Salem State University: Faculty Publications 2021

             Vissing, Y., & Leitão, S. (Eds.). (2021). The rights of unaccompanied minors: Perspectives and case studies on migrant children. Springer.

Abstract

This volume explores the various challenges faced by ​migrant unaccompanied children, using a clinical sociological approach and a global perspective. It applies a human rights and comparative framework to examine ​the reception of unaccompanied children ​in European, North American, South American, Asian and African countries. Some of the important issues the volume discusses are: access of displaced unaccompanied children to justice across borders and juridical contexts; voluntary guardianship for unaccompanied children; the diverse but complementary needs of unaccompanied children in care, which if left unaddressed can have serious implications on their social integration in the host societies; and the detention of migrant children as analyzed against the most recent European and international human rights law standards. This is a one-of-a-kind volume bringing together perspectives from child rights policy chairs across the world on a global issue. The contributions reflect the authors'diverse cultural contexts and academic and professional backgrounds, and hence, this volume synthesizes theory with practice through rich firsthand experiences, along with theoretical discussions. It is addressed not only to academics and professionals working on and with migrant children, but also to a wider, discerning public interested in a better understanding of the rights of unaccompanied children.

Vissing, Y. (2021). Relationship between social structure and willingness to embed human rights education. World Studies in Education , 22(1), pp. 23-46 . https://doi.org/10.7459/wse/22.2.03

Abstract

Human rights education is mandated by a variety of international treaties, yet it is not fully implemented. Despite rhetoric that it is important, many obstacles interfere with its incorporation in schools or communities. This article explores what human rights education is, what needs to be in place for it to be embedded in schools, and common challenges for its implementation. Data from a human rights education group showcases the trends shown in a review of human rights education literature and research. Recommendations for action are included.

Vissing, Y., Solloway, M., & Koury, S. (2021). Building irauma Informed schools: A survey of teachers’ knowledge, skills and needs. World Studies in Education, 22, 5–22.

Abstract

Teachers regularly find themselves in situations when they are dealing with students who have experienced adverse childhood experiences (ACES) and trauma. In a survey of public school K-12 teachers in a New England school district, this article analyzes their trauma-related knowledge, skills and needs. While they feel they are doing the best they can, most do not have formal training on how to identify trauma in students or how best to address it. Most indicate that they do not have sufficient background in trauma identification, prevention or treatment and they feel they would benefit from it. Building trauma-informed schools will provide both teachers and students with greater supports and systems for more successfully addressing the traumas they carry.

Vissing, Y. (2021). Children’s human rights as a buffer to extremism: A clinical sociology framework. In J.M. Fritz (Ed.), Clinical Sociology Research and Practice. Springer.

Vissing, Y. (2021). Turning a blind eye: COVID and homeless children. In J.M. Ryan (Ed.), The COVID 19 Pandemic Series. Palgrave.