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Ready, set, engage: building effective youth-adult partnerships for a stronger child and youth mental health system. Access: Oct. Youth engagement means strengthening youth voices and creating safe spaces where they can discuss and take action about issues that affect their lives.

Studies that structure the youth as assets and knowledge brokers use frameworks that include youth engagement at various levels of life. These studies demonstrate diverse ways and spaces of how and where youth can engage and inform, as assets. When youth take the lead: youth participatory research as bullying prevention. Learning how to manage bias: a case study of youth participatory action research.

Applied Developmental Science, v. Imagining participatory action research in collaboration with children: an introduction. American Journal of Community Psychology, n. Participatory approaches to program development and engaging youth in research: the case of an inter-generational urban community gardening program. Journal of Extension, v. Access: Sep.

Access: Set. Youth participation in community evaluation research. American Journal of Evaluation, v. Participatory evaluation: factors to consider when involving youth. Youth-led research and evaluation: tools for youth, organizational, and community development.

New Directions for Evaluation, n. In fact, it is safe to state that while in the past, the youth were perceived as barriers to community development, community development is currently seen as synonymous with youth development LONDON et al, In the city of Toronto, for example, there are varied initiatives that engage the youth in research, community development and health services.

Some of these initiatives are led by the youth themselves, such as a youth-developed citywide survey tool to assess sexual health services for urban youth FLICKER et al, To encourage youth participation, qualitative researchers have increasingly drawn on arts-based forms of inquiry and intervention e.

Youth development and the arts in non-school hours. Grantmakers in the Arts, v. Also, visual approaches to research have been used as a way of telling different stories about youth experiences. Using the snowballing technique through flyers and youth serving community partners, the PV project recruited participants aged between 16 and 24 and who were members of the Jane-Finch community.

To determine that they were members of the community participants were asked for their postal code. This data fall into three categories: 41 annotated photographs, 11 individual interviews, and 3 focus group interview transcripts 6 6 - It is important to indicate that the larger ACT for Youth collected other data that informed the analysis of the photos as well.

For instance, student survey data were collected in all the eight high schools serving the Jane-Finch area. Also see note ix above. Pedagogy of the oppressed. New York: Seabury, Photovoice: concept, methodology, and use for participatory needs assessment.

Using photo voice to examine and initiate youth empowerment in community-based programs: a picture of process and lessons learned. Californian Journal of Health Promotion, v. The findings are then shared within the community through an action activity agreed upon by the participants. The action component of PV is multifaceted; it includes action to connect the youth to one another, to inform local governments, or to engage other youth in their local communities.

As a participatory action method, PV focuses on the capabilities of the youth participants as experts of their own experiences and aims to incite civic engagement within communities. Below is a description of how PV was used to hear their voices on wellness in the Jane-Finch community.

Methodologically, the PhotoVoice Well-Being Project followed the typical research protocol in which university investigators request and receive ethics clearance from the related Research Ethics Boards. Once we received the ethics certificates, we began recruiting participants for all summer ACT for Youth themed projects.

The PV Well-Being Project was conducted over a period of three weeks, with activities that could be divided into three themed qualitative focuses: knowledge building; conceptualization; and, action. First, over two focus group meetings, the participants worked with trained research assistants to learn about research and related ethical practices consent, data collection and to develop their photography skills.

Following the two knowledge building focus meetings, the youth met to conceptualize the research question. Specifically, the youth were introduced to the research questions and were engaged in a critical discussion about their perspective on community needs and well-being.

The following questions guided the discussion; as well, they guided the youth as they set out to take photographs in their community: What does community mean to you? What is strength in your community?

What is needed in your community? How do you define well-being? How do you know when you are doing well? What do you consider your needs in your community? The youth were encouraged to explore these questions by paying attention to social relationships, housing, health, education, employment, and community organizations.

Once the photos were taken, the youth were interviewed individually about the photos they took; that is, during the interview, they elaborated on their understanding of well-being as represented in two of their chosen images.

Also, they were guided to create narratives of the photos, which could be used to share their views with each other, as well as for public consumption and action.

The individual interviews and focus groups were audio recorded, with consent, and transcribed for detailed analysis. Research data, including photographs and interview and focus group transcripts, were first analyzed by the YVWG co-chairs, together with the research assistants, to get an overall sense of the findings 7 7 - Each of the ACT for Youth working groups is co-chaired by a community and an academic project co-applicant.

The YVWG valued the combination of academic and community based expertise in analyzing the data because it provided nuanced and authenticity to the interpretation of youth representations. Following this analysis, all members of the YVWG members from community organizations and academics and the youth were invited to look at the data and contribute to its interpretation.

In all stages of analysis, YVWG graduate assistants were present to document the interpretations, which were later incorporated to, and aligned with, the themes that had been organized by the PV participants in their final focus group meeting.

In the end, data were marked with codes, which had been extracted from the text. The codes were then grouped into concepts and categories, which made up the final themes. The coding was done line-by-line, without the use of any coding software. A few methodological glitches, which resulted in modifications to some methodological processes, are worth acknowledging. One modification regarded time whereby the project was originally planned to happen over a six-week period; however, because of attrition rates, it was reduced to three weeks.

