Children’s Perceptions of their Safety and Agency in Pakistan

Ahmed, Makhtoom; Sabir, Imran; Zaman, Muhammad

doi:10.1007/s12187-021-09896-z

Cited by 3 publications

(6 citation statements)

References 49 publications

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“…These results suggest that in some contexts and situations feelings of being cared for, supported, and respected by different people does contribute to an overall feeling of safety. This result has been confirmed in previous studies (see, for instance, Ahmed et al, 2021), since supportive relationships shape children's perceptions of safety regardless of the specific events they are confronted with (Smith & Pollak, 2021). Supportive relationships can even exert a protective role when it comes to situations that clearly compromise children's safety, such as bullying (Miranda et al, 2019).…”

Section: Discussionsupporting

confidence: 81%

“…If I have a problem, people in my family will help me also displays significant increasing-with-age effects in all countries. In a qualitative study conducted in Pakistan, Ahmed et al (2021) observed that participating children aged 8 to 12 living in different rural and urban settings had constructed their safety and insecurity perceptions in relational and community contexts in which parents, siblings, friends, teachers, and neighbors played an important role, which potentially explains the country differences found in the present study.…”

Section: Discussionmentioning

confidence: 67%

“…Although this was to be expected to some extent, considering the differences between countries discussed in the background section, the existence of common relationships between some variables has also become evident. While children being listened to and children's participation in decisions concerning their daily life is crucial for their agency in general, it is also highly determined by their social position (Ahmed et al, 2021), which in turn is modulated by age and social inequalities. This helps explain both commonalities and divergences among countries and the differences by age observed here, as well as the age sensitivity of SWB indicators reported previously in the literature González-Carrasco et al, 2020;González-Carrasco et al, 2017a, b;Kim et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Children not feeling safe at home, school or in the surrounding area poses a challenge to both their rights and their SWB since perceptions of security enable taking autonomous decisions and provide a sense of connectedness (Fattore et al, 2019). The latter also contributes to mature agency (Ahmed et al, 2021;Steckermeier, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…From the scientific literature we know that being cared for, supported and respected are important for children's SWB (see Ahmed et al, 2021, and the review by Lippman et al, 2014, on positive and protective factors in adolescent well-being). It is likely that adults perceived as caring, supportive, and respectful are frequently also perceived by children as being listened and being taken into account by them.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Safety, Perceptions of Good Treatment and Subjective Well-Being in 10- and 12-year-old Children in Three Countries

González-Carrasco

Bedin

Casas

et al. 2023

Applied Research Quality Life

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Satisfaction with safety and satisfaction with how adults listen to children and how they take what they say into account are the most important satisfaction domains that contribute to children’s subjective well-being (SWB). However, there is still more to know about what contributes to both domains. Little is understood about their mediating effects on the safety perceptions of being cared for and supported in terms of children’s SWB. Age and country are also relevant variables in this equation that suffers from a lack of information. Therefore, this article attempts to shed light on these questions by using the third wave of the Children’s Worlds data set that covers Spain, Brazil, and Chile and focuses on the 10- and 12-year-old age group. Results show that perceived contexts (home, school, and neighborhood) in each country are very important for assessing satisfaction with personal safety, while having parents who listen and take children’s opinions into account is very important for SWB in all contexts. The importance of the effects of feeling safe on SWB increases from late childhood to early adolescence, with its indirect effects being much more important than direct effects. Most children do not perceive to be listened to by teachers or do not perceive that what they say is taken into account by their teachers, which does not turn out to be very relevant for SWB in any of the three countries. Despite existing relationships between all of the variables analyzed, there are differences depending on the country and age group, with a common relationship observed between some of them.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Safety, Perceptions of Good Treatment and Subjective Well-Being in 10- and 12-year-old Children in Three Countries

González-Carrasco

Bedin

Casas

et al. 2023

Applied Research Quality Life

View full text Add to dashboard Cite

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Feeling adequately heard by Adults, perceived safety and Children’s life Satisfaction: A multinational comparison of individualist and collectivist cultures across 18 countries

Jiang,

Song

2024

Children and Youth Services Review

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Out‐of‐school time use in Pakistan: A qualitative study featuring youth's voices

Kerai,

Ibrahim,

Molyneux

et al. 2024

J of Research on Adolesc

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The current study addresses the lack of out‐of‐school time (OST) research in low‐ and middle‐income countries by exploring OST use in the context of Pakistan and incorporating youth's voices. Using a qualitative descriptive design with focus‐group discussions, we conducted a study in three middle schools set in low‐ to middle‐income neighborhoods in urban and rural areas of Karachi, Pakistan. We engaged 86 youth (50% girls; aged 10–15 years) that were purposefully selected from grade six (31.4%), seven (44.2%) and eight (24.4%) classrooms, balancing gender and locality. In each focus group, we asked participants to describe their afterschool activity routine on a typical weekday afternoon until bedtime. Digital recordings of discussions were transcribed verbatim and analyzed using content analysis. Based on sixteen focus groups with five to six participants in each group, we identified eight distinct categories: religious activities, schoolwork, screentime, helping adult family members, family time, outdoor play, indoor leisure activities, and hanging out with friends. We found that structured activities (e.g., religious activities and schoolwork supervised by an adult) were reported more frequently than unstructured activities (e.g., outdoor play and family time). Participation in activities varied by gender and location (i.e., urban vs. rural), highlighting disparities associated with the sociocultural context that marginalized youth face. Our findings provide a glimpse into the everyday lives of Pakistani youth outside of school. Additionally, they elucidate how economic resources, sociocultural norms regarding gender, and community safety shape youth's time use and socialization patterns. Findings from this study can inform the development of OST activities and initiatives aimed at promoting the positive development of Pakistani youth.

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Children’s Perceptions of their Safety and Agency in Pakistan

Cited by 3 publications

References 49 publications

Safety, Perceptions of Good Treatment and Subjective Well-Being in 10- and 12-year-old Children in Three Countries

Safety, Perceptions of Good Treatment and Subjective Well-Being in 10- and 12-year-old Children in Three Countries

Feeling adequately heard by Adults, perceived safety and Children’s life Satisfaction: A multinational comparison of individualist and collectivist cultures across 18 countries

Out‐of‐school time use in Pakistan: A qualitative study featuring youth's voices

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