Impact of political violence on images of war and peace in the drawings of primary school children.

McLernon, Frances; Cairns, Ed

doi:10.1207/s15327949pac0701_04

Cited by 36 publications

(41 citation statements)

References 27 publications

(35 reference statements)

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“…With respect to Dutch children's conceptions of peace and war, Hakvoort and Oppenheimer (1999) reported a reversal of gender differences that had been previously reported in the same country by Hakvoort and Oppenheimer (1993). McLernon, Ferguson, and Cairns (1997) and McLernon (1998) found no gender differences in Northern Irish children's perceptions of peace and minor differences in their perceptions of war. It was therefore not clear whether any gender differences would be present in the development of the understanding of enemy and the emergence of enemy images.…”

mentioning

confidence: 55%

“…To assess children's understanding of enemies and enemy images, the methods of free association, drawing, and interview were used. These methods have been used successfully in the assessment of enemy images in previous studies (Hesse & Poklemba, 1989;Hesse & Mack, 1991;Povrzanovic, 1997), as well as conceptions about peace and war (McLernon & Cairns, 2001;Rudenberg, Jansen, & Fridjhon, 1998;Punamaki & Suleiman, 1990). The free association method requires participants to respond with the first words that come to mind to a target word that is embedded in a series of neutral words.…”

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confidence: 99%

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The development of enemy images in Dutch children: Measurement and initial findings

Oppenheimer

2005

British J of Dev Psycho

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While there is ample evidence that enemies and enemy images are prerequisites in preparedness for war, little information is available about children's understanding of enemies or the presence of enemy images. Based on a pilot study in which assessment instruments were developed and validated, the present study examined the understanding of enemies and the presence of enemy images in 221 Dutch children aged between 7 and 12 years. The instruments employed involved the request to draw an enemy and an individual interview. Contrary to the expectation that younger children's enemy images would consist primarily of fictitious, non-human figures, whereas older children's images would focus more on realistic others as enemies, the findings revealed an opposite developmental course: younger children perceived enemies more often as concrete others, while older children perceived enemies more often as non-human, fictitious others. In addition, an age-related increase in children's experienced threats that cannot be reduced to concrete external causes was observed. Taken together with a growing awareness that enemies are characterized primarily by internal personality characteristics, latent (undefined) enemy images may easily become concrete enemies when an external focus is provided.

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confidence: 55%

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confidence: 99%

The development of enemy images in Dutch children: Measurement and initial findings

Oppenheimer

2005

British J of Dev Psycho

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“…Ireland (McLernon & Cairns, 2001), but there were two major problems with this earlier research. The use of leading terms, such as "peace" or "war", contaminated the findings, i.e., it should not have been a surprise that the children drew images related to peace and war when they had been asked to draw images of peace or war.…”

Section: Discussionmentioning

confidence: 81%

Intergenerational Transmission of Conflict-Related Trauma in Northern Ireland: A Behavior Analytic Approach

Fargas-Malet

Dillenburger

2016

Journal of Aggression, Maltreatment & Trauma

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Intergenerational transmission of trauma has become a key term to describe the impact that parents' experiences and views of those violent times influenced how children born after the peace agreement perceived life in this society. Parents completed a questionnaire, and their children (9-11 year olds) were asked to draw two pictures, one depicting Northern Ireland now (i.e., post-ceasefire) and another one depicting Northern Ireland before they were born (i.e., pre-ceasefire).Children's behaviours and awareness of the conflict emerged as being influenced not only by their parents' experiences and narratives, but also by their age, gender, and contextual factors. Parental narrative about the violence was in turn influenced by individual learning history, the child's age and gender, and by present circumstances. A behaviour analytic approach to intergenerational transmission of trauma is offered.

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“…Previous scholarship noted how concepts of peace were arguably affected by culture and the specific context of people (Haavelsrud 1970;Brock-Utne 1989;McLernon, Ferguson, and Cairns 1997;Covell 1999;Hofstede 2001). Later, cross-cultural studies also showed the interconnected character between notions of peace and war among children (Haji-Yusuf 1996;McLernon and Cairns 2001).…”

Section: Notions Of Peace and Peace Effortsmentioning

confidence: 99%

Peacemaking at home in the world: grounding children’s spirituality in peace

Baring

2013

International Journal of Children's Spirituality

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Peace is both a religious and non-religious proposition. Religiously it is articulated within doctrinal categories. In non-religious terms, it is pursued within national and international interests. Non-religious pursuits to peace were often framed within political and some cultural considerations involving adult participants. However, numerous spiritual considerations to peacemaking have traditionally identified children's dispositions as a material for inquiry. This paper described how children's perspectives on peace and peacemaking essentially projected aspects of children's spirituality on peace using some 296 children's essays and drawings on peace. Results showed how peculiar traits of children's spirituality grounded on peace were strategically nested on domestic order, the world and environment. Peacemaking is homemaking; it is peacemaking at home in the world. Peacemaking as a religious and national issuePeace education (Lin, Brantmeier, and Bruhn 2008) in schools (Boulding 2000) is an essential life project especially in post-conflict communities. The colourful history of the Philippines involving more than three hundred years of Spanish colonisation, fifty years of American presence and the short stay of the Japanese forces makes peace discourse an important academic area for inquiry. Peacemaking is a post-colonial commitment of Philippine education. The perceived external threats posed by the Chinese claims over the territorial claims of the country, the undying insurgency issue, and the age-old Mindanao conflict add more depth to the need for peace. The need for peace is even made more visible in recent initiatives by the Aquino government, non-government organisations, government agencies and other stakeholders. Considering the young average age of Filipinos in recent population studies, peace initiatives and investigations are most meaningful when it involves the young ones (ESCAP 2000). This condition demands careful attention and real action for practitioners of education in general (Salomon and Nevo 2002; Shapiro 2010, 5).But peace is not only a civil vision and commitment. It is an intense claim of western and eastern religious traditions. The message of peace is also a religious proposition echoed in the halls of Christian and non-Christian churches. However, the use of religion as an approach to peace is also suspect, as it had been *

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Impact of political violence on images of war and peace in the drawings of primary school children.

Cited by 36 publications

References 27 publications

The development of enemy images in Dutch children: Measurement and initial findings

The development of enemy images in Dutch children: Measurement and initial findings

Intergenerational Transmission of Conflict-Related Trauma in Northern Ireland: A Behavior Analytic Approach

Peacemaking at home in the world: grounding children’s spirituality in peace

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