In the three-week period, nearly the same volume of material was covered, which may have undermined some of the initial goals of the research, such as providing the youth with ethnographic know-how. Studies have shown that the longer the youth stay involved in a project, the more their critical analysis skills develop and their confidence increases STACK et al.

Also, the short time frame made it challenging to systematically determine whether or not the youth developed meaningful critical skills; however, anecdotal information pointed to increased levels of confidence. In the end, the action component of the project was compromised because of challenges faced in organizing the youth to disseminate their photos at a planned summer gala hosted by ACT for Youth. As a result, YVWG devised other forums and times for the action component.

This modification has rendered positive results by keeping some of the youth involved beyond the summer PV initiative and has made them participate in knowledge mobilization of the PV findings. Overall therefore, youth involvement in the YVWG summer projects ensured that the explorations remained within the vernacular of the Jane-Finch community and provided a rich opportunity for the youth to gain meaningful employment, skills and access to the university.

The data analysis revealed that the youth took photographs that could be categorized under three broad strands. First, were photographs that portrayed community togetherness, resilience and accomplishment. These were photos that depicted activities of social life in the community and were identified as positive contributors to well-being. Second, were photographs that were indicative of the absence of well-being.

These were photos that showed decaying physical environments within the community and are referred to as barriers to well-being. Third, were photographs that detracted from well-being, which were discussed as symbols that reduced well-being. It is important to note that the symbols that were considered to reduce or undermine well-being, such as racism and discrimination, were those that the youth found most difficult to capture photographically.

Through the accounts of their experiences of well-being, community, and violence, the youth and other residents of Jane-Finch challenge and disrupt narratives that explain the success of youth as merely the result of individual effort, and negatively portray the community where they belong. A dynamic interaction of these narratives can be introduced by a metaphor of roses growing in a harsh environment.

Searching for images that illustrated her experiences of well-being, a young woman photographed neglected roses growing in a bush. Asked to describe the picture and discuss why she took it, she says:. An image of roses is shown in contrast to the desolate areas beside it filled with weeds. The roses are colourful in full bloom, which further shows the contrast between the two.

This photo relates to well-being because it shows hope. Hope is an important thing that humans possess in order to live happily. Similarly, the roses in this picture are facing obstacles that prevent them from surviving. Although the plants are being neglected, the roses continue to bloom beautifully and live on. Photo 1 Rose bush. While this image can be seen as a beautiful illustration of youth resilience, it may also help perpetuate negative images of the community where they belong.

This negative image is present in several narratives of youth and other residents from Jane-Finch. Two youths, for example, shared the following thoughts in short interviews:. In Jane-Finch you get robbed out here, you get killed out here. A lot of bad things can happen to you out here.

The photographer said:. What this symbolizes is the positives and negatives in life. Photo 2 Tree. Narratives of trust, community, family, diversity and care can be found in several accounts by the Jane-Finch youth, providing a counter-narrative to the negative images that dominate public perception of the neighborhood.

This counter-narrative is illustrated in an excerpt from a short interview:. I really love the Jane-Finch community. I think there are a lot of really good benefits to living here. I love the diversity and all the different cultures, and that sort of thing.

I just feel lucky to be part of the community. A picture showing a community barbecue at a public park conveys the notion of the Jane-Finch community protecting their children. The youth who took this picture explains:. The picture shows what my community does for the kids, making the kids safe in the community […] it is showing kids enjoying themselves and eating good food. Photo 3 Free Food Community Barbecue.

Most interviewees are aware of the ways in which larger socio-economic structures constrain opportunities for youth. They point to the poor maintenance of public housing buildings and the insufficiency of education, employment, and recreation opportunities as conditions that create stress and lead to domestic and street violence. The following account speaks to the lack of sufficient and adequate spaces for recreation and its effects on the youth:.

The words from one youth nicely capture the need to create and expand spaces for recreation and opportunities for education, employment and youth engagement in Jane-Finch:. We need more resources, we need to stop shutting our programs down. Our programs, our music programs for youth all over the city, community kitchens, food, banks, we need more access […] What we need is proper allocation of the money.

People need to come out into the communities and give, give back to the communities, give us more time to demonstrate our creativity, give us access, give us resources, give venues, give us locations, give us funding, give us grants, let us know about our education rights.

Funny, it seems to by keeping its dreams; it learned to breathe fresh air. Long live the rose that grew from concrete when no one else even cared. The accounts from the youth and other residents from Jane-Finch offer a counter-narrative that highlights the important role that families and communities play in ensuring youth development and well-being seeing communities as the roots that allow roses to grow in concrete , and point out the need to address the structural constraints that limit opportunities for urban youth softening the concrete and, maybe more audaciously, doing the work to turn Jane-Finch into a rose garden.

EGCC promoted the development of girls as future leaders and encouraged young women to deconstruct and re-conceptualize leadership in their own terms. With elements of traditional action research, the Community Dialogue Approach conceptualizes community engagement as a methodological practice and research as a community dialogue that must fully engage community stakeholders.

