BackgroundThere is increasing emphasis on engaging youth in research about youth, their needs, experiences and preferences, notably in health services research. By engaging youth as full partners, research becomes more feasible and relevant, and the validity and richness of findings are enhanced. Consequently, researchers need guidance in engaging youth effectively. This study examines the experiences, needs and knowledge gaps of researchers.MethodsEighty‐four researchers interested in youth engagement training were recruited via snowball sampling. They completed a survey regarding their youth engagement experiences, attitudes, perceived barriers and capacity development needs. Data were analysed descriptively, and comparisons were made based on current engagement experience.ResultsParticipants across career stages and disciplines expressed an interest in increased capacity development for youth engagement. They had positive attitudes about the importance and value of youth engagement, but found it to be complex. Participants reported requiring practical guidance to develop their youth engagement practices and interest in a network of youth‐engaged researchers and on‐going training. Those currently engaging youth were more likely to report the need for greater appreciation of youth engagement by funders and institutions.ConclusionsEngaging youth in research has substantial benefits. However, skills in collaborating with youth to design, conduct and implement research have to be learned. Researchers need concrete training and networking opportunities to develop and maximize these skills. They also need mechanisms that formally acknowledge the value of engagement. Researchers and those promoting youth engagement in research are encouraged to consider these findings in their promotion and training endeavours.
As part of an 11-country qualitative study of resilience among at-risk youth, 19 Aboriginal and non-Aboriginal Canadian adolescents were interviewed. In this paper, we report on the Canadian youths' culturally specific and generic strategies to cope with adversity. Findings suggest that the youths' resilience, or capacity to cope under stress, reflects different degrees of access to 7 mental health-enhancing experiences (we term these “tensions”): access to material resources; access to supportive relationships; development of a desirable personal identity; experiences of power and control; adherence to cultural traditions; experiences of social justice; and experiences of a sense of cohesion with others.
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Three significant, prevailing and overlapping narratives of teenage girls have dominated North American popular consciousness since the early 1990s: the sad girl, victimized by male privilege and misogyny of adolescence and beyond; the mad grrrls who rejected this vulnerability through music and media; and the bad girls of much current popular debate, those girls who are bad because they are conniving and/or because they are violent. This article reviews these three discourses by locating them within their historical contexts, including conceptualizations of the 'girl' from feminist poststructuralist perspectives. Literature from the field of girlhood studies provides the basis from which the discourses of growing up female are explored.This article details three significant, prevailing and overlapping narratives of teenage girls, including the sad girl story that dominated North America the early 1990s, she who was victimized by male privilege and misogyny of adolescence and beyond, the mad grrrls who rebuked this vulnerability, and the bad girls of much current popular debate, those girls who are bad because they are conniving and/or because they are violent. The article begins by examining history and debates surrounding the term 'girl', in order to raise questions regarding the construction of the label and set the context for how these stories have circulated. Literature from the field of girlhood studies provides the basis from which the discourses of growing up female are explored.
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