Analysis of Experts' and Trainers' Views on Cyberbullying

2010 ◽  
Vol 20 (2) ◽  
pp. 169-181 ◽  
Author(s):  
Thomas Jäger ◽  
João Amado ◽  
Armanda Matos ◽  
Teresa Pessoa
Keyword(s):  
Young People ◽  
Media Literacy ◽  
Delphi Method ◽  
Research Process ◽  
Training Manual ◽  
Children And Young People ◽  
Case Examples ◽  
Video Clips ◽  
Technical Developments ◽  
Online Focus Groups

AbstractPartners from nine European countries developed a cyberbullying training manual for the benefit of trainers working with parents, school staff and young people.1The development of the training manual built on a two-level qualitative research process that combined elements of the Delphi method and online focus groups. The two studies outlined in this article aimed to assess trainers' and experts' views on the problem of cyberbullying while also gathering insight in relation to their preferences in terms of a training manual. This article outlines the main outcomes of a content analysis of experts' and trainers' views. According to experts and trainers, the sources of cyberbullying were specifically related to new technical developments and new patterns of usage, a lack of media literacy and media education, and the lack of appropriate laws, control and reporting mechanisms. Approaches for tackling cyberbullying suggested by experts and trainers included the provision of enhanced information on ICT and e-safety, adequate rules, monitoring mechanisms and sanctions. Furthermore a range of approaches targeting children and young people, parents and other adults, schools as well as approaches run by authorities and IT providers were suggested. In terms of the elements and style of a training manual, experts and trainers emphasised that it should be practically oriented, and that elements like narratives, case examples or video clips would be vital for the implementation of training.

scholarly journals A critical discussion of the use of film in participatory research projects with homeless young people: an analysis based on case examples from England and Canada

2020 ◽  
pp. 146879412096537
Author(s):  
Alastair Roy ◽  
Jacqueline Kennelly ◽  
Harriet Rowley ◽  
Cath Larkins
Keyword(s):  
Young People ◽  
Participatory Research ◽  
Research Process ◽  
Critical Discussion ◽  
The Other ◽  
Symbolic Violence ◽  
Research Projects ◽  
Case Examples ◽  
Key Aspects ◽  
Distinct Role

The focus of this paper is on the complex and sometimes contradictory effects of generating films with and about young people who have experienced homelessness, through participatory research. Drawing on two projects – one in Ottawa, Canada, and the other in Manchester, UK – we scrutinise two key aspects of participatory research projects that use film: first, how to appropriately communicate the complexity of already-stigmatised lives to different publics, and second, which publics we prioritise, and how this shapes the stories that are told. Through a theoretical framework that combines Pierre Bourdieu’s account of authorised language with Arthur Frank’s socio-narratology, we analyse the potential for generating justice versus reproducing symbolic violence through participatory research and film with homeless young people. In particular, we scrutinise the distinct role played by what we are calling first, second and third publics – each with their own level of distance and relationship to the participatory research process.

Meaningful Consent to Participate in Social Research on the Part of People under the Age of Eighteen

2006 ◽  
Vol 2 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Brian Williams
Keyword(s):  
Young People ◽  
Social Research ◽  
Ethics Committees ◽  
Social Scientists ◽  
Children And Young People ◽  
Case Examples ◽  
Research With Children ◽  
Differences Of Opinion ◽  
Legal Position ◽  
Ethics Of Research

This article describes changes in conventions among social scientists undertaking research with children and young people over the last decade, and discusses the legal position and aspects of the ethics of research with people under eighteen. It includes three brief case examples which illustrate the nature of the issues involved and ethics committees' responses to them, and concludes that although differences of opinion remain, a consensus is emerging about the need to let young people speak for themselves, subject to appropriate safeguards.

