How a Traveling Exhibition on Wasps Altered Public Perceptions

Disasters such as flooding, earthquakes and hurricanes can have devastating impacts on children and young people's lives, with evidence highlighting significant social and mental health consequences lasting many years. Yet other research highlights how children and young people actively contribute to disaster responses, supporting their families and communities to manage and overcome such impacts. Despite this evidence, very little research has been conducted directly with children and young people to explore their own perspectives on disasters, including the impacts on their social and emotional wellbeing, as well as their priorities for disaster planning programmes. This paper reports findings from a scoping review that examined the extant evidence base on research conducted directly with children investigating children and young people's (0–18 years) perspectives on disasters. The review identified thirty five relevant papers that were included for further analysis. Review findings highlighted children and young people's fears and anxieties related to their experience of a disaster, with many studies foregrounding negative outcomes and children's ‘vulnerability’. In contrast, a limited number of studies focused on children's knowledge, strengths and contributions to disaster responses. Our review highlights how such approaches underscore the importance of harnessing children and young people's perspectives within the development of disaster resilience programmes to support their socio-emotional and mental health.

Modern social work practice increasingly emphasizes the inclusion of service users in decision making during the service provision process. There is a growing movement within the child welfare system to include parents and the wider family network in decision making. However, children and young people's roles in child welfare system participatory processes where decisions are made about their lives have been understudied. The family group conference (FGC) is one such decision‐making process, which has been adopted internationally with the expectation that children and young people's voices and perspectives, along with their family members, will be elevated and influence decisions. As part of a 3‐year federal project of FGCs in one jurisdiction, this study collected fidelity data from professional and family member participants of FGCs, including children and young people. Descriptive data from a small sample of child and young people participating in FGC suggest differences in their perspectives regarding family empowerment, transparency, and inclusion in decision making, when compared with the perspectives of other family members and professionals for whom data are available. Suggestions for further reflection on FGC practice and additional ways to understand children and young people's perspectives about their involvement are noted.

Autistic young people experience poorer mental health and well-being compared to their non-autistic peers. Navigating the complex social, academic, procedural and sensory aspects of school may be particularly challenging for autistic young people and contribute to poorer mental well-being. The COVID-19 pandemic caused unprecedented school changes and provided a unique opportunity to gather caregiver's and young people's perspectives on the impact of school and pandemic-related school changes on the well-being of both autistic and non-autistic young people. We asked for the views of caregivers and young people aged 11-18 years gathered across three timepoints between May and December 2020. Their responses revealed both benefits and challenges associated with school changes. Insights into possible lessons from the pandemic and recommendations for more flexible, individualised and strengths-based educational practices are discussed.

Young people's perspectives on inequalities in health in England: a qualitative study

PurposeResearch to date has identified young people's perspectives on a number of health‐related topics such as smoking, alcohol, sexual health, physical activity and healthy eating. Whilst this body of research draws important attention towards young people's views on topical health concerns, it arguably remains located within a pre‐defined agenda; thereby marginalising young people's own, and potentially different, frames of reference when discussing health. In light of this omission, the aim of this paper is to examine young people's own understandings of health in line with their own frames of reference.Design/methodology/approachData were collected from 55 young people aged 15‐16 years through group discussions, individual interviews and observational data in a school and surrounding community settings. Key themes were analysed for their implications for “emic” conceptualisations of health. Young people's perspectives were further compared with accounts given by professionals.FindingsTwo key themes emerged from young people's accounts: being happy and having fun. Young people's meanings of being happy highlighted the relational components of developing a positive self‐belief, pointing to a number of socially located prerequisites for promoting their health. Discussions of having fun were understood as potentially liberating, resistive and subversive, but which exist in some tension with adults’ discourses of risk and risk‐taking.Originality/valueExamining young people's accounts points to the possibility of a more positive discourse on health – opening up new opportunities and insights for health promotion informed by concepts of empowerment.

Background Reducing inequalities in health is an enduring global public health challenge. Worryingly in England, inequalities across some groups and places are worsening, highlighted and exacerbated by the Covid-19 pandemic. While there has been growing interest in exploring public understandings of health inequalities, few studies have explored the views of young people. Our study seeks to redress this by exploring young people's perspectives of inequalities in health. Methods Working with existing youth organisations, we recruited young people (aged 13-21) from six youth groups in areas of high deprivation across three geographical locations in England. Each group took part in three interlinked focus groups (n = 18), the majority of which were run online using video conferencing platforms. Focus groups were co-delivered with partnering youth organisations during 2021. They involved participatory concept mapping activities, and the discussion of health related news articles. Results Key themes emerged around young people's perspectives of: i) factors influencing health within their local area; ii) understandings of inequalities in health; and iii) key messages to convey to those with a role in addressing health inequalities at a place level. Conclusions Our study highlights the importance of exploring and understanding young people's perspectives of inequalities in order to better shape policies which are supported by the communities and people they impact. Key messages Young people have a nuanced, experiential understanding of key factors influencing their health and inequalities in health within their local areas. Building upon young people’s understandings of inequalities in health provides opportunities to mobilise support for policies seeking to change the distribution of key social determinants.

