Research from Western countries, Asia, and some parts of Africa has documented that bullying victimization has ramifications for adolescents, including suicidal tendencies. Some studies have also reported that loneliness among teenagers is strongly linked to suicidal behavior. However, little is known about whether loneliness mediates bullying victimization and suicidal behavior. The present study aims to apply the general strain theory to explore the relationship between being bullied and suicidal behavior among juveniles in Ghana. The study also examines the effect of bullying victimization on loneliness. Additionally, the research evaluates the impact of loneliness on suicidal behavior. Lastly, the study explores the mediation role of loneliness on the association between peer victimization and suicidal behavior among juveniles in Ghana. Data from the 2012 Global School-based Student Health Survey (GSHS) and a sample size of 2626 were used in this research. The results revealed that bullying victimization positively predicted loneliness, and bullying victimization and loneliness significantly predicted suicidal behavior. Finally, loneliness partially mediated the association between bullying experience and suicidal behavior. This study not only provides new evidence to support the general strain theory (GST) but also discusses the theoretical and political implications of the findings.
{"title":"The Mediating Effect of Loneliness on the Relationship between Bullying Victimization and Suicidal Behavior among Adolescents in Ghana","authors":"Ebenezer Duah","doi":"10.3390/youth4010016","DOIUrl":"https://doi.org/10.3390/youth4010016","url":null,"abstract":"Research from Western countries, Asia, and some parts of Africa has documented that bullying victimization has ramifications for adolescents, including suicidal tendencies. Some studies have also reported that loneliness among teenagers is strongly linked to suicidal behavior. However, little is known about whether loneliness mediates bullying victimization and suicidal behavior. The present study aims to apply the general strain theory to explore the relationship between being bullied and suicidal behavior among juveniles in Ghana. The study also examines the effect of bullying victimization on loneliness. Additionally, the research evaluates the impact of loneliness on suicidal behavior. Lastly, the study explores the mediation role of loneliness on the association between peer victimization and suicidal behavior among juveniles in Ghana. Data from the 2012 Global School-based Student Health Survey (GSHS) and a sample size of 2626 were used in this research. The results revealed that bullying victimization positively predicted loneliness, and bullying victimization and loneliness significantly predicted suicidal behavior. Finally, loneliness partially mediated the association between bullying experience and suicidal behavior. This study not only provides new evidence to support the general strain theory (GST) but also discusses the theoretical and political implications of the findings.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"16 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139849608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research from Western countries, Asia, and some parts of Africa has documented that bullying victimization has ramifications for adolescents, including suicidal tendencies. Some studies have also reported that loneliness among teenagers is strongly linked to suicidal behavior. However, little is known about whether loneliness mediates bullying victimization and suicidal behavior. The present study aims to apply the general strain theory to explore the relationship between being bullied and suicidal behavior among juveniles in Ghana. The study also examines the effect of bullying victimization on loneliness. Additionally, the research evaluates the impact of loneliness on suicidal behavior. Lastly, the study explores the mediation role of loneliness on the association between peer victimization and suicidal behavior among juveniles in Ghana. Data from the 2012 Global School-based Student Health Survey (GSHS) and a sample size of 2626 were used in this research. The results revealed that bullying victimization positively predicted loneliness, and bullying victimization and loneliness significantly predicted suicidal behavior. Finally, loneliness partially mediated the association between bullying experience and suicidal behavior. This study not only provides new evidence to support the general strain theory (GST) but also discusses the theoretical and political implications of the findings.
