19/2020] [Indexed: 05/11/2023]
Affiliation(s)
- Judy Wu
- School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada
| | - Gaelen Snell
- Faculty of Health Sciences, Simon Fraser University, Burnaby, BC V5A 1S6, Canada
| | - Hasina Samji
- Faculty of Health Sciences, Simon Fraser University, Burnaby, BC V5A 1S6, Canada; British Columbia Centre for Disease Control, Vancouver, BC, Canada.
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Climate change, a critical new role for educational and developmental psychologists. THE EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2020. [DOI: 10.1017/edp.2020.6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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My journey in coping research and practice: The impetus and the relevance. THE EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2020. [DOI: 10.1017/edp.2020.9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Youth Mobilization to Stop Global Climate Change: Narratives and Impact. SUSTAINABILITY 2020. [DOI: 10.3390/su12104127] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Galvanized by Greta Thunberg’s idea for Friday school strikes, “climate strikes” emerged in 2018 and 2019 as a form of youth social movement demanding far-reaching action on climate change. Youths have taken various actions to combat climate change, but academics have not paid sufficient attention to youth climate mobilization. This study thus examines the questions of what has motivated youth to mobilize and how they have shaped global climate politics and governance. This study focuses particularly on the narrative of youth activists to address their understanding of climate change and their ideas regarding how to respond to it. Youth collective action has succeeded in problematizing global climate inaction and inertia and in framing climate change from a justice perspective, but activists have faced limitations in converting their moral legitimacy into the power required for sweeping changes. Overall, this study demonstrates the emergence of young people as agents of change in the global climate change arena and the urgency of engaging them in climate change governance and policymaking.
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Abstract
The nature of adolescent–parent relationships has been a topic of enduring concern in developmental science. In this article, we review theory and current research on several central topics. First, we define adolescence as a developmental period and briefly discuss current theoretical and analytical approaches. Then, we consider adolescent–parent relationship quality, including developmental trends and individual differences in negative interactions, positive relationships, and conflict resolution, as well as research that examines relationship quality within different family subsystems. Next, we discuss effects of emotional variability and flexibility on parent–adolescent relationships and review research on adolescents’ and parents’ beliefs about parental authority legitimacy. This is followed by a discussion of current research on parenting effects on adolescent–parent relationships, including approaches that provide greater specificity in defining parental control and its links with relationship quality, as well as research on parental monitoring and adolescent information management. We conclude this article with directions for future research.
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Affiliation(s)
- Judith G. Smetana
- Department of Psychology, University of Rochester, Rochester, New York 14627, USA
| | - Wendy M. Rote
- Department of Psychology, University of South Florida, St. Petersburg, Florida 33701, USA
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