Kristelle Alunni-Menichini, K. Bertrand, A. Brousselle
The current emergency response for substance users experiencing homelessness is not adapted to their needs. This has led to the revolving door phenomenon and to issues of collaboration between involved organizations. This study aims to demonstrate the relevance from the participants’ perspective of: 1) the World Café; 2) the deliberative democratic evaluation; and 3) combining these two methods as part of a qualitative study aimed at improving emergency response to substance users experiencing homelessness in Montreal. Thirty-four people participated in an intersectoral World Café guided by the principles of deliberative democratic evaluation. Twenty-three participants responded to a questionnaire regarding their satisfaction, effects of their participation, and adherence to the principles of deliberative democratic evaluation (inclusion, dialogue, and deliberation). We performed descriptive statistics and a thematic content analysis. Ultimately, the respondents were satisfied with the activity and several said they gained new knowledge and improved their network. Roughly half of the participants shared that their participation influenced their representations and their future practices. Our findings suggest that combining deliberative democratic evaluation and World Café is relevant to providing rich qualitative data, gaining systemic insight, and having an impact on our communities (e.g., improving intersectoral collaboration, professional’ attitudes and practices).
{"title":"Combining the World Café and the Deliberative Democratic Evaluation: A Win-Win Strategy","authors":"Kristelle Alunni-Menichini, K. Bertrand, A. Brousselle","doi":"10.35844/001c.66191","DOIUrl":"https://doi.org/10.35844/001c.66191","url":null,"abstract":"The current emergency response for substance users experiencing homelessness is not adapted to their needs. This has led to the revolving door phenomenon and to issues of collaboration between involved organizations. This study aims to demonstrate the relevance from the participants’ perspective of: 1) the World Café; 2) the deliberative democratic evaluation; and 3) combining these two methods as part of a qualitative study aimed at improving emergency response to substance users experiencing homelessness in Montreal. Thirty-four people participated in an intersectoral World Café guided by the principles of deliberative democratic evaluation. Twenty-three participants responded to a questionnaire regarding their satisfaction, effects of their participation, and adherence to the principles of deliberative democratic evaluation (inclusion, dialogue, and deliberation). We performed descriptive statistics and a thematic content analysis. Ultimately, the respondents were satisfied with the activity and several said they gained new knowledge and improved their network. Roughly half of the participants shared that their participation influenced their representations and their future practices. Our findings suggest that combining deliberative democratic evaluation and World Café is relevant to providing rich qualitative data, gaining systemic insight, and having an impact on our communities (e.g., improving intersectoral collaboration, professional’ attitudes and practices).","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41847649","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}
Suzanne Garverich, Kevin Carvalho, C. Ross, Aidan Baglivo, Jacob Farmer, Madeline Gully, Brett Bass, Deborah Pierce, Grace Strong, Jason Zimmerman, A. Lincoln
Suicide is the 10th most frequent cause of death in the US with 47,511 deaths in 2019, of which 23,941 were firearm suicides. Certain subgroups within the general population are at increased risk for firearm suicide, including law enforcement, active-duty military, veterans, persons with post-traumatic stress disorder, sexual minorities, and young people who have adverse childhood experiences such as witnessing domestic violence, being bullied, or sexually assaulted. Firearm owners are a group of people that require tailored suicide prevention interventions because of their proximity to lethal means as well as the unique cultural and legal factors that exist around gun ownership in the United States. Participatory action research (PAR) methods provide a model for increased community inclusion in research and have been utilized to study suicide prevention with a variety of communities, including firearm owners. Previously, the goals of incorporating community-involved methods into suicide prevention research have included learning about the causes of suicidal ideation and behavior, as they are understood within the affected community, developing interventions that reflect the community’s culture, and testing these interventions to determine their efficacy within the given community. Here we utilized PAR methods to gain an understanding of firearm owners’ perspectives, attitudes, and beliefs about suicide and the prevention of suicide.
