Thinking Otherwise: Bringing Young People into Pediatric Concussion Clinical and Research Practice

2021 ◽  
pp. 1-14
Author(s):  
Katie Mah ◽  
Brenda Gladstone ◽  
Deb Cameron ◽  
Nick Reed
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Illustrative Case ◽  
Research Practice ◽  
Pediatric Concussion ◽  
Way Of Knowing

Abstract Background: As rates of pediatric concussion have steadily risen, and concerns regarding its consequences have emerged, pediatric concussion has received increased attention in research and clinical spheres. Accordingly, there has been a commitment to determine how best to prevent and manage this injury that so commonly affects young people. Despite this increased attention, and proliferation of research, pediatric concussion as a concept has rarely, if ever, been taken up and questioned. That is, little attention has been directed toward understanding what concussion ‘is’, or how young people are regarded in relation to it. As a result, pediatric concussion is understood in decidedly narrow terms, constructed as such by a biomedical way of knowing. Aim: We aim to demonstrate how conceptualizing concussion, and young people, ‘otherwise’, enabled the co-production of a more nuanced and complex understanding of the experience of pediatric concussion from the perspective of young people. Approach: Drawing on an illustrative case example from a critical qualitative arts-based study, we demonstrate how bringing young people into research as ‘knowers’ enabled us to generate much-needed knowledge about concussion in young people. Implications: The critical thinking put forward in this paper suggests a different approach to pediatric concussion, which is shared in the form of implications for clinical and research practice.

scholarly journals The environment and politics in science education: the case of teaching fracking

2021 ◽  
Author(s):  
Lynda Dunlop ◽  
Lucy Atkinson ◽  
Maria Turkenburg-van Diepen
Keyword(s):  
High School ◽  
Science Education ◽  
Critical Thinking ◽  
Young People ◽  
Hydraulic Fracturing ◽  
Environmental Issues ◽  
School Science ◽  
Research Literature ◽  
High School Science ◽  
Illustrative Case

AbstractHydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (or not) in response. It raises political questions. We present a state-of-the-art review of research literature on fracking and education using systematic strategies, with a view to finding out how it is framed in educational situations and how politics enters the science classroom. This serves as an illustrative case of how contested scientific and technological interventions with implications for the environment and society are treated in school science. The review is supplemented by interviews with 10 teachers of science and engineering working in schools or colleges near sites of operational exploratory fracking. We find that the research literature on teaching hydraulic fracturing is sparse, with only 25 studies relating to teaching and learning about fracking. Few studies (n = 7) relate to high school education. Where it features in science education, fracking is used as a context for interdisciplinarity and critical thinking, and lends itself to approaches using discussion, dialogue and modelling. Outcomes from fracking education range include knowledge gains and critical thinking. Teachers interviewed tended not to see a place for fracking in the curriculum or in the classroom and were averse to including politics in upper high school science education. Our analysis suggests depoliticization through absence of this specific complex environmental issue from the public (education) sphere, reinforced by the desire for ‘balance’ in high school science education and instrumental approaches to science education which prioritize assessed learning outcomes. Dealing with complex social and environmental issues such as hydraulic fracturing in the years of compulsory science schooling is necessary because scientific knowledge is necessary but not sufficient to prepare young people for the critical scientific literacy required to meet sustainable development goals. There is a need to assess and respond to the educational needs of local communities affected by industrial interventions such as fracking. These findings are likely to be relatable to other issues where there are local and global consequences of action or inaction and where the environment and health are pitted against economic and energy demands.

How to Use Parody and Humour to Teach Digital Literacy

2016 ◽  
pp. 423-435
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

scholarly journals Digital storymaking: Dramatherapy with young people online

Dramatherapy ◽  
2019 ◽  
Vol 40 (1) ◽  
pp. 28-40
Author(s):  
Alyssa Millbrook
Keyword(s):  
Young People ◽  
Case Studies ◽  
Current Literature ◽  
Assessment Method ◽  
The Internet ◽  
Illustrative Case ◽  
Modern Life ◽  
Web Based ◽  
Digital Space ◽  
Mainstream School

The Internet has become thoroughly embedded into most aspects of modern life, and no one is more plugged-in than the youngest generations. With the aim of utilising the omnipresence of the digital space to therapeutic ends, this article examines the application of online storymaking interventions with adolescents. The young people discussed are quite isolated and high-need; they have self-excluded from mainstream school and are now pursuing education in an alternative online provision, where they also have access to therapy. Following an overview of the current literature on web-based therapies, this article offers two illustrative case studies in which a story-based dramatherapy intervention was delivered online. This will include an evaluation of the therapeutic work from the case studies using the BASIC Ph assessment method, as well as a broader discussion on the experience of working as a therapist online.

scholarly journals Sted, trivsel og skoleavbrudd - individuelle og strukturelle mekanismer i skolen synliggjort gjennom ungdoms fortellinger

2019 ◽  
Vol 3 (3) ◽  
pp. 127-141
Author(s):  
Torill Aagot Halvorsen ◽  
Mette Bunting
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Social Space ◽  
Ethnographic Study ◽  
Educational Science ◽  
Henri Lefebvre ◽  
School Activities ◽  
School Practice ◽  
Everyday Practices ◽  
Insight Into

The aim of this article is to examine young people’s narratives about place in the dropout process and how they make sense of everyday practices in social places. Studying young people’s experiences about place can provide insight of how change and continuity can influence decisions and practices. This article is based on preliminary findings from the longitudinal ethnographic study [Name of project] in which 71 youths from the county of Telemark are regularly interviewed. The article presents excerpts from the stories, which give us insight into everyday practices, relationships and experiences from school activities. The French professor, philosopher and sociologist Henri Lefebvre, known to city planners and architects, was also engaged in education and teaching. However, in the Nordic countries, his work has largely been ignored by the pedagogical and educational science. In this article, we want to highlight his critical thinking on education where he introduces pedagogical concepts, principles and mind-sets that might have a significant importance when analyzing the young people’s narratives, trying to understand their everyday practice. The results in this study indicate that young people struggle in different ways with their everyday school practice, social space and the place they grow up, which again influence their endeavors in completing their education. Hence, it is imperative for educators to comprehend the influence the extended meaning of place, space and relationships have on young people’s opportunities to succeed in completing school.

