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This study aims to focus on the possibility of promoting saving behaviors in children by activating a future time perspective (TP) in their thinking.

An experimental study of 8- to 11-year-old children (N = 212) was conducted in which future and present hedonistic TPs were induced.

The results suggest that inducing a future TP can modify children’s financial behavior, making them more inclined to save their money. However, the induction of a present hedonistic TP had no significant effect on children’s financial decisions.

This study improves current theoretical knowledge concerning the effectiveness of psychological interventions in fostering saving behaviors in children and answers the question posed of how the economically desirable behavior of saving may be enhanced in children. Thus, inducing a future TP in children by showing them the benefits of focusing on the future might constitute a useful means of strengthening children’s saving abilities.

This chapter introduces the approaches and methods employed in a four-country research project that resulted in the 2017 report The People in the Pictures: Vital perspectives on Save the Children’s image making. It presents and explores the ethical issues that emerged throughout the process of the research, particularly in relation to photo elicitation – the use of images (still and moving) within both interviews and focus groups. Interviews and focus groups took place in the UK, Jordan, Bangladesh, and Niger with a total of 202 research participants. The research involved sharing Save the Children content (fundraising materials, published reports, online news features, TV adverts, and short films) with research participants. Research participants included those featured in some of these visual communication materials (referred to as contributors), and other individuals within their communities (referred to as non-contributors). The following principles and decisions informed the research design: safe and ethical practice; inclusive, engaging and accessible approaches; the participation of children; prioritising first-hand accounts; no photography or filming; and the preparation of location- and language-specific resources for each interview and focus group. The main ethical issues to emerge during the design of the research related to predicting (and responding) to any potential negative impacts of the research on participants, particularly contributors, but also children. The researchers also experienced some unexpected ethical encounters, including visual materials causing some concern or distress. Additionally, assuring research participants’ anonymity led to the necessity of extra care when publishing the report and the use of images within that.

This chapter examines the conundrum of juvenile immigration law and policy and argues that it is a present-day manifestation of “child-saving” in rhetoric, disposition, and human capital harm. In support of this thesis, the chapter reviews the pertinent human rights, law, and social science evidence, and it concludes that the maintenance of the nation’s existing immigration policy only makes sense within the context of the intentions of the 19th century child-saving movement. To substantiate this view, the political-economic drivers of contemporary US immigration policy (i.e., its child-saving dynamics) are explored. The chapter concludes by speculatively addressing the character (i.e., the form and quality) of modern-day juvenile immigration policy as child-saving informed by the philosophy and criticism of Psychological Jurisprudence (PJ).

This paper examines the duty to rescue and the duty to assist the needy. An explanation is offered regarding why common‐sense morality makes the duty to rescue feel more pressing than the duty to assist the needy.

Explores the consumer behaviour patterns of urban Chinese children as a primary and an influence market. Examines, as primary customers, their income, spending and saving pattern. Finds that they have two different types of income, save over half of it, and spend the rest on snack items, and the largest portion on school‐related items. Analyses their influence on the spending behaviour of their parents and grandparents among 25 product categories and the results reveal that they influence around two‐thirds of parents' purchases. Also considers role of age and gender on children's consumer behaviour. Discusses some marketing implications.

Explores the consumer behavior patterns of urban Chinese children as a primary and an influence market. Examines, as primary consumers, their income, spending and saving patterns. Finds that they have two different types of income, save over half of it, and spend the rest on snack items, play items, and the largest portion on school‐related items. Analyzes their influence on the spending behavior of their parents and grandparents among 25 product categories and the results reveal that they influence around two‐thirds of parents’ purchases. Also considers role of age and gender on children’s consumer behavior. Discusses some marketing implications.

This article examines the role and contribution that market research played in the development and launch of Midland Bank's savings account for children, Griffin Savers.

A new research program has been established that determines the nature and extent of consumer socialization of children throughout the industrialized world. The first three nations' children to be studied were those in Hong Kong, New Zealand, and Taiwan. This paper describes this program, the results of the three consumer socialization studies, and provides cross‐comparisons among the three nations and the United States.

Past consumer socialization research suggests that differences in the consumption patterns of children from dissimilar socioeconomic backgrounds can be attributed to differences in their consumer skills. We suggest, however that children’s consumer environments rather than deficiencies in skills may be able to better explain differences in children’s consumer behaviors. Toward that end, two studies are conducted. In the first, we perform an extensive qualitative evaluation of the consumer environments of children from disparate socioeconomic backgrounds. In the second, we survey the same children to gather data on their consumption patterns. Neighborhood of origin appears to play a large role in the children’s responses.

Improvements in special education and the implementation of inclusive education are a significant focus in Myanmar. Legislation toward these goals was officially enacted in the National Education Law, which was amended in 2015. While the Ministry of Education has adopted a policy of inclusive education, which states that all students with disabilities could attend mainstream school classes, classroom settings are not adequately equipped to support students with disabilities. The Department of Social Welfare does not have an inclusive education program. The department's role is to support the training of schools as a part of special education for such students, providing primary special education via different teaching methods and appropriate therapies for students with disabilities. After students pass the primary education exam, they can join middle school, high school, and higher education levels of inclusive education, which run under the Ministry of Education. All special schools in Myanmar focus their different occupational therapies on enhancing students' physical and mental capabilities and collaborating with outside professionals in relevant areas. The Ministry of Education aims to develop the knowledge and skills of teacher educators and teachers, so they can effectively adopt more inclusive teaching practices. Currently, Myanmar's basic education reforms are being carried out through the National Education Strategic Plan (2016–2021). The ministry is currently working to implement a new 4-year pre-service degree program as well as the Basic Education School Quality Assurance Standards Framework. Such a movement to enhance the quality of teachers became a bridge to collaborate between inclusive and special education within two ministries.