{"title":"“I’m Not Going to Tell Him What I Tell You”: A Community-Based Participatory Research Approach to Understand Firearm Owner Perspectives on Suicide Prevention","authors":"Suzanne Garverich, Kevin Carvalho, C. Ross, Aidan Baglivo, Jacob Farmer, Madeline Gully, Brett Bass, Deborah Pierce, Grace Strong, Jason Zimmerman, A. Lincoln","doi":"10.35844/001c.57646","DOIUrl":"https://doi.org/10.35844/001c.57646","url":null,"abstract":"Suicide is the 10th most frequent cause of death in the US with 47,511 deaths in 2019, of which 23,941 were firearm suicides. Certain subgroups within the general population are at increased risk for firearm suicide, including law enforcement, active-duty military, veterans, persons with post-traumatic stress disorder, sexual minorities, and young people who have adverse childhood experiences such as witnessing domestic violence, being bullied, or sexually assaulted. Firearm owners are a group of people that require tailored suicide prevention interventions because of their proximity to lethal means as well as the unique cultural and legal factors that exist around gun ownership in the United States. Participatory action research (PAR) methods provide a model for increased community inclusion in research and have been utilized to study suicide prevention with a variety of communities, including firearm owners. Previously, the goals of incorporating community-involved methods into suicide prevention research have included learning about the causes of suicidal ideation and behavior, as they are understood within the affected community, developing interventions that reflect the community’s culture, and testing these interventions to determine their efficacy within the given community. Here we utilized PAR methods to gain an understanding of firearm owners’ perspectives, attitudes, and beliefs about suicide and the prevention of suicide.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45722212","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}
I. Muller-Schoof, Marjolein E. A. Verbiest, M. Snoeren, K. Luijkx
Our aim was to examine the co-design process of two educational programs based on scientific research, to investigate which factors influenced the co-design processes and which lessons we learned. Participatory qualitative research on multiple cases was conducted with representatives of the university, healthcare education (university of applied science), secondary vocational education and training and nursing home care practice. Data were analyzed using a critical creative hermeneutic analysis. Three themes influenced the co-design processes: (1) facilitation of the processes, (2) team members’ attributes and (3) diverse interests and structures. Participants’ diversity slowed down and deepened the collaboration. The positive climate and personal attributes enabled the processes. The complexity of the co-design processes, conflicting interests and making use of the full potential of the diversity were challenging aspects. These challenges can be overcome by organizing and facilitating co-design processes skillfully.
{"title":"Lessons Learned From Co-Designing Educational Programs for Student and Practicing Healthcare Professionals in Nursing Homes: A Participatory Qualitative Study","authors":"I. Muller-Schoof, Marjolein E. A. Verbiest, M. Snoeren, K. Luijkx","doi":"10.35844/001c.57529","DOIUrl":"https://doi.org/10.35844/001c.57529","url":null,"abstract":"Our aim was to examine the co-design process of two educational programs based on scientific research, to investigate which factors influenced the co-design processes and which lessons we learned. Participatory qualitative research on multiple cases was conducted with representatives of the university, healthcare education (university of applied science), secondary vocational education and training and nursing home care practice. Data were analyzed using a critical creative hermeneutic analysis. Three themes influenced the co-design processes: (1) facilitation of the processes, (2) team members’ attributes and (3) diverse interests and structures. Participants’ diversity slowed down and deepened the collaboration. The positive climate and personal attributes enabled the processes. The complexity of the co-design processes, conflicting interests and making use of the full potential of the diversity were challenging aspects. These challenges can be overcome by organizing and facilitating co-design processes skillfully.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44131617","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}
Anne-Laure Le Cunff, Poppy Ellis Logan, Rhian Ford, Brandon-Lee Martis, Iris Mousset, Jane Sekibo, E. Dommett, V. Giampietro
Inclusive research practice characterized by the involvement of neurodivergent people in meaningful roles has been described as a “requirement of excellence” in neurodiversity research. This report describes a co-design process in partnership with a Community Advisory Board undertaken to develop a research study involving neurotypical and neurodivergent students as participants. From the formation of the partnership with seven Community Advisory Board members to the outcomes of the co-design process, this report details the methods associated with each step, as well as the benefits and challenges collated in collaboration with members of the Community Advisory Board. Opportunities for improvement in co-design for participatory neurodiversity research are suggested.
