Creating Spaces for Young People to Collaborate to Create Community Change: Ohio’s Youth-Led Initiative

Collura, Jessica; Raffle, Holly; Collins, Aimee L.; Kennedy, Haley

doi:10.1177/1090198119853571

Cited by 14 publications

(12 citation statements)

References 25 publications

(29 reference statements)

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“…Lesson 2: Students developed numerous resilience initiatives to help others, but they were not guided by a theory of change. YLRP programs should build from the existing literature on youth-led programs (e.g., Collura et al, 2019), especially on theory of change development to guide youth promotion strategies toward promotion goals.…”

Section: Promote Resilience Goalsmentioning

confidence: 99%

Youth-led resilience promotion during disaster recovery: A proposed framework, innovative program, and lessons learned.

McCarty¹,

Pacque²,

Gatto³

et al. 2022

Psychological Trauma: Theory, Research, Practice, and Policy

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Objective: Disasters, such as a school shooting or a global pandemic, harm psychological health and necessitate recovery. To complement adult-led disaster recovery and trauma-specific approaches, we propose a Youth-Led Resilience Promotion (YLRP) framework focusing on: (a) multitiered change, (b) resilience goals, (c) a promotion mindset, (d) youth strengths, (e) prosocial behaviors, and (f) capacity building through partnerships. The YLRP framework guided the development of a YLRP program in the aftermath of the Chardon High School shooting in Chardon, OH, which is detailed in a case study. Method: As part of a Community-Academic Partnership, 20 college student trainers delivered a multitiered, multicomponent resilience promotion intervention: universal resilience promotion to 1,070 high school students; targeted resilience promotion to 200 student leaders through workshops; and indicated resilience promotion to 30 student leaders through mentoring. Results: Student leaders formed a youth-led, afterschool club to advance relational resilience through prosocial strategies. Lessons learned from implementing the YLRP program for 6 years (2012-2017) are provided to guide YLRP program developers and program implementers. Conclusion: A youth-led program equipping youth leaders to engage in prosocial strategies may contribute to the psychological resilience and recovery of students after a school shooting, the coronavirus disease 2019 (COVID-19) pandemic, and other potentially traumatic events. Clinical Impact StatementDisaster recovery after a school shooting or global pandemic must address the psychological trauma and bereavement of students in schools. However, underresourced schools and underratioed, school-based mental health professionals limit mental health care. Cognizant of these constraints, we propose a Youth-Led Resilience Promotion (YLRP) framework and program. The lessons learned from implementing the YLRP program after a school shooting may complement adult-led recovery and extend to psychological recovery after the coronavirus disease 2019 (COVID-19) pandemic or other potentially traumatic events.

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Section: Promote Resilience Goalsmentioning

confidence: 99%

Youth-led resilience promotion during disaster recovery: A proposed framework, innovative program, and lessons learned.

McCarty¹,

Pacque²,

Gatto³

et al. 2022

Psychological Trauma: Theory, Research, Practice, and Policy

View full text Add to dashboard Cite

show abstract

“…Según algunos autores, integrar internet y las redes sociales en las acciones educativas favorece la creación de redes, la conexión espontánea e inmediata con servicios o agentes juveniles, y el acceso a un mundo de información útil y vital para ser y estar en el mundo (Sung et al, 2017;Greene et al, 2018;Greeson et al, 2020;Hongyee, 2020). Collura et al (2019), además, recomiendan utilizar la comunidad como un recurso educativo, pues al participar en ella, los jóvenes se comprometen a delimitar problemáticas sociales, a identificar sus causas y a aplicar estrategias innovadoras para abordarlas. De esta manera, afrontan, de manera colaborativa, responsable y crítica, situaciones que afectan a la sociedad.…”

Section: Sobre La Figura Del Educador En Los Procesos De Empoderamientounclassified

“…En este sentido hay que pensar en más herramientas y recursos para facilitar y estimular a los educadores y profesionales con más experiencia ante este reto. La incidencia de un buen trabajo con la comunidad tiene efectos educativos y transformadores de gran amplitud (To et al, 2020;Collura et al, 2019).…”