Community partners are extensively involved in defining the focus and implementation of research. The Community Dialogue Approach emphasizes the use of multi-methods and encourages applied research that is meaningful to the community and yet maintains scientific merit.

Methodologically similar to Act for Youth, the Engaging Girls, Changing Communities EGCC project followed the typical research protocol in which university investigators request and receive ethics clearance from the related research ethics boards. Thereafter, EGCC embarked on activities that could be catalogued into three stages. First, was a community forum that engaged the community partners and youth representatives.

At this forum, the project was introduced, investigative questions and proposed methods were discussed and, where necessary, modified, and methods for various ways of participating were presented.

Second, was the employment and hiring of youth researchers to conduct interviews with other youth. A faculty researcher conducted this training with a seasoned doctoral student who was also a researcher in the project.

Following the training, youth researchers conducted and transcribed interviews. These interviews were followed by an end-of-year celebration forum that, similarly to the first forum, brought together community-university partners to discuss the next steps of the projects as well as to have the youth researchers share their interviewing experiences. The third stage of EGCC involved facilitating youth-led community initiatives, which had the overarching objective of introducing novel avenues of engaging young women and girls in leadership and community activities.

Furthermore, the partnerships with community organizations purposed the harmonization of the actual leadership aspirations of young women and girls with existing leadership programs that community organizations offer. Overall then, EGCC was designed to counteract gender imbalance in both Canadian community and political life. Furthermore, the EGCC project played an instrumental role in facilitating knowledge mobilization on leadership and civic engagement. These female youth researchers included five African Canadians, two Caribbean Canadians and one Turkish Canadian; altogether they conducted 51 interviews from other youth who were also of similar ages and the majority 39 of whom were ethnic minorities.

Additionally, EGCC funded 12 youth-led community initiatives; the first of these was proposed and piloted by the YR discussed in the following pages. In all stages, youth researchers YR were encouraged to keep journals to use for reflecting on each activity. The first activity that the YR engaged in was learning to interview.

At this stage, the YR worked with a faculty member over a period of 15 hours to learn about conducting qualitative research. Boston: Allyn and Bacon, Social capital in the creation of human capital. American Journal of Sociology, n. Housing Policy Debate, v. The downside of social capital. Afterword: the subject and power.

Michel Foucault: beyond structuralism and hermeneutics. Chicago: University of Chicago Press, Fate and faith: claiming urban citizenship in immigrant Toronto. Working paper; 8. Princeton: Princeton University Press, The role of language in the formation of ethnic identity.

London: Sage, Immigrant women negotiating Canadian work cultures. Windsor: Canadian Race Relations Foundation, Eles circulam livremente pelas comunidades de negros? Guns, gangs, and the underclass: a constructionist analysis of gun violence in a Toronto high school.

Life at the intersection: community, class, and schooling. New Scotia: Fernwood, Health Education Research, v. New terrain in youth development: the promise of a social justice approach. Social Justice, v. Community policing and youth as assets. The Journal of Criminal Law and Criminology, v. Critical youth engagement: participatory action research and organizing. Handbook of research and policy on civic engagement with youth.

Hoboken: Wiley Press, Ready, set, engage: building effective youth-adult partnerships for a stronger child and youth mental health system. Access: Oct. When youth take the lead: youth participatory research as bullying prevention. Imagining participatory action research in collaboration with children: an introduction. American Journal of Community Psychology, n. Participatory approaches to program development and engaging youth in research: the case of an inter-generational urban community gardening program.

Journal of Extension, v. Access: Sep. Access: Set. Youth participation in community planning: what are the benefits? Journal of Planning Education and Research, v. Youth participation in community evaluation research. American Journal of Evaluation, v. Youth-led research and evaluation: tools for youth, organizational, and community development.

New Directions for Evaluation, n. Survey design from the ground up: collaboratively creating the Toronto teen survey. Health Promotion Practice, v. Youth development and the arts in non-school hours.

Grantmakers in the Arts, v. Visual research methods: using cameras to empower socially excluded black youth. Sociology: the Journal of the British Sociological Association, v. Retraction of v. Pedagogy of the oppressed. New York: Seabury, Photovoice: concept, methodology, and use for participatory needs assessment. Using photo voice to examine and initiate youth empowerment in community-based programs: a picture of process and lessons learned.

Californian Journal of Health Promotion, v. Tais fotos tematizam atividades da vida social na comunidade, e foram identificadas como elementos que contribuem para o bem-estar. Quando lhe foi pedido para descrever a foto, e que disse por que a tirou, ela disse:. Fotografia 1 : Canteiro de rosas. Adoro a diversidade e todas as diferentes culturas, esse tipo de coisa.

Sinto que tenho sorte em fazer parte desta comunidade. O jovem que tirou esta foto explica:. Contrariando as leis da natureza, ela aprendeu a andar sem ter pernas. Intergenerational links and community engagement of youth from African communities. Wisconsin's Judicial Recall.

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