Articles tagged with: Community & Environmental Psychology
Partnering with Children Diagnosed with Mental Health Issues: Contributions of a Sociology of Childhood Perspective to Participatory Action Research
Abstract This paper explores the use of participatory action research (PAR) with children diagnosed with mental health issues. We argue
that critiques from the sociology of childhood are useful for guiding PAR with children. First, we describe and critique values
and assumptions that underlie research and practice with children who experience mental health issues. Second, we outline
key qualities of the sociology of childhood, discuss their implications for PAR with children diagnosed with mental health
issues, and touch on ethic [...]
Abstract This paper explores the use of participatory action research (PAR) with children diagnosed with mental health issues. We argue
that critiques from the sociology of childhood are useful for guiding PAR with children. First, we describe and critique values
and assumptions that underlie research and practice with children who experience mental health issues. Second, we outline
key qualities of the sociology of childhood, discuss their implications for PAR with children diagnosed with mental health
issues, and touch on ethic [...]
Participatory Action Research (PAR) in Middle School: Opportunities, Constraints, and Key Processes
Abstract Late childhood and early adolescence represent a critical transition in the developmental and academic trajectory of youth,
a time in which there is an upsurge in academic disengagement and psychopathology. PAR projects that can promote youth’s sense
of meaningful engagement in school and a sense of efficacy and mattering can be particularly powerful given the challenges
of this developmental stage. In the present study, we draw on data from our own collaborative implementation of PAR projects
in secondary schools to c [...]
Abstract Late childhood and early adolescence represent a critical transition in the developmental and academic trajectory of youth,
a time in which there is an upsurge in academic disengagement and psychopathology. PAR projects that can promote youth’s sense
of meaningful engagement in school and a sense of efficacy and mattering can be particularly powerful given the challenges
of this developmental stage. In the present study, we draw on data from our own collaborative implementation of PAR projects
in secondary schools to c [...]
A Case Study of Participatory Action Research in a Public New England Middle School: Empowerment, Constraints and Challenges
Abstract PAR recognizes teachers and students as co-creators in a learning process that builds self-efficacy essential to long-term
educational success. In enabling contexts, PAR projects also allow teachers to critically deconstruct societal power, examine
how these dynamics are reproduced in the classroom, and work against the silencing of student voices. This case study describes
the process of implementing an inquiry-based PAR model into a formal urban middle school program intended to reduce drop out
rates. The anthropologis [...]
Abstract PAR recognizes teachers and students as co-creators in a learning process that builds self-efficacy essential to long-term
educational success. In enabling contexts, PAR projects also allow teachers to critically deconstruct societal power, examine
how these dynamics are reproduced in the classroom, and work against the silencing of student voices. This case study describes
the process of implementing an inquiry-based PAR model into a formal urban middle school program intended to reduce drop out
rates. The anthropologis [...]
Youth ReACT for Social Change: A Method for Youth Participatory Action Research
Abstract Although participatory action research has become an increasingly popular method with youth, involving them in problem identification,
analysis, intervention, and/or feedback, few PAR projects tend to involve youth in all of these phases—particularly the data
analysis phase. Yet involvement in the data analysis phase of a research effort can help to promote critical awareness of
the targeted issues, potentially increasing the effectiveness of subsequent PAR stages. In addition, although many YPAR projects
aim to promot [...]
Abstract Although participatory action research has become an increasingly popular method with youth, involving them in problem identification,
analysis, intervention, and/or feedback, few PAR projects tend to involve youth in all of these phases—particularly the data
analysis phase. Yet involvement in the data analysis phase of a research effort can help to promote critical awareness of
the targeted issues, potentially increasing the effectiveness of subsequent PAR stages. In addition, although many YPAR projects
aim to promot [...]
Erratum to: Understanding and Improving the Effectiveness of After-School Practice
Erratum to: Understanding and Improving the Effectiveness of After-School Practice
Content Type Journal ArticleCategory ErratumDOI 10.1007/s10464-010-9334-9Authors
Robert C. Granger, William T. Grant Foundation, New York, NY USA
Journal American Journal of Community PsychologyOnline ISSN 1573-2770Print ISSN 0091-0562
Journal Volume Volume 46
Journal Issue Volume 46, Numbers 1-2 / September, 2010
[...]
Erratum to: Understanding and Improving the Effectiveness of After-School Practice
Content Type Journal ArticleCategory ErratumDOI 10.1007/s10464-010-9334-9Authors
Robert C. Granger, William T. Grant Foundation, New York, NY USA
Journal American Journal of Community PsychologyOnline ISSN 1573-2770Print ISSN 0091-0562
Journal Volume Volume 46
Journal Issue Volume 46, Numbers 1-2 / September, 2010
[...]