Section: Discusión Y Conclusionesunclassified

Sobre las estratègies metodológicas de los/as educadores/as para contribuir al empoderamiento juvenil

Oliva

Janer

Molina

et al. 2022

EduXX1

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Si partimos de la idea de que los/as educadores/as son agentes importantes en el proceso de empoderamiento juvenil, a través de este estudio, se pretende analizar la visión de los profesionales de la educación sobre el uso de determinadas metodologías y estrategias, útiles y eficaces en los procesos empoderadores de los jóvenes. Se plantea un análisis cuantitativo por medio de un cuestionario autoadministrado, respondido por una muestra validada de 696 educadores de cinco comunidades del territorio español. Este análisis permite describir y analizar las estrategias metodológicas de los educadores y educadoras en su contribución a los procesos de empoderamiento juvenil y, determinar qué relación tiene el uso de esas estrategias con factores personales como el tamaño del territorio donde trabajan, la experiencia profesional, la formación específica en juventud o el ámbito de intervención en el que se ubican. En general, todos los profesionales están de acuerdo con la importancia de utilizar metodologías activas y participativas para promover y empoderar a los jóvenes, y declaran aplicarlas de manera generalizada junto a un acompañamiento del joven durante el proceso educativo. Más allá de este diagnóstico inicial, la investigación permite identificar diferencias importantes entre la aplicación de estas metodologías en el contexto rural y el urbano (donde se aplican más intensamente) o en función de si el/la educador/a ha obtenido formación específica en juventud; sin embargo, otras variables personales como la experiencia profesional o la edad del/de la educador/a no se muestran tan explicativas en este análisis. Finalmente, los ámbitos de ejercicio profesional nos permiten asociar determinados perfiles metodológicos.

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“…Collura et al [46] Excluded Speaks of collaboration and not co-production. Collaboration is a lower level of involvement than co-production, as explained in the main body of text, and it was therefore excluded.…”

Section: Availability Of Data Code and Other Materialsmentioning

confidence: 99%

Co-Production within Child and Adolescent Mental Health: A Systematic Review

Norton

2021

IJERPH

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Background: Mental health services are currently experiencing much systemic and organisational change. Many countries have adopted a recovery approach to service provision through the development of national policies and frameworks. Within an Irish context, co-production has been identified as one of the four pillars required for services to become recovery orientated. However, there is a paucity of literature relating to the concept within child and adolescent mental health services. This paper aims to synthesise the peer-reviewed evidence on co-production within such services. Methods: A PRISMA compliant systematic review was undertaken. This includes how the reviewer retrieved, shortlisted, and selected studies for inclusion in the review. It outlines the inclusion/exclusion criteria and how these were further developed through the PICO framework. Finally, the methods also outline how the reviewer assessed bias and quality, as well as the process of data synthesis. Results: Two studies were included in this review, both focusing on co-production, but in different contexts within child and adolescent mental health. Two themes were identified: ‘road less travelled’ and ‘co-producing equality’. These themes and the associated sub-themes describe how co-production works in these services. Discussion: These results highlight the paucity of quality literature in co-production within child and adolescent mental health. Both studies scored poorly in terms of quality. Resulting from this review, a number of actions relating to the therapeutic environment need to be taken into account for co-production to be further implemented. Other: The reviewer has not received any funding for this paper. A protocol was not created or registered for this review.

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Creating Spaces for Young People to Collaborate to Create Community Change: Ohio’s Youth-Led Initiative

Cited by 14 publications

References 25 publications

Youth-led resilience promotion during disaster recovery: A proposed framework, innovative program, and lessons learned.

Youth-led resilience promotion during disaster recovery: A proposed framework, innovative program, and lessons learned.

Sobre las estratègies metodológicas de los/as educadores/as para contribuir al empoderamiento juvenil

Co-Production within Child and Adolescent Mental Health: A Systematic Review

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