Developing Imagination, Creativity, and Literacy through Collaborative Storymaking: A Way of Knowing

2007 ◽  
Vol 77 (2) ◽  
pp. 204-227 ◽  
Author(s):  
NANCY KING
Keyword(s):  
Young People ◽  
Learning Community ◽  
Iterative Process ◽  
Written Expression ◽  
School Settings ◽  
Personal Experiences ◽  
Way Of Knowing ◽  
Speaking Skills

Early in her life, Nancy King discovered that stories are rich sources of wisdom, imagination, creativity, and comfort. In this essay, King describes her personal experiences developing and using the collaborative storymaking process with young people and adults in various school settings. The author states that collaborative storymaking establishes opportunities for students to create stories from stories, using imagemaking and abstract prompts. She maintains that the iterative process expands and improves students' oral and written expression. King invites other educators to include collaborative storymaking in their instructional repertoire to stimulate their own and their students' reading, writing, and speaking skills, and to foster a supportive learning community.

Critical Thinking: Theory, Research, Practice, and Possibilities

1990 ◽  
Vol 18 (4) ◽  
pp. 581
Author(s):  
Novella Keith ◽  
J. G. Kurfiss
Keyword(s):  
Critical Thinking ◽  
Research Practice ◽  
Theory Research

scholarly journals Young people, imagination and re-engagement in the middle years

2009 ◽  
Vol 12 (3) ◽  
pp. 237-248 ◽  
Author(s):  
Derek Bland ◽  
Suzanne Carrington ◽  
Kate Brady
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Research Methods ◽  
Empirical Work ◽  
Real Life ◽  
Life Problems ◽  
Educational Engagement ◽  
Student Researchers ◽  
Conducting Research ◽  
Engagement And Disengagement

This article reports on the first stage of a study that uses Young People as Researchers methodology to investigate the phenomenon of middle-year student disengagement. The study obtains student perspectives on the meanings of engagement and disengagement using a variety of innovative research methods. The first stage of the study focused on a two-day workshop giving students and teachers an overview of the project and providing training and experience in conducting research in their schools. The process employed by the study provides spaces and resources for critical thinking and encourages imaginative responses to the real life problems confronting the students and their peers and affecting their educational engagement. This article describes ways in which engagement is viewed both theoretically and through the empirical work of the student researchers, and how various applications of ‘disciplined imagination’ connect with methods of investigating and understanding engagement.

SPLAT: A model of young people's participation that moves beyond the rhetoric to empowerment

2004 ◽  
Vol 29 (4) ◽  
pp. 20-26 ◽  
Author(s):  
Wayne Daly ◽  
Colin McPherson ◽  
Lucinda Reck
Keyword(s):  
Young People ◽  
Community Of Practice ◽  
Child Protection ◽  
Policy Agenda ◽  
Community Practice ◽  
Research Practice ◽  
Policy Makers ◽  
Children And Young People ◽  
Critical Issues ◽  
The Voice

Paying attention to under-represented voices is considered by some researchers to be one of the current critical issues in child welfare (Kufeldt & McKenzie 2003; Mason & Gibson 2004). Children and young people in care have often been the targets of public policy, the subjects of research projects and the focus of practice that is aimed at protecting them, but not necessarily involving them. Is there really a preparedness to invite children and young people to have a say? Do adults and professionals rather presume to know what is best? Children and young people have much to offer researchers and policy makers by giving their opinions and expressing their views about a range of matters that concern them. This paper will discuss a Department of Families' initiative in the Mackay Whitsunday Region that invites children and young people to be part of the community of practice. It will showcase the successful positioning of eight to ten young people within the research, practice and policy agenda, and outline a vision to champion children and young people's participation at a community practice level throughout Australia. It will explore the journey of placing the voice of children and young people at the centre of the child protection system.

scholarly journals Videoblogs as an Alternative of Mass Media for Russian Youth: Testing the Hypothesis

2020 ◽  
Vol 6 (12) ◽  
pp. 367-375
Author(s):  
D. Rudenkin
Keyword(s):  
Young People ◽  
Mass Media ◽  
Empirical Data ◽  
Scientific Literature ◽  
Sociological Research ◽  
Research Practice ◽  
Traditional Media ◽  
Empirical Verification ◽  
Source Of Information

The paper is devoted to the description of the results of a sociological research, which was conducted for the empirical verification of the hypothesis about the transformation of videoblogs into an alternative of mass media for representatives of Russian youth. An analysis of recent scientific literature in the area sociology of youth leads author to the conclusion that discussions about the transformation of video blogs into an actual analogue of traditional mass media for representatives of Russian youth have become quite common in current research practice. But at the same time the degree of substantiation of this idea remains not entirely clear: the inclination of young people to treat videoblogs as a substitute for traditional media is often described only speculatively and does not correlate with specific empirical data. Trying to take a step in overcoming this problem, the author uses the data of his own research, carried out in early 2020 on the basis of the Ural Federal University. The key conclusion of the author’s analysis is that it is somewhat premature to talk about videoblogs as a ready-made alternative to traditional media for young people. Although such services are popular among young people, they are perceived primarily as entertainment tools and only few see them as an important source of information.

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