Acknowledgements
Acknowledgements
Content Type Journal ArticleCategory AcknowledgementsDOI 10.1007/s10464-010-9333-x
Journal American Journal of Community PsychologyOnline ISSN 1573-2770Print ISSN 0091-0562
Journal Volume Volume 46
Journal Issue Volume 46, Numbers 1-2 / September, 2010
[...]
Acknowledgements
Content Type Journal ArticleCategory AcknowledgementsDOI 10.1007/s10464-010-9333-x
Journal American Journal of Community PsychologyOnline ISSN 1573-2770Print ISSN 0091-0562
Journal Volume Volume 46
Journal Issue Volume 46, Numbers 1-2 / September, 2010
[...]
Imagining Participatory Action Research in Collaboration with Children: an Introduction
Imagining Participatory Action Research in Collaboration with Children: an Introduction
Content Type Journal ArticleCategory Original PaperDOI 10.1007/s10464-010-9321-1Authors
Regina Day Langhout, Psychology Department, University of California, 1156 High Street, Santa Cruz, CA 95064, USAElizabeth Thomas, University of Washington Bothell, Bothell, USA
Journal American Journal of Community PsychologyOnline ISSN 1573-2770Print ISSN 0091-0562
Journal Volume Volume 46
Journal Issue Volume 46, Numbers 1-2 / September, 2010
[...]
Imagining Participatory Action Research in Collaboration with Children: an Introduction
Content Type Journal ArticleCategory Original PaperDOI 10.1007/s10464-010-9321-1Authors
Regina Day Langhout, Psychology Department, University of California, 1156 High Street, Santa Cruz, CA 95064, USAElizabeth Thomas, University of Washington Bothell, Bothell, USA
Journal American Journal of Community PsychologyOnline ISSN 1573-2770Print ISSN 0091-0562
Journal Volume Volume 46
Journal Issue Volume 46, Numbers 1-2 / September, 2010
[...]
A Typology of Youth Participation and Empowerment for Child and Adolescent Health Promotion
Abstract Research suggests that increasing egalitarian relations between young people and adults is optimal for healthy development;
however, the empirical assessment of shared control in youth–adult partnerships is emerging, and the field still requires
careful observation, identification, categorization and labeling. Thus, our objective is to offer a conceptual typology that
identifies degrees of youth–adult participation while considering the development potential within each type. We use an empowerment
framework, rooted i [...]
Abstract Research suggests that increasing egalitarian relations between young people and adults is optimal for healthy development;
however, the empirical assessment of shared control in youth–adult partnerships is emerging, and the field still requires
careful observation, identification, categorization and labeling. Thus, our objective is to offer a conceptual typology that
identifies degrees of youth–adult participation while considering the development potential within each type. We use an empowerment
framework, rooted i [...]
A Recess Evaluation with the Players: Taking Steps Toward Participatory Action Research
Abstract This playground study conceptualizes recess as a time and space that belongs to students; their inclusion in this evaluation
is a notable difference from other recess/playground research. The goal was to help elementary school students make the changes
they felt were needed on their playground. After conducting structured observations and student and recess aide focus groups,
a report was presented to all stakeholders, and recess changes were made. We seek to show how the process of being inclusive
during the evaluation [...]
Abstract This playground study conceptualizes recess as a time and space that belongs to students; their inclusion in this evaluation
is a notable difference from other recess/playground research. The goal was to help elementary school students make the changes
they felt were needed on their playground. After conducting structured observations and student and recess aide focus groups,
a report was presented to all stakeholders, and recess changes were made. We seek to show how the process of being inclusive
during the evaluation [...]
Child Wellness and Social Inclusion: Values for Action
Abstract Participatory Action Research (PAR) with children and youth is at the intersection of child wellness and social inclusion.
Exclusion and marginalization detract from personal and collective health. Inclusion, on the contrary, contributes to wellness.
Hence, we should study inclusion and exclusion in the overall context of child wellness. This special issue offers a wealth
of methodologies and lessons for fostering inclusion of young people through PAR. In an effort to synthesize my concerns with
child wellness, inclusion [...]
Abstract Participatory Action Research (PAR) with children and youth is at the intersection of child wellness and social inclusion.
Exclusion and marginalization detract from personal and collective health. Inclusion, on the contrary, contributes to wellness.
Hence, we should study inclusion and exclusion in the overall context of child wellness. This special issue offers a wealth
of methodologies and lessons for fostering inclusion of young people through PAR. In an effort to synthesize my concerns with
child wellness, inclusion [...] 