{"title":"Co-Design for Participatory Neurodiversity Research: Collaborating With a Community Advisory Board to Design a Research Study","authors":"Anne-Laure Le Cunff, Poppy Ellis Logan, Rhian Ford, Brandon-Lee Martis, Iris Mousset, Jane Sekibo, E. Dommett, V. Giampietro","doi":"10.35844/001c.66184","DOIUrl":"https://doi.org/10.35844/001c.66184","url":null,"abstract":"Inclusive research practice characterized by the involvement of neurodivergent people in meaningful roles has been described as a “requirement of excellence” in neurodiversity research. This report describes a co-design process in partnership with a Community Advisory Board undertaken to develop a research study involving neurotypical and neurodivergent students as participants. From the formation of the partnership with seven Community Advisory Board members to the outcomes of the co-design process, this report details the methods associated with each step, as well as the benefits and challenges collated in collaboration with members of the Community Advisory Board. Opportunities for improvement in co-design for participatory neurodiversity research are suggested.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48202583","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}
Linda Nubani, Harmony Fierke-Gmazel, H. Madill, Alaina De Biasi
Violent crimes in the United States rose for the first time in four years in 2020 (FBI, 2020). The typical and seeming logical response by communities and their police departments is to dispatch more officers to areas of criminal activity. But crime data tracked over the years shows that ‘overpolicing’ isn’t an effective tool at lessening crime rates, can be a strain on budgets, and can heighten tense relationships between police and community members. In this research, we test a community-engaged participatory research approach that combines crime data, design, and engagement in developing the needed policies, tools, and strategies for crime prevention in three medium-sized cities in Michigan. This innovative approach enabled action-oriented recommendations for neighborhood improvements that were grounded in the needs, issues, and concerns of each city. Our data collection approach was an iterative process, whereby data collected at one phase informed data collected in subsequent phases. While our crime data were collected between 2017-2019, our findings showed that bringing residents and stakeholders together with decision-makers and experts can be an effective tool to address environmental design and crime prevention policies especially in the postpolice defunding era. Additionally, successful crime prevention should be based on social programs and physical improvements to the built environment that are unique to the city. In summary, this participatory approach offers non-police driven crime prevention strategies and allows community members an opportunity to drive these strategies.
{"title":"Community Engagement in Crime Reduction Strategies: A Tale of Three Cities","authors":"Linda Nubani, Harmony Fierke-Gmazel, H. Madill, Alaina De Biasi","doi":"10.35844/001c.57526","DOIUrl":"https://doi.org/10.35844/001c.57526","url":null,"abstract":"Violent crimes in the United States rose for the first time in four years in 2020 (FBI, 2020). The typical and seeming logical response by communities and their police departments is to dispatch more officers to areas of criminal activity. But crime data tracked over the years shows that ‘overpolicing’ isn’t an effective tool at lessening crime rates, can be a strain on budgets, and can heighten tense relationships between police and community members. In this research, we test a community-engaged participatory research approach that combines crime data, design, and engagement in developing the needed policies, tools, and strategies for crime prevention in three medium-sized cities in Michigan. This innovative approach enabled action-oriented recommendations for neighborhood improvements that were grounded in the needs, issues, and concerns of each city. Our data collection approach was an iterative process, whereby data collected at one phase informed data collected in subsequent phases. While our crime data were collected between 2017-2019, our findings showed that bringing residents and stakeholders together with decision-makers and experts can be an effective tool to address environmental design and crime prevention policies especially in the postpolice defunding era. Additionally, successful crime prevention should be based on social programs and physical improvements to the built environment that are unique to the city. In summary, this participatory approach offers non-police driven crime prevention strategies and allows community members an opportunity to drive these strategies.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715389","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}
Roxanne Turuba, S. Irving, Haley Turnbull, Anurada Amarasekera, Amanda Madeleine Howard, Violet Brockmann, Corinne Tallon, S. Mathias, J. Henderson, S. Barbic