Young Australian Aboriginal people experience poor health outcomes, yet young people and Aboriginal people have low use of health care. To identify barriers and enablers of access for adolescent and young adult Aboriginal people at Derby Aboriginal Health Service (DAHS), a remote Western Australian Aboriginal Community Controlled Health Service (ACCHSs), to assist in improving access. This qualitative study was in the remote Kimberley town of Derby and three Aboriginal communities serviced by DAHS. Semistructured interviews with 26 young Aboriginal people in 2014 and 2015 were used to identify barriers and enablers to accessing local health care services. Participants appreciated interacting with Aboriginal staff, local staff, and longer term DAHS staff. This improved communication and interpersonal interactions, which were reported to be of prime importance for young Aboriginal people accessing health services. Maintaining confidentiality, minimizing shame, and gender matching with health staff were also key issues for young people. Seeking health care was often based on acute need rather than proactive or preventive care; however, participants recognized that providing health education and health promotion should be a priority for the service. A number of approaches to improving health service use by young remote Aboriginal people may be effective. Improving youth engagement seems to be central to increasing acceptability and, hence, use. This requires that staff able to engage with young people are recruited, trained, and retained. More immediately, a range of simpler changes to service provision focus and environment for young people could potentially make important differences.

As noted in other papers in this volume, a group of health and education researchers and practitioners came together to further develop their understanding of the situation of young people, who were clients of The Royal Children's Hospital Education Institute in 2007 in Melbourne, Australia. The resultant research project, funded by the Australian Research Council Linkage Grant, aimed to understand young people's perspectives on who they are and what matters to them in relation to education connectedness, identity, social relationships, and experiences with professionals. The project team was aware of the persisting patterns of relationships between the hospital, schools, young people, and their families. They were also cognizant of the heavy emphasis in the research and professional literature on evidence from relevant family adults and from health and education professionals. The intention of this project was to put the young people at the centre a study with the stories they told through word and image. Identity issues and school connections framed the analytical work. Thirty-one adolescents dealing with chronic illness participated in this longitudinal qualitative study for a 3-year period of their lives. Given the apparently active role of teachers and health professionals in the lives of these young people, the researchers wanted to include the various relevant adults to see what coherence or lack of coherence existed in the categories, emphases, and values they expressed compared with those of the young people. The researchers have had to determinedly keep their focus on the data from the young people and not be seduced by the familiar and readily accessible data from these professionals. Nonetheless, this data set does provide a ‘curriculum conversation’, which is profitably read behind the stories of the young people and in the foreground of new pathways of curriculum construction. It is this data which informs the work reported in this paper and which has led the researchers to resist the rhetoric of currently held story lines in this field, to see beyond the present hierarchies of power over relevant ‘knowledges’, to maintain a dual focus with the young people at centre stage and the professionals as ‘walk ons /extras’ and to argue for a ‘curriculum of connection’ between young people and the relevant education and health professionals. These issues are readily engaged in arguments for change through the interweaving of larger discourses of inclusivity, curriculum, and policy. This paper works those intersections in the everyday positionings of professionals and young people.

