Hard-to-Reach Youth Online: Methodological Advances in Self-Harm Research

McDermott, Elizabeth; Roen, Katrina; Piela, Anna

doi:10.1007/s13178-012-0108-z

Cited by 52 publications

(46 citation statements)

References 41 publications

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“…The qualitative methods used enabled more flexibility and participant input than quantitative approaches allow, suited to a study designed to explore (subjective) understandings and perspectives on bullying, rather than for example measure prevalence or form. This fits within bodies of qualitative work documenting "everyday lived experiences" (Plummer, 2003: 521) that seek to understand the complexity of LGBT lives, and inform appropriate policy and practice (McDermott, Roen and Piela, 2013).…”

Section: Research Methods and Participantsmentioning

confidence: 82%

Understanding and Responding to Homophobia and Bullying: Contrasting Staff and Young People’s Views within Community Settings in England

Formby

2013

Sex Res Soc Policy

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Schools have been called the last bastion of homophobia; by comparison little research has been carried out on this subject in youth services. This article reports on qualitative findings from a recent mixed methods study of barriers and facilitators to schools and youth services addressing issues about (homo)sexuality, homophobia and transphobia in one English region. The research sought to more fully understand the contexts in which young people experience and manage their identities and/or the prejudices they may face. Findings are based on 146 self-completion survey responses from young people, and qualitative data drawn from 74 participants involved in in-depth methods (interviews and discussion groups) in nine different settings. This included teachers, youth service workers and young people (aged 11-20) who self-identified as lesbian, gay or bisexual, or heterosexual. The study adds to existing literature by taking a broader view of the social contexts in which young people learn about, make sense of, and practice, identities. In doing so, it suggests ways in which sociological perspectives can add to and expand the current (often psychology-based) body of work on bullying.The article documents six key themes emerging from the data: curriculum inclusion/exclusion; understandings of homophobia and bullying; experiences and impacts of bullying and homophobia; professional responses and support services; issues underlying professional practice; implications for identity management. Drawing on these findings and supporting evidence, the article concludes with a critique of the limiting constraints of individualised anti-bullying discourses, and argues that these risk minimising understandings of the complex social contexts for homophobia and transphobia.2

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Section: Research Methods and Participantsmentioning

confidence: 82%

Understanding and Responding to Homophobia and Bullying: Contrasting Staff and Young People’s Views within Community Settings in England

Formby

2013

Sex Res Soc Policy

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“…158 Data that are publicly available online through forums, blogs, etc., can provide valuable insights into the needs of young people, 159,160 in particular hard-to-reach groups, such as LGBT youth, who may not necessarily be reached through traditional routes such as formal support groups or health-care settings. 161 …”

Section: Involving Usersmentioning

confidence: 99%

Sexual health promotion for young people delivered via digital media: a scoping review

et al. 2015

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BackgroundYoung people are at risk of poor sexual health and are, therefore, in need of comprehensive, effective sexual health education. Young people are confident and constant users of digital technology, such as the internet and mobile phones, and there are many innovative possibilities for sexual health education involving these technologies.ObjectivesTo summarise evidence on effectiveness, cost-effectiveness and mechanism of action of interactive digital interventions (IDIs) for sexual health; optimal practice for intervention development; contexts for successful implementation; research methods for digital intervention evaluation; and the future potential of sexual health promotion via digital media.DesignLiterature review of evidence on digital interventions for sexual health for young people, integrating the findings with the views of young people, parents and experts in digital media/sexual health. IDIs are defined as digital media programmes that provide health information and tailored decision support, behaviour-change support and/or emotional support. We focus on sexual well-being for young people aged 13–24 years in the UK.ResultsThere are many imaginative IDIs for sexual health promotion, but few interventions address issues that are important to young people, such as sexual pleasure and relationships. It is vital to collaborate with young people and to use Behaviour-Change Theory in designing interventions. We located 19 randomised controlled trials of IDIs for sexual health promotion for young people, finding a moderate effect on sexual health knowledge [standardised mean difference (SMD) 0.54, 95% confidence interval (CI) 0.17 to 0.92], a small effect on confidence (self-efficacy) (SMD 0.11, 95% CI 0.02 to 0.20) and a positive effect on sexual behaviour (odds ratio 1.28, 95% CI 1.01 to 1.61), but no significant effects on safer sex intention or biological outcomes. One study suggests that IDIs may be as good as face-to-face interventions for sexual health knowledge and safer sex intention. There are no existing data on the cost-effectiveness of IDIs for sexual health promotion. The impact of an IDI will be determined by the proportion of the target population reached, intervention efficacy, adoption in a setting, how well it is delivered and maintenance/sustainability. All of these elements must be addressed for IDIs to be successful. More collaboration is needed to capitalise on the knowledge of users and stakeholders, the design and software skills of the commercial sector and the theoretical expertise and evaluation skills of academia.ConclusionsIDIs are effective for knowledge acquisition and sexual behaviour, and could usefully contribute to sexual health education in schools, in clinic settings and online; however, there are obstacles to overcome, such as access to information technology and ensuring the quality and safety of interventions.Future workMore evidence is needed on the best designs for interventions (e.g. choice of behaviour-change mechanisms and interactive features) and the best models of delivery (e.g. setting, modes of delivery, methods of facilitation and support for engagement) to improve sexual behaviour, biological outcomes and sexual well-being in a cost-effective way.FundingThe National Institute for Health Research Public Health Research programme.

