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Imagining Participatory Action Research in Collaboration with Children: an Introduction

Monday, July 5th, 2010

Imagining Participatory Action Research in Collaboration with Children: an Introduction

  • Content Type Journal Article
  • Category Original Paper
  • DOI 10.1007/s10464-010-9321-1
  • Authors
    • Regina Day Langhout, University of California Psychology Department 1156 High Street Santa Cruz CA 95064 USA
    • Elizabeth Thomas, University of Washington Bothell Bothell USA

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A Typology of Youth Participation and Empowerment for Child and Adolescent Health Promotion

Monday, July 5th, 2010

Abstract  
Research suggests that increasing egalitarian relations between young people and adults is optimal for healthy development;
however, the empirical assessment of shared control in youth–adult partnerships is emerging, and the field still requires
careful observation, identification, categorization and labeling. Thus, our objective is to offer a conceptual typology that
identifies degrees of youth–adult participation while considering the development potential within each type. We use an empowerment
framework, rooted in evidence-based findings, to identify five types of youth participation: (1) Vessel, (2) Symbolic, (3)
Pluralistic, (4) Independent and (5) Autonomous. The typology is constructed as a heuristic device to provide researchers,
practitioners and policy-makers with a common language for articulating degrees of youth participation for optimal child and
adolescent health promotion.

  • Content Type Journal Article
  • Category Original Paper
  • DOI 10.1007/s10464-010-9330-0
  • Authors
    • Naima T. Wong, Georgia State University Atlanta GA USA
    • Marc A. Zimmerman, University of Michigan Department of Health Behavior and Health Education, School of Public Health 109 South Observatory Ann Arbor MI 48109-2029 USA
    • Edith A. Parker, University of Iowa College of Public Health, Department of Community and Behavioral Health Iowa City IA USA

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A Recess Evaluation with the Players: Taking Steps Toward Participatory Action Research

Monday, July 5th, 2010

Abstract  
This playground study conceptualizes recess as a time and space that belongs to students; their inclusion in this evaluation
is a notable difference from other recess/playground research. The goal was to help elementary school students make the changes
they felt were needed on their playground. After conducting structured observations and student and recess aide focus groups,
a report was presented to all stakeholders, and recess changes were made. We seek to show how the process of being inclusive
during the evaluation was not only valuable for determining problem definition and potential interventions, but was also necessary
to determine the best methods for solutions, move toward second-order change, and to create a space to facilitate children’s
participation and empowerment.

  • Content Type Journal Article
  • Category Original Paper
  • DOI 10.1007/s10464-010-9320-2
  • Authors
    • Julie Yunyi Ren, Wesleyan University Middletown CT USA
    • Regina Day Langhout, University of California Psychology Department 1156 High Street Santa Cruz CA 95064 USA

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Child Wellness and Social Inclusion: Values for Action

Monday, July 5th, 2010

Abstract  
Participatory Action Research (PAR) with children and youth is at the intersection of child wellness and social inclusion.
Exclusion and marginalization detract from personal and collective health. Inclusion, on the contrary, contributes to wellness.
Hence, we should study inclusion and exclusion in the overall context of child wellness. This special issue offers a wealth
of methodologies and lessons for fostering inclusion of young people through PAR. In an effort to synthesize my concerns with
child wellness, inclusion, and the scholarly work of this special issue, this paper will (a) articulate the values underpinning
the philosophy of social inclusion and child wellness, (b) suggest roles and responsibilities for putting these values into
action, and (c) integrate the contributions of this special issue into the emerging framework for social inclusion and child
wellness.

  • Content Type Journal Article
  • Category Original Paper
  • DOI 10.1007/s10464-010-9318-9
  • Authors
    • Isaac Prilleltensky, University of Miami School of Education POB 248065 Coral Gables FL 33124-2040 USA

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Children as Research Collaborators: Issues and Reflections from a Mobility Study in Sub-Saharan Africa

Monday, July 5th, 2010

Abstract  
This paper reflects on issues raised by work with children in an ongoing child mobility study in three sub-Saharan African
countries: Ghana, Malawi and South Africa. There are now 70 school pupils of varying ages involved in the project, but the
paper is particularly concerned with the participation of those children 14 years and under. We examine the significant ethical
issues associated with working with younger child researchers, and linked questions concerning the spaces open to them in
African contexts where local cultural constructions of childhood and associated economic imperatives (which commonly drive
family and household endeavour) help shape the attitudes of adults to children’s rights and responsibilities and inter-generational
power relations.

  • Content Type Journal Article
  • Category Original Paper
  • DOI 10.1007/s10464-010-9317-x
  • Authors
    • Gina Porter, Durham University Department of Anthropoloogy Science Site, South Rd Durham DH1 3LE UK
    • Kate Hampshire, Durham University Department of Anthropoloogy Science Site, South Rd Durham DH1 3LE UK
    • Michael Bourdillon, Netherlands Institute for Advanced Study in the Humanities and Social Sciences Wassenaar The Netherlands
    • Elsbeth Robson, University of Malawi Zomba Malawi
    • Alister Munthali, University of Malawi Zomba Malawi
    • Albert Abane, University of Cape Coast Cape Coast Ghana
    • Mac Mashiri, CSIR Pretoria South Africa