The book, Cyberbullying through the new media: Findings from an international network, is an excellent resource for any professional interested in understanding cyberbullying. The book reflects the work of a commendable project financed by COST (European Cooperation in Science and Technology), spanning 4 years in 28 European countries, with affiliations in Australia. This international collaboration has generated a wealth of knowledge, fostered training opportunities for emerging scholars, developed vital networking around the world and across disciplines, and empowered youth. The book is organized into six parts (each made up of a number of chapters): an introduction, four parts addressing important topics essential to developing an understanding of cyberbullying, and a final commentary section. The introduction (Part 1) begins with a brief review of cyberbullying and the research undertaken by COST. In Part 2, the authors review the existing literature on cyberbullying. This is a daunting task given the current lack of agreement on how cyberbullying should be defined and measured. Although these authors are not the first to provide a comprehensive review of research on cyberbullying (see Kowalski, Limber, & Agatston, 2012), they do provide direction in how we should conceptualize this phenomenon based on the results of qualitative research conducted by members of this international group. However, the authors recognize that the conceptualization and measurement of cyberbullying will reflect the research questions examined by different researchers. Therefore, details on various measures are offered to guide other researchers in selecting psychometrically sound instruments suitable for conducting research on cyberbullying depending on the design and intentions of the proposed research. In Part 3, the authors provide an intriguing discussion of international perspectives on the criminalization of cyberbullying, the role of industry (e.g., Internet providers, mobile phone companies, social networking sites, etc.) in reducing victimization in the virtual spaces, and the role of media in reporting and constructing cyberbullying. This discussion extends into Part 4, where various authors discuss the prevention of cyberbullying and helping victimized youth. As acknowledged by the commentators, a joint effort involving the industry, schools/teachers, parents, and students will be needed to effectively reduce and prevent cyberbullying. The respective contributors in Parts 3 and 4 provide strong recommendations for programmes and policies relevant to ensuring the safety and well-being of children and adolescents (and emerging adults as well). Next, Part 5, entitled ‘Research challenges,’ consists of chapters on a range of topics. First, research on university students’ experiences of cyberbullying is reviewed with suggestions for policy development, training, interventions strategies, and future research. Subsequent chapters cover some very exciting contributions from the COST project on cyberbullying. This includes research on the positive uses of the new technologies revealing innovative ways of improving young people's online and offline social interactions. I wholeheartedly agree with these researchers that we cannot remove young people from their cyber worlds and that it could be harmful to restrict their use of cyber media. Thus, developing programmes that maximize the benefits and minimize the dangers of using new technologies is necessary to reduce and prevent cyberbullying. The researchers also highlight the importance of adult competence in online interactions and modelling good citizenship in online social contexts. An ambitious proposal is outlined in Part 5 for how research on cyberbullying should proceed. Specifically, this proposal stresses the importance of youth understanding other young people's perspectives of their interactions in online social contexts. This proposed programme of research would involve multi-disciplinary teams around the world, include youth, and support emerging scholars. Professionals and parents would also be involved in implementing policies and programmes that reflect results of qualitative and quantitative research that is ‘youth-centred and youth-driven’ (p. 209). While involving youth as co-researchers can empower young people, this type of research seems complicated as it deviates from, and challenges, traditional research practices. Researchers willing to take on such an ambitious project may want to familiarize themselves with youth participatory action research (see examples in Cammarota & Fine, 2008). Part 5 ends with a chapter illustrating how this COST project encouraged training of emerging scholars. Specially, two ‘Training Schools’ are described in terms of organization, implementation, and outcomes. Clearly, this international collaboration has facilitated the necessary mentorship between new researchers and more established scholars that should promote the sustainability of high quality research on cyberbullying. Throughout this book, the various authors pose thought-provoking questions with interesting answers that often leave the reader with more relevant questions to ponder in regards to the study of cyberbullying. Exciting and challenging directions are proposed that will take collaborative work to meet these challenges effectively.

There is much still to be learned regarding the outcomes of transnational parenting for young people in labour-sending countries. In particular, a significant knowledge gap exists regarding young people's perspectives on transnational parenting at the time of the parent's absence outside of Central America or Asia. Thus, the purpose of this study is to increase understanding of young people's experience in the under-researched Pacific Islands region by examining: How does a parent's international labour migration impact young people left-behind in Tonga's work, leisure, education and aspirations? A theoretical framework utilising social remittances theory was adopted. Utilising a quick, ethnographic approach, 179 secondary school students participated. This 2017 study included interviews, time diaries, short surveys, focus groups and fieldwork observations to facilitate participant-led accounts of young people's experience of transnational parenting in Tonga. This study provides an important empirical contribution regarding young people in Tonga's experience of transnational parenting. These findings demonstrate that, as a consequence of labour migration schemes that disregard family accompaniment, young people in Tonga are paying a high price, a triple loss, as their right to family is diminished, they are unable to prioritise their education, and migration goals are elevated, all of which inhibit their potential.

Young people in Australia are at greatest risk of contracting sexually transmitted infections, and priority actions are necessary for this population group. This study of marginalised and at-risk young people in out-of-school environments was conducted in Western Australia with the aim of obtaining young people's perceptions about their experience of sexual health education and preferred means of gaining sexual health knowledge and skills. A participatory research methodology was implemented through a series of workshops with 88 young people recruited through community youth agencies. The results of the study support what is already known about sexual health promotion for young people and the importance of a holistic approach to promoting positive relationships and sexual health. However, the findings emphasise that this should include the need for demonstrated trust, confidence and safe environments, and the complementary role of community youth agencies and peer-based programmes which may play an important role in reaching young people who may disengage with, or not be reached by school-based sexual health education.