Although youth participatory action research (YPAR) has been gaining popularity in the context of substance use research over the last decade, few studies report on how to apply these methods effectively with youth. To address this gap, this paper describes how we engaged youth as advisors and research assistants in a qualitative research study, as well as our key learnings and practical considerations for engaging youth with lived and/or living experience of substance use. We applied YPAR methods by partnering with youth from across BC who have lived and/or living experience of substance use to form a project youth advisory that co-designed the research protocol and materials. Three members became youth research assistants to facilitate focus groups and qualitative interviews with other youth with lived/living experience and peer support workers who work with youth, and support with data analysis and the dissemination of research findings. Mid- and end-point surveys were distributed to evaluate and improve our youth engagement methods over the course of the study. The positive impact of engaging youth with lived/living experience over the course of the study was reflected by study participant responses to the quality and relevance of the focus group/interview questions and positive experiences with the youth facilitators. Youth partners also described developing new skills in research, group facilitation, leadership, communication, and professionalism. Lessons learned and considerations for engaging youth in substance use research included: an equitable hiring process; proper compensation; communication, transparency, and accountability; safe spaces; flexibility; and youth capacity building. This study demonstrates varying ways of engaging youth with lived and/or living experience of substance in research and how youth contributions can improve the relevance, quality, and validity of the research. Lessons learned from this study can be applied by other researchers considering engaging youth with lived/living experience or other marginalized populations.
{"title":"Practical Considerations for Engaging Youth With Lived And/or Living Experience of Substance Use as Youth Advisors and Co-Researchers","authors":"Roxanne Turuba, S. Irving, Haley Turnbull, Anurada Amarasekera, Amanda Madeleine Howard, Violet Brockmann, Corinne Tallon, S. Mathias, J. Henderson, S. Barbic","doi":"10.35844/001c.38683","DOIUrl":"https://doi.org/10.35844/001c.38683","url":null,"abstract":"Although youth participatory action research (YPAR) has been gaining popularity in the context of substance use research over the last decade, few studies report on how to apply these methods effectively with youth. To address this gap, this paper describes how we engaged youth as advisors and research assistants in a qualitative research study, as well as our key learnings and practical considerations for engaging youth with lived and/or living experience of substance use. We applied YPAR methods by partnering with youth from across BC who have lived and/or living experience of substance use to form a project youth advisory that co-designed the research protocol and materials. Three members became youth research assistants to facilitate focus groups and qualitative interviews with other youth with lived/living experience and peer support workers who work with youth, and support with data analysis and the dissemination of research findings. Mid- and end-point surveys were distributed to evaluate and improve our youth engagement methods over the course of the study. The positive impact of engaging youth with lived/living experience over the course of the study was reflected by study participant responses to the quality and relevance of the focus group/interview questions and positive experiences with the youth facilitators. Youth partners also described developing new skills in research, group facilitation, leadership, communication, and professionalism. Lessons learned and considerations for engaging youth in substance use research included: an equitable hiring process; proper compensation; communication, transparency, and accountability; safe spaces; flexibility; and youth capacity building. This study demonstrates varying ways of engaging youth with lived and/or living experience of substance in research and how youth contributions can improve the relevance, quality, and validity of the research. Lessons learned from this study can be applied by other researchers considering engaging youth with lived/living experience or other marginalized populations.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285846","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}
Michelle Abraczinskas, Britni L Adams, E. Vines, S. Cobb, Zion Latson, Mykala Wimbish
Youth Participatory Action Research (YPAR) involves a youth-adult partnered or youth-led process of inquiry, critical reflection, and action to reduce inequities in areas important to youth with lived experience. YPAR has been linked to multi-level benefits, such as increased school connectedness, enhanced relationships between youth and adults, and policy changes. Most YPAR projects are conducted as electives in schools or afterschool programs, meaning that youth opt in and are likely already interested in social change. Less is known about the YPAR implementation process in more informal community settings with young adults who are not being served by traditional systems (e.g., public schools) and YPAR with specific populations, such as youth who have experienced family member incarceration. To fill this gap, we provided a step-by-step implementation guide of our curriculum, stages of research, and adaptations to YPAR with young adults who experienced family member incarceration, graduated from an alternative school, and worked in the community. We also provided lessons learned from both facilitator and young adult researcher perspectives to aid youth workers, facilitators, and others engaged in community practice with youth in the implementation of YPAR with this unique population and setting.