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“…For the present study, inclusion criteria were established to only include message boards and news articles that did not require membership, registration, sign-in, or password and were publicly accessible through a popular internet search engine. Additionally, while the data relates to personal opinions, one could argue that the data did not contain controversial or sensitive topics or opinions that would result in harming participants (particularly when compared to netnographies that have examined topics relating to recreational drug use or self-harm) (Bruckman, 2002;McDermott et al, 2013;Paetcher, 2012;Wilkinson & Thelwall, 2011). Consequently, this study was conducted in line with past netnographies: data was only included if they were publicly available, participants were not considered vulnerable individuals, and the topic was not considered sensitive.…”

Section: Data Collectionmentioning

confidence: 99%

Ontario Kindergarten Teachers’ Social Media Discussions About Full Day Kindergarten

Lynch

2015

mje

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This exploratory netnographic study describes how a sample of Ontario kindergarten teachers perceives the new Ontario Full Day Kindergarten (FDK) curriculum. Discussions from teacher message boards, the comment sections of online news articles, and interviews with kindergarten teachers were analyzed and coded using a qualitative approach. Analysis revealed three major themes: 1) Class size concerns, 2) Team teaching concerns, and 3) Play-based curriculum concerns. Results are in broad agreement with those reported in existing research into Ontario’s FDK initiative. Findings highlight the need for further research with educators involved in Ontario’s FDK and also contribute to the burgeoning field of netnography research. Suggestions for future research and practice are included.Cette recherche exploratoire et netnographique décrit la manière dont un échantillon d’enseignants ontariens travaillant à la maternelle perçoivent le nouveau programme de maternelle et jardins d’enfants à temps plein (MJTP). Des discussions relevées sur des babillards électroniques, les sections commentaires d’articles de nouvelles en ligne et des entrevues effectuées auprès d’enseignants à la maternelle ont été analysées et codées en utilisant une approche qualitative. Ces analyses ont révélées trois axes majeures de préoccupations: 1) celles relatives à la taille des groupes, 2) celles concernant l’enseignement en équipe et 3) celles portant sur le programme d’apprentissage axé sur le jeu. Les résultats de l’étude concordent avec ceux signalés par les projets de recherches pilotés par le gouvernement de l’Ontario dans le cadre du projet de MJTP. Ceux-ci soulignent le besoin de mener de plus amples recherches auprès des enseignants impliqués dans le projet ontarien de MJTP et contribuent également au domaine naissant de la recherche netnographique. Des suggestions pour des projets de recherche futurs et pour la pratique sont également formulées

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Hard-to-Reach Youth Online: Methodological Advances in Self-Harm Research

Cited by 52 publications

References 41 publications

Understanding and Responding to Homophobia and Bullying: Contrasting Staff and Young People’s Views within Community Settings in England

Understanding and Responding to Homophobia and Bullying: Contrasting Staff and Young People’s Views within Community Settings in England

Sexual health promotion for young people delivered via digital media: a scoping review

Ontario Kindergarten Teachers’ Social Media Discussions About Full Day Kindergarten

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