Young people act as consultants in child-directed research: an action research study in Iceland

Fern, Elizabeth; Kristinsdóttir, Guðrún

doi:10.1111/j.1365-2206.2010.00740.x

Cited by 14 publications

(12 citation statements)

References 30 publications

(51 reference statements)

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“…It took a participatory approach to involving practitioners who were viewed as active participants drawing upon their substantial experience, insight and skill to produce relevant accounts of their practice in interviews and to develop their practice through change intervention (Fook 2002;Holstein and Gubrium 2004). (For more detail see Kristinsdóttir 2011 andFern 2012a).…”

Section: Methodsmentioning

confidence: 99%

“…The research with this consultancy group was carried out jointly by the British author and an Icelandic researcher based at the University of Iceland (Fern and Kristinsdóttir 2011). These discussions were conducted in a combination of English and Icelandic with interpretation by the Icelandic researcher where necessary.…”

Section: Methodsmentioning

confidence: 99%

“…Permission to conduct the research was obtained from the Icelandic Data Protection Authority and the research was consistent with the law and guidance on ethical practice of research in Iceland and internationally (Icelandic Data Protection Agency 2008). The permission was based on detailed information on how ethical issues of informed consent, confidentiality and so forth, would be managed (for more information refer to Kristinsdóttir 2011 andFern 2012a). The action research approach was situated in the social constructionist research tradition and, on the continuum of research traditions, exemplified a participatory and empowering approach (Hart and Bond 1995;Lincoln 2001).…”

Section: Methodsmentioning

confidence: 99%

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“Grown-ups Never Understand Anything by Themselves …”

Fern¹

2014

Practice

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This paper explores the ways in which social worker practitioners conceptualise childhood and the significance of this for developing social work practice. The data was generated through qualitative semi-structured interviews and group discussions with practitioners who were working directly with children in child protection or children's service centres in Iceland. The interviews formed an initial stage of an action research study, informed by young people who had interacted with social services, and designed to develop practice in line with the young people's views and expectations. The findings indicated there were contrasting and co-existing conceptualisations that had different implications for children. On the one hand, conceptualisations of children as problems and children as incompetent appeared, from practitioner's accounts, to have undermined children's ability to present their own concerns and maintain control over what happened to them. In contrast, conceptualisations broadly characterised as children active in defining problems and children participating on an equal footing appeared to assist practitioners in being prepared to promote children's active involvement in defining problems and finding solutions. The analysis suggested that how practitioners think about children is an important area of enquiry and highlighted the shift in thinking required to develop more effective participatory practice.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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“Grown-ups Never Understand Anything by Themselves …”

Fern¹

2014

Practice

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“…Holmes et al . , Fern & Kristinsdóttir ); the young people's analysis of their own data and contribution to the writing up process, privileged their perspectives in the final report, as suggested in Lambert et al . (); and we conducted the process on two separate occasions, adding an additional level of rigour and analysis to concept development.…”

Section: Discussionmentioning

confidence: 99%

“…), which concluded that they directly support the translation of knowledge into interventions development, implementation and evaluation; so this approach is essentially practical. Youth participation in research has produced good‐quality, applicable, co‐produced knowledge in diverse contexts, including social work priority clarification in Iceland (Fern & Kristinsdóttir ); human immunodeficiency virus interventions in a Canadian community (Flicker et al . ); African American sexual health education (Guse et al .…”

Section: Introductionmentioning

confidence: 99%

Prioritizing young people's emotional health support needs via participatory research

Kendal

Milnes

Welsby

et al. 2017

Psychiatric Ment Health Nurs

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Accessible summary What is known on this subject? Young people's mental health is a concern to people around the world. Good emotional health promotes mental health and protects against mental illness, but we need to know more about how to help young people look after their emotional health. We are learning that research is better if the public are involved in it, including children and young people. Therefore, we need to listen carefully to what young people have to say. In this paper, we describe some research that involved young people from start to finish. We were asking what kind of emotional health support would be useful to them. What this paper adds to existing knowledge? We developed a useful way to involve young people in research so their voice can be heard. Young people like to use the Internet to find emotional health support and information, but need to know which web sites they can trust. What are the implications for practice? Our method of bringing young people together to tell us their views was successful. It is important to explore ways to help young people judge the quality of emotional health web sites. Abstract IntroductionYouth mental health is a global concern. Emotional health promotes mental health and protects against mental illness. Youth value self‐care for emotional health, but we need better understanding of how to help them look after their emotional health. Participatory research is relevant, since meaningful engagement with youth via participatory research enhances the validity and relevance of research findings and supports young people's rights to involvement in decisions that concern them. AimWe aimed to develop a participatory approach for involving youth in research about their emotional health support preferences. MethodOur team included a young expert‐by‐experience. We developed a qualitative, participatory research design. Eleven youth (16–18 years) participated in focus groups, followed immediately by a nominal group exercise in which they analysed the data, thus enhancing methodological rigour. ResultsThis process highlighted youth perspectives on self‐care strategies for emotional health. Discussion and implications for practiceOur simple participatory research approach generated trustworthy and credible findings, which accurately reflect youth perspectives and are consistent with the literature, endorsing our method. Young people said that they want reassurances of quality and safety when accessing digital mental health resources. These findings can inform future development of youth‐oriented digital mental health resources.

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Motivation to Write: Conversations with Emergent Writers

Barratt-Pugh

Ruscoe

Fellowes

2020

Early Childhood Educ J

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This article describes the processes and outcomes of a research project exploring children's motivation to write, undertaken by four pre-primary teachers in Western Australia. The teachers adopted a sociocultural theoretical framework using child centred participatory methodology, in which 109 children aged between five and six years shared their views of writing in conversation with their teacher. Thematic analysis in conjunction with statistical analysis indicated that the majority of children were motivated to write. They had a positive attitude towards writing, evidenced by their self-efficacy and were developing aspects of self-determination evidenced by their sense of ownership and control of the codes of writing. They had some understanding of the value of writing as a means of supporting reading and securing a positive future, thus enhancing their motivation to write. However, a small group of children indicated that they did not like writing, found writing hard, and did not know how or what to write. In addition, few children mentioned writing as a means of communication. The absence of purpose and audience in the children's responses, was partly explained by the teachers' focus on the codes of writing, potentially impacting on children's motivation. This prompted the teachers to re-conceptualise their writing program in ways that engaged children in authentic writing tasks, while continuing to scaffold their understanding of the codes of writing. This collaborative approach to research, in ways that privilege children's voices, has implications for informing pedagogy across a range of early childhood contexts and curriculum areas.

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Young people act as consultants in child-directed research: an action research study in Iceland

Cited by 14 publications

References 30 publications

“Grown-ups Never Understand Anything by Themselves …”

“Grown-ups Never Understand Anything by Themselves …”

Prioritizing young people's emotional health support needs via participatory research

Motivation to Write: Conversations with Emergent Writers

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