{"title":"Making the Implicit Explicit: An Illustration of YPAR Implementation and Lessons Learned in Partnership With Young Adults Who Have Experienced Family Member Incarceration","authors":"Michelle Abraczinskas, Britni L Adams, E. Vines, S. Cobb, Zion Latson, Mykala Wimbish","doi":"10.35844/001c.38762","DOIUrl":"https://doi.org/10.35844/001c.38762","url":null,"abstract":"Youth Participatory Action Research (YPAR) involves a youth-adult partnered or youth-led process of inquiry, critical reflection, and action to reduce inequities in areas important to youth with lived experience. YPAR has been linked to multi-level benefits, such as increased school connectedness, enhanced relationships between youth and adults, and policy changes. Most YPAR projects are conducted as electives in schools or afterschool programs, meaning that youth opt in and are likely already interested in social change. Less is known about the YPAR implementation process in more informal community settings with young adults who are not being served by traditional systems (e.g., public schools) and YPAR with specific populations, such as youth who have experienced family member incarceration. To fill this gap, we provided a step-by-step implementation guide of our curriculum, stages of research, and adaptations to YPAR with young adults who experienced family member incarceration, graduated from an alternative school, and worked in the community. We also provided lessons learned from both facilitator and young adult researcher perspectives to aid youth workers, facilitators, and others engaged in community practice with youth in the implementation of YPAR with this unique population and setting.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43047213","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}
Justice-involved young adults represent the most excluded, stigmatized, and traumatized group amongst their peers and are considered an especially hard-to-reach and hidden population (Case & Haines, 2015; Skinner-Osei et al., 2019). Beresford (2013) highlights how those who face barriers to their involvement in wider society are also more likely to be excluded from participatory arrangements in society. This brief report shares key lessons from a collaborative project between justice-involved young adults and undergraduate social work students, culminating in them collectively producing a learning resource (DVD) articulating the justice-involved young adults’ experiences and needs from professional services.
参与司法的年轻人是同龄人中最受排斥、最受侮辱、最受创伤的群体，被认为是一个特别难以接触和隐藏的群体(Case & Haines, 2015;Skinner-Osei et al.， 2019)。贝雷斯福德(2013)强调，那些在参与更广泛的社会方面面临障碍的人也更有可能被排除在社会的参与性安排之外。这份简短的报告分享了参与司法工作的年轻人和社会工作本科学生合作项目的主要经验教训，最终他们共同制作了一份学习资源(DVD)，阐述了参与司法工作的年轻人的经验和专业服务的需求。
{"title":"Lessons Learned in Meaningful Collaboration With Justice Involved Young Adults","authors":"Emma McGinnis, Johanna O’Shea","doi":"10.35844/001c.36923","DOIUrl":"https://doi.org/10.35844/001c.36923","url":null,"abstract":"Justice-involved young adults represent the most excluded, stigmatized, and traumatized group amongst their peers and are considered an especially hard-to-reach and hidden population (Case & Haines, 2015; Skinner-Osei et al., 2019). Beresford (2013) highlights how those who face barriers to their involvement in wider society are also more likely to be excluded from participatory arrangements in society. This brief report shares key lessons from a collaborative project between justice-involved young adults and undergraduate social work students, culminating in them collectively producing a learning resource (DVD) articulating the justice-involved young adults’ experiences and needs from professional services.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45934403","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 brief report discusses the usefulness of “ranking and ratings” cards in the context of participatory research with looked-after children. Within this research, we draw upon notions of participation as outlined in the UNCRC. We undertook participatory research to elicit the voices of looked after children, aged 6 to 11 years, who were involved in a school-based creative mentoring intervention. The researchers created a “ranking and ratings” card based upon the popular game “Top Trumps” to create familiarity and facilitate an examination of mentor-mentee relationships through focused conversations. We found that children’s interactions with the cards stimulated conversations which were open and detailed. This was of particular value for conducting participatory research with marginalized children who may not otherwise necessarily engage in research with an unfamiliar adult.