A children’s perspective on child abuse

1999 ◽  
Vol 24 (3) ◽  
pp. 9-13 ◽  
Author(s):  
Jan Mason ◽  
Jan Falloon
Keyword(s):  
Child Abuse ◽  
Young People ◽  
Research Process ◽  
The Other ◽  
Children And Young People ◽  
Abusive Behaviour ◽  
The Right ◽  
The Way

Discourses about child abuse are usually adult centred. In the research described in this paper young people were asked to give their perspectives on abuse. They described abusive behaviour as that perpetrated by persons who use their power to control those they consider as lesser.The young people described two forms of abuse. One was feeling let down by those with whom they are in an emotional relationship. The other was feeling discounted because of their age. The children and young people considered the right to negotiate or to have ‘two-way compromise’ as essential to the prevention of abuse. The power to disclose or not to disclose abuse was described as an important issue for children in enabling them to maintain some control over their situation.The research process and findings highlighted the way in which the institutionalisation of adult power over children as legitimate, excludes children’s knowledge on issues concerning them by preventing their participation in knowledge creating forums, and by discounting their competency as children to contribute.

Reflexivity and ethical mindfulness in participatory research with children: What does it really look like?

Childhood ◽  
2018 ◽  
Vol 25 (3) ◽  
pp. 400-415 ◽  
Author(s):  
Antonia Canosa ◽  
Anne Graham ◽  
Erica Wilson
Keyword(s):  
Young People ◽  
Participatory Research ◽  
Lived Experiences ◽  
Research Process ◽  
Ethical Responsibility ◽  
Growing Up ◽  
Tourist Destination ◽  
Children And Young People ◽  
Relational Approach ◽  
Research With Children

This article draws attention to the ethical nuances of conducting participatory research with children and young people growing up in a popular tourist destination in Australia. It responds to calls for more reflexively oriented approaches to documenting the ethical dimensions of qualitative research, particularly with children. Prolonged engagement in the field facilitated a deeper understanding of young people’s lived experiences and the challenges they face in negotiating identity, belonging and connection with community. Findings reveal there are a number of important benefits when actively involving young people in research. With the democratisation of the research process, however, comes an increased ethical responsibility which requires a reflexive and relational approach if meaningful and inclusive participation is to be achieved.

scholarly journals Research, relevance and respect: Co-creating a guide about involving young people in social research

2017 ◽  
Vol 1 (1) ◽  
pp. 121-127 ◽  
Author(s):  
Peter Hopkins ◽  
Cath Sinclair ◽  
Shawlands Academy Student Research Committee
Keyword(s):  
Informed Consent ◽  
Young People ◽  
Social Research ◽  
Research Process ◽  
Youth Participation ◽  
Research Committee ◽  
Group Discussions ◽  
Children And Young People ◽  
Participation In Research ◽  
Do So

Although children and young people in schools should be asked for their informed consent to participate in research, they rarely have a say in what research takes place in their school. We draw upon debates about youth participation in research to explore young people's preferences about their involvement in research and how they want to be treated by researchers. To do so, we reflect on the process of co-creating a guide for involving young people in social research with a Student Research Committee and their teacher; this involved group discussions, ranking exercises and other interactive sessions that generated ideas about the preferences of the young people about participating in research. Overall, the involvement of young people in all stages of the research process will enhance what they get out of participating and the extent to which they feel their voices have been heard.

scholarly journals Image-Based Educational Research: Childlike Perspectives

2011 ◽  
Vol 4 (2) ◽  
pp. 257-273 ◽  
Author(s):  
Jon Prosser
Keyword(s):  
Young People ◽  
Educational Research ◽  
Research Methods ◽  
Research Process ◽  
Childhood Experience ◽  
New Approach ◽  
Children And Young People ◽  
The World

A new approach to researching childhood experience has become established whereby researchers are seeking out ways of giving voice to children and young people by "close listening" and engaging them in the research process. In this way, researchers can choose to adopt a childlike perspective, to recognize and pay due attention to children’s multiple ways of "seeing" childhood in particular and the world in general.Visual research is well placed to access,interpret,and give voice to children’s worlds. This is achieved by adopting child-sensitive research methods and by recognizing that children’s experience and agency are important and worthy of study.

