身体绘图作为一种视觉方法对弱势青少年的作用(和注意事项

IF 0.8 Q3 SOCIAL SCIENCES, INTERDISCIPLINARY Qualitative Research Journal Pub Date : 2024-05-09 DOI:10.1108/qrj-11-2023-0172
Pateka Pamella Jama, Lesley Wood, Annah Ndlovu Nkomo
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引用次数: 0

摘要

本研究旨在探讨生活在贫困环境中的年轻人的 NEET(不受教育、不就业、不培训)经历。在方法论上,本研究通过对视觉和文字数据的定性分析,了解了与 11 名年轻人的身体映射练习有关的情况。研究结果研究结果表明,虽然 "NEET "会对年轻人的自尊、自信、对未来的希望和总体幸福感产生负面影响,但身体映射可以帮助他们发现潜在的资产,从而减少他们的不安全感。
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The power (and caveats) of body mapping as a visual methodology with vulnerable youth

Purpose

This study aims to explore the NEET (Not in Education, Employment and Training) experiences of young people living in impoverished settings.

Design/methodology/approach

Methodologically, this study was informed by a qualitative analysis of visual and textual data related to a body mapping exercise with eleven young people who were participants in a four-day start-up workshop in a larger action research project.

Findings

The findings reveal that, although being NEET negatively affects young people’s self-esteem, confidence, hope for the future and general well-being, body mapping can help them discover latent assets useful for reducing their insecurities.

Originality/value

Researchers using this method need to be well prepared to deal with possible emotional trauma, and to this end, we provide some guidelines for the effective implementation of body mapping.

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来源期刊
Qualitative Research Journal
Qualitative Research Journal SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
2.40
自引率
8.30%
发文量
38
期刊介绍: Qualitative Research Journal (QRJ) is an international journal devoted to the communication of the theory and practice of qualitative research in the human sciences. It is interdisciplinary and eclectic, covering all methodologies that can be described as qualitative. It offers an international forum for researchers and practitioners to advance knowledge and promote good qualitative research practices. QRJ deals comprehensively with the collection, analysis and presentation of qualitative data in the human sciences as well as theoretical and conceptual inquiry.
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