{"title":"The Mediating Effect of Loneliness on the Relationship between Bullying Victimization and Suicidal Behavior among Adolescents in Ghana","authors":"Ebenezer Duah","doi":"10.3390/youth4010016","DOIUrl":"https://doi.org/10.3390/youth4010016","url":null,"abstract":"Research from Western countries, Asia, and some parts of Africa has documented that bullying victimization has ramifications for adolescents, including suicidal tendencies. Some studies have also reported that loneliness among teenagers is strongly linked to suicidal behavior. However, little is known about whether loneliness mediates bullying victimization and suicidal behavior. The present study aims to apply the general strain theory to explore the relationship between being bullied and suicidal behavior among juveniles in Ghana. The study also examines the effect of bullying victimization on loneliness. Additionally, the research evaluates the impact of loneliness on suicidal behavior. Lastly, the study explores the mediation role of loneliness on the association between peer victimization and suicidal behavior among juveniles in Ghana. Data from the 2012 Global School-based Student Health Survey (GSHS) and a sample size of 2626 were used in this research. The results revealed that bullying victimization positively predicted loneliness, and bullying victimization and loneliness significantly predicted suicidal behavior. Finally, loneliness partially mediated the association between bullying experience and suicidal behavior. This study not only provides new evidence to support the general strain theory (GST) but also discusses the theoretical and political implications of the findings.","PeriodicalId":507042,"journal":{"name":"Youth","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139789741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the views of a group of young men aged 16–18, studying towards a Level 1 diploma in music in the North East area of England. It uses the conceptualization of “social haunting” to focus our discussions about how Level 1 learners articulated their experiences in the context of their learning journeys and perceived marginalization. The research took place at a large Further Education (FE) college and included a series of five “research encounters” with the group of Level 1 learners. These encounters included a range of activities, resulting in a variety of data being collected, including several activity worksheets, structured and unstructured focus group interviews, and questionnaires. This paper focusses on the outcomes of a single research activity that focused on exploring the topic of marginalization. We present a discussion on social haunting as one of the emerging findings from this research encounter, outlining how the reality of the social and cultural legacy of the UK’s industrial past can shape today’s youth and their futures. We will talk about the young men’s views of marginalization, their school-to-work transitions, the formation of masculinity in post-industrial communities and the role of Further Education in it. The paper concludes by discussing some insights for practice and future research.
{"title":"Socially Haunted? Exploring Young People’s Views on Education and Marginalization","authors":"Lee Robinson, Jill Clark","doi":"10.3390/youth4010015","DOIUrl":"https://doi.org/10.3390/youth4010015","url":null,"abstract":"This paper explores the views of a group of young men aged 16–18, studying towards a Level 1 diploma in music in the North East area of England. It uses the conceptualization of “social haunting” to focus our discussions about how Level 1 learners articulated their experiences in the context of their learning journeys and perceived marginalization. The research took place at a large Further Education (FE) college and included a series of five “research encounters” with the group of Level 1 learners. These encounters included a range of activities, resulting in a variety of data being collected, including several activity worksheets, structured and unstructured focus group interviews, and questionnaires. This paper focusses on the outcomes of a single research activity that focused on exploring the topic of marginalization. We present a discussion on social haunting as one of the emerging findings from this research encounter, outlining how the reality of the social and cultural legacy of the UK’s industrial past can shape today’s youth and their futures. We will talk about the young men’s views of marginalization, their school-to-work transitions, the formation of masculinity in post-industrial communities and the role of Further Education in it. The paper concludes by discussing some insights for practice and future research.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"66 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139852168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the views of a group of young men aged 16–18, studying towards a Level 1 diploma in music in the North East area of England. It uses the conceptualization of “social haunting” to focus our discussions about how Level 1 learners articulated their experiences in the context of their learning journeys and perceived marginalization. The research took place at a large Further Education (FE) college and included a series of five “research encounters” with the group of Level 1 learners. These encounters included a range of activities, resulting in a variety of data being collected, including several activity worksheets, structured and unstructured focus group interviews, and questionnaires. This paper focusses on the outcomes of a single research activity that focused on exploring the topic of marginalization. We present a discussion on social haunting as one of the emerging findings from this research encounter, outlining how the reality of the social and cultural legacy of the UK’s industrial past can shape today’s youth and their futures. We will talk about the young men’s views of marginalization, their school-to-work transitions, the formation of masculinity in post-industrial communities and the role of Further Education in it. The paper concludes by discussing some insights for practice and future research.
{"title":"Socially Haunted? Exploring Young People’s Views on Education and Marginalization","authors":"Lee Robinson, Jill Clark","doi":"10.3390/youth4010015","DOIUrl":"https://doi.org/10.3390/youth4010015","url":null,"abstract":"This paper explores the views of a group of young men aged 16–18, studying towards a Level 1 diploma in music in the North East area of England. It uses the conceptualization of “social haunting” to focus our discussions about how Level 1 learners articulated their experiences in the context of their learning journeys and perceived marginalization. The research took place at a large Further Education (FE) college and included a series of five “research encounters” with the group of Level 1 learners. These encounters included a range of activities, resulting in a variety of data being collected, including several activity worksheets, structured and unstructured focus group interviews, and questionnaires. This paper focusses on the outcomes of a single research activity that focused on exploring the topic of marginalization. We present a discussion on social haunting as one of the emerging findings from this research encounter, outlining how the reality of the social and cultural legacy of the UK’s industrial past can shape today’s youth and their futures. We will talk about the young men’s views of marginalization, their school-to-work transitions, the formation of masculinity in post-industrial communities and the role of Further Education in it. The paper concludes by discussing some insights for practice and future research.","PeriodicalId":507042,"journal":{"name":"Youth","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139792184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Naomie-Jade Ladry, Annie Pullen Sansfaçon, Jennifer Dyer
The coming out process differs for everyone, and parents may experience difficulties such as external stress, ostracism and finding local services. Access to resources is, therefore, fundamental, and parents need support in accompanying their children. Methods: This research was carried out in two waves. Firstly, data collection began with parents of TNB children living in the Gaspésie, Bas-Saint-Laurent and Îles-de-la-Madeleine regions, who participated in five group meetings. Secondly, nine in-depth interviews were conducted with parents living in the province of Quebec, outside major urban centres. Results: This article presents the synergy between the two waves of data collection. The results show that parents report various experiences of vulnerability in the process of accepting their children’s gender identity. Despite this, the families we met provided their children with unconditional support to help them navigate various service structures. Conclusions: Although parents of TNB children living in regional areas face similar difficulties to their urban peers, the lack of resources and access to services limits their options, contributing to their isolation. As a result, these parents must employ strategies to initiate change and improve their conditions.
