A common criticism of qualitative research is that it lacks the possibility of making generalizations. In this article, however, we describe how informal generalization on the one hand is inextricably linked to the use of method and theory, whereas on the other hand, several formal methodological considerations in relation to the particular, qualitative study further ensure that claims can be made on a more general level. As such, a variety of possibilities for generalization exists, each with its own particular scientific legitimacy adapted to the complexity of the different inquiries whereby generalization is an internal, indispensable, and unavoidable aspect of qualitative research.

Objective To explore: (1) how children contacting a child helpline with suicide ideation differ from children discussing other topics, (2) whether text messaging effectively helps, and (3) which counselor behaviors are most effective. Method Of 6,060 text sessions at the Danish national child helpline, 444 concerned suicidality, of which the 102 sessions that included self‐rated, end Session ratings were selected for content analysis. Results Twenty‐six percentage of suicidal children had severe suicidality. The suicide sample had significantly more girls, was older than the nonsuicide sample, and more often recontacted the helpline in the 2 weeks prior to follow‐up. 35.9% of suicidal children felt better immediately and over half ended the session with a plan of action. At follow‐up, 23.9% of suicidal children reported feeling better; however, 37.0% reported feeling worse. Talking about emotions, expressing empathy, and encouraging the child to talk to someone were associated with positive impacts. Setting boundaries was associated with negative impacts. Conclusions Texting with suicidal children can be helpful, but should be considered a first step toward obtaining more sustainable help. Research is needed to determine how to better help children who felt worse or did not improve in the 2 weeks after contacting the helpline. Suggestions to further training of counselors are discussed.

No abstract

In everyday life young people with ethnic minority background, or "the new youth" in Europe, face both a social and cultural integration challenge. On the one hand, they are placed as other young people in an individualisation and identity process of late modern youth life which is demanding and important for future social success. On the other hand, they are challenged by a new cultural lifestyle which may be different from traditions and values of parents. This cultural integration process therefore may make it difficult to engage and become successful in late modern life. So, their cultural identity is challenged and in a change. This way of contrasting two different perspectives in young people's lives seems difficult because of the different theoretical views embedded in these perspectives. What however both approaches seem to overlook is, that ethnic minority social integration is a process which has in its centre the individual and individualised agent. This focus combines the two perspectives. The integration process is mostly about the agent as an engaged player in his or her life. An agent is one who finds and uses energy in a process of becoming integrated in some kind of social and cultural life. In our paper, we use experiences from Danish research and our European research project Up2Youth to draw some lines in understanding the life of the group of "new youth" and their situation as caught in-between processes of objective and subjective social integration. Especially we will focus on young peoples' activities as their solution to the process of developing late modern agency according to the demand of individualised social responsibility.

»Jeg ville gerne være et foto af en højtidelig og simpel popsang i din bankende brystlomme mellem bolsjer og smøger«