Prioritising young peoples' voices in research and work in youth offending services: Themes from free association research methods and a co-production project with young people.
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| Title: | Prioritising young peoples' voices in research and work in youth offending services: Themes from free association research methods and a co-production project with young people. |
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| Authors: | Janchai King |
| Source: | Educational & Child Psychology. Jun2022, Vol. 39 Issue 2, p28-41. 14p. |
| Subjects: | Educational psychologists, Delinquent youths, Educational psychology, Youth services, Psychosocial factors |
| Abstract: | Aims: To influence educational psychology practice by sharing key themes from research and work capturing young peoples' experiences of engaging with youth offending services (YOS). Rationale: The prioritisation of the voice of the child in educational psychology practice is central to inclusivity (Davie, 1993; Messiou, 2002). Professionals capture and respond to the voices of children and young people, with varying degrees of authenticity, accountability and longevity (Hart, 1992; Hart et al., 2004). It is important that adults facilitate and support meaningful participation (Hart, 2008) by employing appropriate methods to enable young people to share their narratives. This paper seeks to influence educational psychology practice through the authentic voice of young people; focusing on what they say works when they are engaging with youth offending services, and highlighting accessible methods used to elicit voices. Method: The author discusses their experience of using free associative methods; the Grid Elaboration Method (GEM) (Joffe & Elsey, 2014) and the Free Association Narrative Interview (FANI) (Hollway & Jefferson, 2008) as part of their qualitative doctoral research with five young people recruited through a local authority YOS, answering the research question 'What do participants talk about when asked about their engagement experiences with youth offending services?' The author describes how these approaches facilitated accessible means to hearing young peoples' voices, capturing their views through codes and themes illuminated through thematic analysis. Prioritisation of child voice during this formative experience inspired a co-production project creating a whiteboard video describing young peoples' experience of working with a YOS. It provided space, voice, audience and influence to young people involved (Lundy, 2007) and through it, an accessible resource exists for those who may engage with YOS in the future. Limitations: The small number of participants recruited for the original research study (five) and the co-production project in YOS (six), impedes generalisability. Further limitations relate to the interpretivist nature of the original piece of research and following co-production project. The psycho-social approach, inherently acknowledges the subjective nature of analysis undertaken, suggesting that each individual researcher may analyse the data from a subjective perspective and therefore may come to different themes than those illuminated by this researcher. Implications and discussion: Themes that emerged through the script and visual imagery during the co-production project are linked back to key themes from the author's original research. Key considerations for educational psychologists working in YOS are shared, focusing on the role educational psychologists can play in supporting young peoples' meaningful engagement through supporting relationship and identity development and the structural processes that serve psychological functions. Proposals for educational psychology roles in YOS that provide consultative and supervisory support as well as in strategic shaping of services are also shared. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 157336731 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Prioritising young peoples' voices in research and work in youth offending services: Themes from free association research methods and a co-production project with young people. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Janchai+King%22">Janchai King</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Jun2022, Vol. 39 Issue 2, p28-41. 14p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Delinquent+youths%22">Delinquent youths</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Youth+services%22">Youth services</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aims: To influence educational psychology practice by sharing key themes from research and work capturing young peoples' experiences of engaging with youth offending services (YOS). Rationale: The prioritisation of the voice of the child in educational psychology practice is central to inclusivity (Davie, 1993; Messiou, 2002). Professionals capture and respond to the voices of children and young people, with varying degrees of authenticity, accountability and longevity (Hart, 1992; Hart et al., 2004). It is important that adults facilitate and support meaningful participation (Hart, 2008) by employing appropriate methods to enable young people to share their narratives. This paper seeks to influence educational psychology practice through the authentic voice of young people; focusing on what they say works when they are engaging with youth offending services, and highlighting accessible methods used to elicit voices. Method: The author discusses their experience of using free associative methods; the Grid Elaboration Method (GEM) (Joffe & Elsey, 2014) and the Free Association Narrative Interview (FANI) (Hollway & Jefferson, 2008) as part of their qualitative doctoral research with five young people recruited through a local authority YOS, answering the research question 'What do participants talk about when asked about their engagement experiences with youth offending services?' The author describes how these approaches facilitated accessible means to hearing young peoples' voices, capturing their views through codes and themes illuminated through thematic analysis. Prioritisation of child voice during this formative experience inspired a co-production project creating a whiteboard video describing young peoples' experience of working with a YOS. It provided space, voice, audience and influence to young people involved (Lundy, 2007) and through it, an accessible resource exists for those who may engage with YOS in the future. Limitations: The small number of participants recruited for the original research study (five) and the co-production project in YOS (six), impedes generalisability. Further limitations relate to the interpretivist nature of the original piece of research and following co-production project. The psycho-social approach, inherently acknowledges the subjective nature of analysis undertaken, suggesting that each individual researcher may analyse the data from a subjective perspective and therefore may come to different themes than those illuminated by this researcher. Implications and discussion: Themes that emerged through the script and visual imagery during the co-production project are linked back to key themes from the author's original research. Key considerations for educational psychologists working in YOS are shared, focusing on the role educational psychologists can play in supporting young peoples' meaningful engagement through supporting relationship and identity development and the structural processes that serve psychological functions. Proposals for educational psychology roles in YOS that provide consultative and supervisory support as well as in strategic shaping of services are also shared. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2022.39.2.28 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 28 Subjects: – SubjectFull: Educational psychologists Type: general – SubjectFull: Delinquent youths Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Youth services Type: general – SubjectFull: Psychosocial factors Type: general Titles: – TitleFull: Prioritising young peoples' voices in research and work in youth offending services: Themes from free association research methods and a co-production project with young people. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Janchai King IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 39 – Type: issue Value: 2 Titles: – TitleFull: Educational & Child Psychology Type: main |
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