{"title":"Experiences of Parents of Trans and Non-Binary Children Living in the Region of Quebec","authors":"Naomie-Jade Ladry, Annie Pullen Sansfaçon, Jennifer Dyer","doi":"10.3390/youth4010013","DOIUrl":"https://doi.org/10.3390/youth4010013","url":null,"abstract":"The coming out process differs for everyone, and parents may experience difficulties such as external stress, ostracism and finding local services. Access to resources is, therefore, fundamental, and parents need support in accompanying their children. Methods: This research was carried out in two waves. Firstly, data collection began with parents of TNB children living in the Gaspésie, Bas-Saint-Laurent and Îles-de-la-Madeleine regions, who participated in five group meetings. Secondly, nine in-depth interviews were conducted with parents living in the province of Quebec, outside major urban centres. Results: This article presents the synergy between the two waves of data collection. The results show that parents report various experiences of vulnerability in the process of accepting their children’s gender identity. Despite this, the families we met provided their children with unconditional support to help them navigate various service structures. Conclusions: Although parents of TNB children living in regional areas face similar difficulties to their urban peers, the lack of resources and access to services limits their options, contributing to their isolation. As a result, these parents must employ strategies to initiate change and improve their conditions.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"57 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139864762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Naomie-Jade Ladry, Annie Pullen Sansfaçon, Jennifer Dyer
The coming out process differs for everyone, and parents may experience difficulties such as external stress, ostracism and finding local services. Access to resources is, therefore, fundamental, and parents need support in accompanying their children. Methods: This research was carried out in two waves. Firstly, data collection began with parents of TNB children living in the Gaspésie, Bas-Saint-Laurent and Îles-de-la-Madeleine regions, who participated in five group meetings. Secondly, nine in-depth interviews were conducted with parents living in the province of Quebec, outside major urban centres. Results: This article presents the synergy between the two waves of data collection. The results show that parents report various experiences of vulnerability in the process of accepting their children’s gender identity. Despite this, the families we met provided their children with unconditional support to help them navigate various service structures. Conclusions: Although parents of TNB children living in regional areas face similar difficulties to their urban peers, the lack of resources and access to services limits their options, contributing to their isolation. As a result, these parents must employ strategies to initiate change and improve their conditions.
{"title":"Experiences of Parents of Trans and Non-Binary Children Living in the Region of Quebec","authors":"Naomie-Jade Ladry, Annie Pullen Sansfaçon, Jennifer Dyer","doi":"10.3390/youth4010013","DOIUrl":"https://doi.org/10.3390/youth4010013","url":null,"abstract":"The coming out process differs for everyone, and parents may experience difficulties such as external stress, ostracism and finding local services. Access to resources is, therefore, fundamental, and parents need support in accompanying their children. Methods: This research was carried out in two waves. Firstly, data collection began with parents of TNB children living in the Gaspésie, Bas-Saint-Laurent and Îles-de-la-Madeleine regions, who participated in five group meetings. Secondly, nine in-depth interviews were conducted with parents living in the province of Quebec, outside major urban centres. Results: This article presents the synergy between the two waves of data collection. The results show that parents report various experiences of vulnerability in the process of accepting their children’s gender identity. Despite this, the families we met provided their children with unconditional support to help them navigate various service structures. Conclusions: Although parents of TNB children living in regional areas face similar difficulties to their urban peers, the lack of resources and access to services limits their options, contributing to their isolation. As a result, these parents must employ strategies to initiate change and improve their conditions.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"20 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139805042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While parental knowledge of adolescents’ whereabouts is generally considered to be a key protective factor for adolescent alcohol use, the developmental links during adolescence are unclear. Focusing on within-family processes on a sample of Swedish early to late adolescents (n = 782; 49% female) over four waves of data, we (1) tested the interplay between parental knowledge and adolescent alcohol inebriation, (2) investigated whether changes over time in parental knowledge and adolescent inebriation were linked to the parent–child relationship, and (3) tested the moderating role of adolescent gender and SES on these potential links. The results from random intercept cross-lagged panel models showed that increases in parental knowledge predicted decreases in frequencies of adolescent inebriation the following year as well a more positive parent–child relationship over time. Increases in adolescent inebriation were predicted by less parental knowledge only in late adolescence. These links were not moderated by adolescent gender or SES. The results emphasize the importance of increasing parental knowledge of adolescent activities in order to reduce adolescent involvement in heavy alcohol use as well as the importance of parent–child closeness.
