Exploring the promotion of youth voice in community‐based youth development programmes.
This constructivist grounded theory study used semi‐structured interviews with 19 youth service providers in community‐based youth development programmes to develop a context‐specific framework of how and why youth voice promotion occurred. Factors external to the youth programmes, such as funder ex...
| Published in: | Child & Family Social Work Vol. 28; no. 2; pp. 291 - 302 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
May2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=162916970&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162916970 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13567500 ETB jtl: Child & Family Social Work issn: 13567500 maglogo: Y pubinfo: dt: May2023 vid: 28 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 162916970 158586835 162916970 162916970 10.1111/cfs.12961 162916970 ppf: 291 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Exploring the promotion of youth voice in community‐based youth development programmes. aug: au: Bloomer, Rebecka Harris, Lesley M. Brown, Aishia A. Crosby, Shantel affil: School of Public Health and Information Sciences, University of Louisville, Louisville Kentucky,, USA sug: subj: Adolescent Health Services Adolescent Development Social Justice Social Participation Human Adult Middle Age Grounded Theory Male Female Semi-Structured Interview Purposive Sample Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: This constructivist grounded theory study used semi‐structured interviews with 19 youth service providers in community‐based youth development programmes to develop a context‐specific framework of how and why youth voice promotion occurred. Factors external to the youth programmes, such as funder expectations, influenced the conceptualization of role for youth workers. The social process of meaning making in relation to role identity impacted how youth workers perceived self‐efficacy when working with youth, especially when engaged with behaviours falling outside programmatic expectations or norms. Workers prioritized fostering physical and psychological safe spaces for youth participants. When conflict occurred, perceptions of efficacy guided workers in taking positions that either promoted or restricted youth voice based on their perceptions of efficacy in resolving conflict safely. Youth programmes have the capacity to resist or replicate oppression present within the educational system. The adoption and adaptation of educational models of resistance offer a strategy for community‐based youth organizations to promote equity and thriving youth. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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