{"title":"Eliciting Looked After Children’s Views and Relationships Through Card-based Participatory Research Methods","authors":"K. Mycock, S. J. Gowers","doi":"10.35844/001c.33672","DOIUrl":"https://doi.org/10.35844/001c.33672","url":null,"abstract":"This brief report discusses the usefulness of “ranking and ratings” cards in the context of participatory research with looked-after children. Within this research, we draw upon notions of participation as outlined in the UNCRC. We undertook participatory research to elicit the voices of looked after children, aged 6 to 11 years, who were involved in a school-based creative mentoring intervention. The researchers created a “ranking and ratings” card based upon the popular game “Top Trumps” to create familiarity and facilitate an examination of mentor-mentee relationships through focused conversations. We found that children’s interactions with the cards stimulated conversations which were open and detailed. This was of particular value for conducting participatory research with marginalized children who may not otherwise necessarily engage in research with an unfamiliar adult.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47754693","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}
Allyson Rivera, Y. Okubo, Romona Harden, Hannahlise Wang, Michèle M. Schlehofer
Youth-led participatory action research (YPAR) is an applied research methodology in which youth work in collaboration with adult stakeholders to conduct research projects. YPAR has been traditionally conducted in person, with virtual forums typically serving as ways to share resources and ideas across independent YPAR teams or collecting data. The COVID-19 pandemic, which led to the closure of most public spaces where youth congregate (including schools) and requirements to socially distance, led to translating YPAR projects into completely virtual formats. This paper aims to provide promises and challenges of conducting virtual YPAR during the COVID-19 pandemic. It describes how a team of university faculty, college students, and youth from two community-based youth organizations navigated a YPAR experience during the 2020-2021 academic year. We provide reflections on the impact of the COVID-19 pandemic on (a) the research setting, (b) the building of collaborative relationships, (c) YPAR methodology, (d) youth engagement, and (e) conceptualization of community action and engagement. We end with the implications for the future of YPAR for practitioners.
{"title":"Conducting Virtual Youth-Led Participatory Action Research (YPAR) During the COVID-19 Pandemic","authors":"Allyson Rivera, Y. Okubo, Romona Harden, Hannahlise Wang, Michèle M. Schlehofer","doi":"10.35844/001c.37029","DOIUrl":"https://doi.org/10.35844/001c.37029","url":null,"abstract":"Youth-led participatory action research (YPAR) is an applied research methodology in which youth work in collaboration with adult stakeholders to conduct research projects. YPAR has been traditionally conducted in person, with virtual forums typically serving as ways to share resources and ideas across independent YPAR teams or collecting data. The COVID-19 pandemic, which led to the closure of most public spaces where youth congregate (including schools) and requirements to socially distance, led to translating YPAR projects into completely virtual formats. This paper aims to provide promises and challenges of conducting virtual YPAR during the COVID-19 pandemic. It describes how a team of university faculty, college students, and youth from two community-based youth organizations navigated a YPAR experience during the 2020-2021 academic year. We provide reflections on the impact of the COVID-19 pandemic on (a) the research setting, (b) the building of collaborative relationships, (c) YPAR methodology, (d) youth engagement, and (e) conceptualization of community action and engagement. We end with the implications for the future of YPAR for practitioners.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45167830","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}
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