{"title":"Interplay between Parental Knowledge and Adolescent Inebriation, and Their Links to Parent–Child Relationships over Time","authors":"Sabina Kapetanovic, Russell Turner","doi":"10.3390/youth4010012","DOIUrl":"https://doi.org/10.3390/youth4010012","url":null,"abstract":"While parental knowledge of adolescents’ whereabouts is generally considered to be a key protective factor for adolescent alcohol use, the developmental links during adolescence are unclear. Focusing on within-family processes on a sample of Swedish early to late adolescents (n = 782; 49% female) over four waves of data, we (1) tested the interplay between parental knowledge and adolescent alcohol inebriation, (2) investigated whether changes over time in parental knowledge and adolescent inebriation were linked to the parent–child relationship, and (3) tested the moderating role of adolescent gender and SES on these potential links. The results from random intercept cross-lagged panel models showed that increases in parental knowledge predicted decreases in frequencies of adolescent inebriation the following year as well a more positive parent–child relationship over time. Increases in adolescent inebriation were predicted by less parental knowledge only in late adolescence. These links were not moderated by adolescent gender or SES. The results emphasize the importance of increasing parental knowledge of adolescent activities in order to reduce adolescent involvement in heavy alcohol use as well as the importance of parent–child closeness.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"20 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Residential education often both challenges and reinforces the norms and systems supporting children and young people’s need for homely environments. In this context, studies on pupils’ sense of home when attending residential schools provide a ground for exploring broader infrastructures of care available to them as they move through different spaces. Drawing on autoethnography, life-story interviews, and semi-structured interviews, we illustrate how, for children within the Latvian residential school system, homeliness may be found at a relative’s apartment, school bus or youth center affected by how each of the spaces relates to children’s safety and control, privacy, community, identity, everyday life, and time. While normative discourses remain fixated on home as a family space where infrastructures of care can be limited, but educational settings emphasize control as a measure for safety without being attentive to peer-to-peer relationships, children’s agency in achieving a sense of homeliness becomes fragmented and stronger in some places more than others.
{"title":"Navigating Fragmented Infrastructures of Care: Children’s Sense of Home in Residential Education","authors":"Artūrs Pokšāns, Kārlis Lakševics","doi":"10.3390/youth4010011","DOIUrl":"https://doi.org/10.3390/youth4010011","url":null,"abstract":"Residential education often both challenges and reinforces the norms and systems supporting children and young people’s need for homely environments. In this context, studies on pupils’ sense of home when attending residential schools provide a ground for exploring broader infrastructures of care available to them as they move through different spaces. Drawing on autoethnography, life-story interviews, and semi-structured interviews, we illustrate how, for children within the Latvian residential school system, homeliness may be found at a relative’s apartment, school bus or youth center affected by how each of the spaces relates to children’s safety and control, privacy, community, identity, everyday life, and time. While normative discourses remain fixated on home as a family space where infrastructures of care can be limited, but educational settings emphasize control as a measure for safety without being attentive to peer-to-peer relationships, children’s agency in achieving a sense of homeliness becomes fragmented and stronger in some places more than others.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"53 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139608378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. H. V. Wright, Heather Devoy, Georgia Gardner, Katey Warran
The inclusion of children and young people as co-researchers within mental health research has become increasingly recognised as valuable to improve equity and research quality. These approaches are considered important to shift knowledge and power hierarchies in research that has traditionally marginalised the voices of young people and prioritised positivist ways of knowing. Yet, very little research has explored the value of including youth advisors in research exploring the arts and mental health. This article, co-written intergenerationally, explores the role of a youth advisory (YA) in the design, data collection, and knowledge exchange of the DanceConnect research project: a study exploring if and how online dance classes may improve the social and mental wellbeing of young people (aged 16–24) living with anxiety in the UK. Drawing upon qualitative data (audio recordings of advisory meetings from the study (n = 5 meetings), a youth advisory focus group with an arts-based component (n = 1), and researcher ethnographic fieldnotes from four researchers), this study reflects on the role of a youth advisory in young researchers’ own lives. Through a reflexive analytic approach, we found that the youth advisory constructed meaningful emotional experiences, fostered spaces of learning and growth, and enabled a sense of community. Reflecting on our findings, we also set out key recommendations for researchers working in the field of arts and mental health who may wish to establish youth advisories in the future. This article acts as an important resource that can be used to inform and reflect on improving coproduction processes with youth advisors in arts and mental health research.