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Natural Mentors, Mental Health, and Risk Behaviors: A Longitudinal Analysis of African American Adolescents Transitioning into Adulthood

Monday, July 5th, 2010

Abstract  
In this study, we tested whether having a natural mentor affected the growth trajectory of health outcomes among adolescents
transitioning into adulthood (5 years post-high school). Participants in this study included 615 African American emerging
adults. Outcomes assessed in this study included depressive symptoms, sexual risk behavior, and substance use. We hypothesized
that participants who possessed natural mentors would demonstrate greater declines over time across all outcome variables
in comparison to their counterparts who did not possess natural mentors. Using Hierarchical Linear Modeling, we found that
having a natural mentor was related to less depressive symptoms and less sexual risk behavior over time. The results suggest
that natural mentors may protect youth from the negative outcomes associated with the risks they face. Implications of the
results for prevention are discussed.

  • Content Type Journal Article
  • Category Original Paper
  • DOI 10.1007/s10464-010-9325-x
  • Authors
    • Noelle Hurd, University of Michigan Ann Arbor MI USA
    • Marc Zimmerman, University of Michigan Ann Arbor MI USA

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Girls Study Girls Inc.: Engaging Girls in Evaluation Through Participatory Action Research

Monday, July 5th, 2010

Abstract  
Between 2004 and 2007, Girls Incorporated® conducted research about the experience of five affiliates from different parts of the United States as they engaged with
girls in Girls Study Girls Inc., a participatory evaluation project that explored the meaning and impact of Girls Inc. environments
and uncovered ways such environments can be improved. We describe the context and motivation for using participatory action
research [PAR] in Girls Inc. environments and discuss the relevance and importance of PAR for organizations that empower girls
and young women. We explain the process of training and engaging Girls Inc. members in research, discuss the effectiveness
of Girls Study Girls Inc. as an evaluation strategy, and conclude this article with lessons learned and recommendations for
using PAR in evaluating youth development programs.

  • Content Type Journal Article
  • Category Original Paper
  • DOI 10.1007/s10464-010-9328-7
  • Authors
    • PeiYao Chen, TCC Group 31 West 27th Street 4th Floor New York NY 10001 USA
    • Faedra Lazar Weiss, Girls Incorporated® Indianapolis IN USA
    • Heather Johnston Nicholson, West Lafayette IN USA
    • Girls Incorporated®

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Young Children as Protagonists and the Role of Participatory, Visual Methods in Engaging Multiple Perspectives

Monday, July 5th, 2010

Abstract  
How can the perspectives, insights and interests of young children, under 6 years-old, be given status in processes of change?
This paper will examine the contribution participatory and visual methods can make to enabling young children to document
their experiences and to facilitate exchange with adults. Examples will be drawn from three research studies in educational
settings which have developed a specific research method, the Mosaic approach (Clark and Moss 2001; Clark 2004; Clark 2005) which brings together visual and verbal research tools. This paper will discuss how researching with young children rather than on young children can redraw the boundaries between adults’ and children’s roles in the research process including the relationship
with the research audience.

  • Content Type Journal Article
  • Category Original Paper
  • DOI 10.1007/s10464-010-9332-y
  • Authors
    • Alison Clark, The Open University Centre for Childhood, Development and Learning Walton Hall Milton Keynes MK7 6AA UK

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Trying on and Trying Out: Participatory Action Research as a Tool for Literacy and Identity Work in Middle Grades Classrooms

Monday, July 5th, 2010

Abstract  
This article explores the role of collaborative, ethnographic, participatory action research (PAR) with eighth grade students
as a set of possible literacy practices for involving students with issues connected to their lives, resources, language(s),
and communities. Findings are based on a year of fieldwork conducted as part of shared inquiry into one public school community’s
experiences with gentrification and meeting the complex needs of diverse learners. Findings bring to life the ways in which
PAR facilitates the redefining of reading, writing, and research; the reconsideration of languages; the rethinking of literacy
practices; and the repositioning of participants within and beyond given research endeavors.

  • Content Type Journal Article
  • Category Original Category
  • DOI 10.1007/s10464-010-9319-8
  • Authors
    • Katie Van Sluys, DePaul University Department of Teacher Education, School of Education Chicago IL USA

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“Big Organisations” Supporting “Small Involvement”: Lessons from Bosnia and Herzegovina on Enabling Community-Based Participation of Children Through PAR

Monday, July 5th, 2010

Abstract  
The article presents the process and the outcomes of child participatory action research (PAR) conducted in Bosnia and Herzegovina
(BiH), as part of UNICEF activities in this country. The study was implemented through children acting as co-researchers,
organised in so-called Children’s PAR Groups, initiated in three BiH municipalities. Children collaborated with a Support
Group in each of the municipalities, comprised of adults who helped children implement their activities. Children chose to
focus their research on community participation and ensured a number of outcomes in a relatively brief period. The value of
PAR in the development of child participation was highlighted by children and adults who took part in the study. Prejudices
that children have toward adults, and vice versa, were issues identified as main barriers for wider children’s participation.
This article also reviews a number of ethical challenges highlighted in the study, such as the organisational barriers to
children’s participation and project-based support for its development.

  • Content Type Journal Article
  • Category Original Paper
  • DOI 10.1007/s10464-010-9322-0
  • Authors
    • Reima Ana Maglajlic, Swansea University Wales UK

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