There has been little focus on young people's views about the political determinants of the climate crisis. As young people are likely to be the group most impacted by political decisions relating to the climate crisis, it is essential to understand their views about government decision-making. A qualitatively-led online survey of n = 500 young Australians aged 15-24 years. Open text questions sought young people's views about current government climate policies, perceptions about policy effectiveness, and how governments could improve their climate responses. Reflexive thematic analysis was used to interpret and construct themes from the data. Young people perceived that governments were not taking serious action on the climate crisis. They stated that climate policies were largely influenced by economic imperatives, rather than concern for the wellbeing of current and future generations. They perceived that governments had a duty of care to protect them from the climate crisis, and needed to engage young people in climate discussions and decision-making. Young people's perspectives about the political determinants of the climate crisis provides information about their understanding of government policies and their recommendations for action. There is a need for collaboration between young people and decision-makers to urgently develop effective climate policies. SO WHAT?: Young people understand key issues relating to the political determinants of the climate crisis. The health promotion community has a role in advocating for structural changes in policymaking processes to ensure young people have a seat at the decision-making table.

To investigate how young people's experiences of recognition in learning influence their wellbeing and to identify practical strategies for a more holistic and equitable educational approach that values diverse competencies beyond traditional academic measures. The project used a youth co-research and participatory design. Young people with recent experience of secondary education led the study alongside university and industry-based researchers. Data were collected between 13 May and 27 June 2024, through five participatory workshops and 10 in-depth interviews, conducted online and in person. Workshops were conducted across four contexts: two school settings (one mainstream school, one flexible learning school), one university setting (with students admitted through non-Australian Tertiary Admission Rank pathways), and one online context. 60 young people aged 15-29 years from Tasmania, Victoria, South Australia and New South Wales. Subjective and qualitative expression of knowledge and skills, wellbeing, and social connection. Young people reported that the current education system values conformity over creativity and forces them to follow prescribed pathways through learning, rather than pursue interests, curiosities and passions. This contributes considerably to poor sense of self, heightened anxiety and stress. Comparatively, when young people experience broader forms of recognition, they have greater understanding of themselves, feel safe, are engaged, can identify knowledge and skills they have acquired, have developed social connections and have a sense of subjective wellbeing. Forms of broader recognition that acknowledge non-formal learning, adopt alternative assessment and credentialing, foster supportive relationships and assert a commitment to overcoming disadvantage are essential to educational experiences that promote wellbeing. Broader recognition of learning, through non-formal learning, trusted relationships, supportive environments and learner agency, strengthens wellbeing across three dimensions: knowledge and skills, subjective wellbeing, and social connection. Redefining success in education to include recognition of broader learning - shaped by learners and their contexts - can enhance engagement, improve outcomes, disrupt disadvantage, and support more equitable systems that promote wellbeing and lifelong learning.

Assessment of youth-friendly health care: a systematic review of indicators drawn from young people's perspectives.

Background: Group programmes are a common component of treatment in inpatient child and adolescent mental health service (CAMHS) units. There is evidence for specific group interventions, however, comparison across a multidisciplinary group programme is under-explored. Aims: This research examines young people's experiences of, and satisfaction with, a multidisciplinary group programme on an acute inpatient CAMHS unit. Methods: Weekly surveys were distributed to young people, and 37 responses were gathered across four months in 2018. Rates of attendance, enjoyment and perceived helpfulness of groups were calculated. Content analysis was used to explore key themes in qualitative responses. Results: Young people rated a creative activities and games group (54.05%) and the art therapy group (48.95%) as the two most enjoyable groups. Art therapy was reported to be the most helpful group overall (45.65%). Young people also expressed their dislike for verbal psychotherapy groups (43.24%), finding these confronting relative to other modalities in the programme. Conclusions: Art therapy and arts-based groups received the highest positive feedback relative to predominantly verbal psychotherapy groups. A multidisciplinary group programme which integrates art therapy and other creative modalities has the potential to enhance engagement in acute inpatient settings which may result in improved mental health outcomes for young people. Implications for future research and practice: Future research should aim to foreground young people's perspectives and experiences of therapeutic programmes, and provide opportunities for clinicians to redevelop programmes responsively to service user feedback. Survey findings support advocacy for consistent art therapy roles and services within inpatient CAMHS units.