{"title":"Arts and Mental Health Co-Research with Youth Advisors: The Role of Emotions, Creating Community, Learning and Growth","authors":"L. H. V. Wright, Heather Devoy, Georgia Gardner, Katey Warran","doi":"10.3390/youth4010010","DOIUrl":"https://doi.org/10.3390/youth4010010","url":null,"abstract":"The inclusion of children and young people as co-researchers within mental health research has become increasingly recognised as valuable to improve equity and research quality. These approaches are considered important to shift knowledge and power hierarchies in research that has traditionally marginalised the voices of young people and prioritised positivist ways of knowing. Yet, very little research has explored the value of including youth advisors in research exploring the arts and mental health. This article, co-written intergenerationally, explores the role of a youth advisory (YA) in the design, data collection, and knowledge exchange of the DanceConnect research project: a study exploring if and how online dance classes may improve the social and mental wellbeing of young people (aged 16–24) living with anxiety in the UK. Drawing upon qualitative data (audio recordings of advisory meetings from the study (n = 5 meetings), a youth advisory focus group with an arts-based component (n = 1), and researcher ethnographic fieldnotes from four researchers), this study reflects on the role of a youth advisory in young researchers’ own lives. Through a reflexive analytic approach, we found that the youth advisory constructed meaningful emotional experiences, fostered spaces of learning and growth, and enabled a sense of community. Reflecting on our findings, we also set out key recommendations for researchers working in the field of arts and mental health who may wish to establish youth advisories in the future. This article acts as an important resource that can be used to inform and reflect on improving coproduction processes with youth advisors in arts and mental health research.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"30 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rebekah A. Lassiter, Lisa Kiang, Christy M. Buchanan, Dulce Lopez Alvarez, Madeline Alexanian
Although research on the associations between COVID-19 and social relationships has garnered attention, there has been less of a focus on how COVID-19 was discussed within relationships themselves. The present study deepens the understanding of the wide reach of the pandemic by using quantitative surveys and open-ended responses to explore how individuals discussed and reacted to COVID-19 and related health guidelines in the context of their family and peer relationships. Data were collected from 132 young adults in the U.S. (age = 18.9 years, SD = 0.85; 50% female; 14% ethnically racially minoritized students) using standard procedures established by the university’s undergraduate research pool. Results suggest that young adults talked about COVID-19 more with their families than with their peers. They also reported sharing similar opinions about the pandemic with both their family and their peers. Young adults described COVID-19, overall, as having positive net effects within their family relationships but straining their peer relationships. Qualitative data provide additional, detailed insight on how the pandemic shifted interpersonal dynamics and family and peer relationships.
{"title":"COVID-19 and Family and Peer Dynamics in Emerging Adults","authors":"Rebekah A. Lassiter, Lisa Kiang, Christy M. Buchanan, Dulce Lopez Alvarez, Madeline Alexanian","doi":"10.3390/youth4010009","DOIUrl":"https://doi.org/10.3390/youth4010009","url":null,"abstract":"Although research on the associations between COVID-19 and social relationships has garnered attention, there has been less of a focus on how COVID-19 was discussed within relationships themselves. The present study deepens the understanding of the wide reach of the pandemic by using quantitative surveys and open-ended responses to explore how individuals discussed and reacted to COVID-19 and related health guidelines in the context of their family and peer relationships. Data were collected from 132 young adults in the U.S. (age = 18.9 years, SD = 0.85; 50% female; 14% ethnically racially minoritized students) using standard procedures established by the university’s undergraduate research pool. Results suggest that young adults talked about COVID-19 more with their families than with their peers. They also reported sharing similar opinions about the pandemic with both their family and their peers. Young adults described COVID-19, overall, as having positive net effects within their family relationships but straining their peer relationships. Qualitative data provide additional, detailed insight on how the pandemic shifted interpersonal dynamics and family and peer relationships.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"122 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：