scholarly journals Stereotypes in media and media literacy among young people

2006 ◽  
Vol 38 (2) ◽  
pp. 456-471
Author(s):  
Ivana Djeric ◽  
Rajka Studen
Keyword(s):  
Young People ◽  
Media Literacy ◽  
Media Culture ◽  
Media Education ◽  
Media Content ◽  
Behavioral Patterns ◽  
Television Programs ◽  
Children And Young People ◽  
Critical Attitude ◽  
Media Manipulation

Young people, the most common consumers of media content, bear out the view that media shapes people?s lives. Therefore we must not underestimate the effect media exerts on young people?s values and behavioral patterns. Television is the medium which draws children and young people for the greatest part of their free time. Regardless whether television programs are described as positive or negative, whether they abound with stereotypes or not, it is important that young people develop a critical attitude towards them so that they may resist different forms of media manipulation. The paper discusses how stereotypes are generated and used by media and the manners in which stereotypical concepts affect young people?s attitudes. It highlights the importance of the development of media literacy which implies a critical attitude towards media images and discourses, the development of criteria for the selection and evaluation of information broadcast by media, the development of skills in interpreting and understanding stereotypical concepts and familiarity with alternative forms of media culture. The paper draws special attention to the issue of media education. The conclusion is that schools should offer media literacy as part of their curriculum and in it possible solutions to the problems discussed. .

Dancing Domba

2021 ◽  
pp. 148-163
Author(s):  
Andrea Emberly ◽  
Mudzunga Junniah Davhula
Keyword(s):  
Young People ◽  
Cultural Context ◽  
Cultural Practices ◽  
Well Being ◽  
Research Process ◽  
School Curriculum ◽  
Cultural Transition ◽  
Instrumental Performance ◽  
Children And Young People ◽  
Critical Issues

The domba school of girls’ initiation is recognizable to many ethnomusicologists from John Blacking’s historic work in Venda communities in South Africa in the 1950s. Blacking’s study illuminated the central role of music in children’s lives in Venda communities. However, at present, domba and the unique songs and stories of Venda childhood are highly endangered, with significant ramifications for contemporary children’s education, cultural practices, and well-being in Venda communities. This chapter explores collaborative research that aims to draw together ethnomusicological methodologies such as audio and video documentation with community-driven efforts to embed the teaching and learning from domba into the school curriculum. Because children have historically been viewed as research objects, rather than participants, this collaborative effort highlights the significance of including children and young people in the research process. By connecting music to a broader cultural context, our research explores the emotional, physical, and socio-cultural transition from childhood to adulthood that is embodied musically in initiation schools and through the transmission of traditional Venda children’s musical arts practices (song, dance, instrumental performance). Our research aims to contribute to knowledge about critical issues, including the connection of well-being to arts education and the sustainability of intangible cultural heritage through unique and collaborative methodologies that prioritize the engagement of children and young people.

The Diverse Practice of Social Pedagogues: Case Examples From Denmark, Scotland, and Germany

2011 ◽  
Vol 36 (4) ◽  
pp. 219-223 ◽  
Author(s):  
Christina Surel ◽  
Sarah Douglas ◽  
Andy Finley ◽  
Alexandra Priver
Keyword(s):  
Social Work ◽  
Young People ◽  
Cultural Context ◽  
European Countries ◽  
Children And Young People ◽  
Case Examples ◽  
Social Pedagogy ◽  
The Social ◽  
The World ◽  
Social Pedagogues

Guest Editors' NoteAs a holistic way of working with children and young people to develop their learning and wellbeing, their inter-and independence, social pedagogy is widely practised across many European countries. While the ways in which it is practiced will differ — depending on the cultural context and setting — there are also common threads that connect the social pedagogic traditions found in several countries. Hämäläinen (2003) suggests that ‘social pedagogy has a certain perspective of its own [which] cannot be reduced to a set of simple pedagogical methods, but should be understood as an educational orientation in which the world, people, society, social problems and social work are observed through “social pedagogical” glasses, as it were’ (p. 76).

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