Critical Youth Research Articles

Assessing Quality of Sensitization Programs of State-Wide Youth Mental Health Promotion Program – An Indian Example

Background: Sensitization plays a pivotal role in raising awareness about critical youth issues and encouraging them to access support services, contributing to the success of programs like Yuva Spandana, a youth-centric mental health promotion initiative in Karnataka, India. For youth to access support within YSKs, the quality and effectiveness of sensitization programs (SPs) are crucial. A standard quality assessment through indicators for SPs is required to provide recommendations for improvement. To enlist quality indicators and assess the quality of SP conducted under Yuva Spandana (YS) program across Karnataka. Material and Methods: We performed secondary data analysis (utilizing data available within the computerized management information system over 5 years; 2017-2022) and direct/in-person observation of SPs (by the researcher and the core team of YS between June and July 2022 using a specifically developed checklist). Quality indicators were developed using a process of consensus building. Each attribute within the checklist was scored, and a composite mean score and mean percentage scores for quality were calculated. Results: Overall, 33257 SP reports and 31 in-person SPs were assessed. A total of 36 quality indicators (10 quality indicators based on SP reports and 26 based on in-person observation) were developed. The average quality score of report-based SPs was 10.93 (±2.59; range 1-20) and in-person assessment was 63.06 (±6.61; range 50-73). Conclusion: The study emphasizes the importance of addressing all youth issues, including sensitive topics like gender, sex, and sexuality, to ensure a holistic approach to youth mental health. Challenges faced during program execution and the distribution of Information, Education, and Communication (IEC) materials also contribute to program quality. This research offers valuable insights for improving the conduct of SPs, enhancing youth access to services, and guiding future community-based health promotion initiatives.

Researching everyday geographies of caregiving youth: Versatile Everyday Emotion Mapping (VEEMethod)

Caregiving happens in time and place, but geographers’ methodologies to explore where care happens receive scant attention in the literature on caregiving. In this article, we explain our development of a methodological approach to recording and analyzing the dynamics of everyday family caregiving by children and adolescents and how caregiving produces places and spaces that are invested with experiences and emotions. The methodology, which we call Versatile Everyday Emotion Mapping (VEEMethod), draws on the philosophy of care ethics, theoretical frameworks from critical youth and feminist geography and feminist GIS, and participatory practices tailored to working with youth. Referring to data produced by young participants in a multiyear, single-sited study of the everyday experiences of caregiving youth in the United States, we review how VEEMethod offers a robust geographic method and critically consider the challenges of comparing and analyzing incongruous mapping outputs.

Re-thinking discourses of "youth" within (adult) regulation of skateboarding.

Situated within the context of increasing "adult regulatory practices" in skateboarding, this article draws attention to and interrogates the ways normative ideas of "youth," "adolescence," and "youth/adolescent development" often interplay with such efforts. In doing so, this article offers a critique, from a Critical Youth Studies perspective, of dominant, developmentalist notions of youth that typically cast young people as deficits in need of specific forms of intervention and surveillance. The article concludes with areas of inquiry emergent from critiques of dominant renderings of youth to be considered when engaging in processes of forming regulatory programs, policies, and practices related to skateboarding.

Precarity and agency in youthspaces of work: The case of food delivery platform workers in Athens, Greece

The growth of digital platforms is spawning new, if often precarious, forms of work. One such type of work that has particularly grown in recent years, especially during the COVID-19 pandemic, is that of digital platform-facilitated on-demand food delivery services. Such deliveries are often undertaken by younger workers. Given this, here we explore the following research questions: (i) what forms of labour precarity are found and reproduced in the physical and digital spaces that young food delivery platform (FDP) workers create and inhabit?; and (ii) what types of agency do FDP workers develop within these spaces in order to navigate – and sometimes resist – precarity? Drawing upon concepts from critical Youth Studies, Geographical Political Economy and Labour Geography, the article develops the concept of precarious youthspaces of work to investigate the connections between youths’ everyday lives and the production of space. To do so we present a qualitative study conducted in Athens, Greece, that sought to capture the multifaceted working arrangements of FDP workers, both offline and online. Our analysis reveals that FDP workers suffer various forms of labour precarity which they must navigate. But such workers are not just accommodating to precarity. They have also generated forms of collective oppositional agency that are reshaping local labour markets. However, whilst their agency has sometimes generated solidarity and robust collective movements it has also led to divisions that have limited cooperation amongst FDP workers.

Prevalence and factors influencing substance abuse among secondary school students in Mbeya City, Tanzania

Background: Substance abuse among students has far-reaching social, religious, economic, health and demographic consequences, such as unplanned pregnancies, school dropouts, abortions, maternal and newborn mortality, infection risks and other psychological problems. Our study investigated the prevalence of substance abuse among secondary school students in Mbeya City, Tanzania. Methods: This school-based cross-sectional study was conducted from January to May 2021 among secondary students from Mbeya City, Tanzania. Students completed a self-administered substance use questionnaire. Data were analysed using descriptive statistics. Results: A total of 343 students were requested to participate in the study. However, 300 agreed to indicate 87% response rate. 9.7% (n=59) reported substance use, primarily cannabis, 75% (n=225) and alcohol, 68% (n=204). Friends influenced substance use among 82.7% of users. Reported immediate effects included misbehaviour, 73.7% (n=221) and unprotected sex, 72.3% (n=217). Long-term harms were predominantly brain damage (86.7%). Community education (78%) and media campaigns (76.7%) were suggested to curb use. Conclusion: Substance abuse among a sizable minority of Mbeya City secondary school students is driven by peer influence and has detrimental impacts reported by students themselves. Comprehensive education and preventive strategies engaging families, schools and communities are recommended to address this critical youth issue. Keywords: Substance abuse; cannabis; alcohol; secondary school students; Tanzania.

Solidarity in action: Collaborating with system‐impacted youth to transform the juvenile (in)justice system through YPAR

AbstractThe juvenile “justice” system in the United States and the expansion of the carceral state into communities of color are deeply rooted in white supremacy. To challenge these oppressive systems, it is essential for system‐impacted youth to have access to these subjugated histories. We argue that critical youth participatory action research (YPAR) is a powerful tool for providing these youth with the necessary exposure, space, and support to access these histories, develop critical consciousness, and transform their personal pain and experiences into reflection, collaboration, and actions aimed at challenging oppressive systems such as the juvenile legal system. To illustrate this potential, we present an overview of recent YPAR projects in partnership with system‐impacted youth. We underscore the importance of system‐impacted youth in meaningful, non‐tokenistic ways. Concrete recommendations for supporting YPAR projects with system‐impacted youth are provided.

Exploring Program Process at Movimiento La Libertad: Examining Nuances of Youth Programs That Develop Latinx Critical Consciousness Toward Educational Injustice and Anti-Immigrant Politics

ABSTRACT In the midst of political attacks on public schools to prevent discussions on social injustice and Latinx youth culture, there are after-school programs that nurture Latinx youth critical consciousness and social justice activism. This study uses agencies of transformational resistance (ATR) as a framework to explore one after-school program’s organizational processes that foster Latinx critical consciousness and social justice activism. Using semi-structured interviews, the data revealed the (a) curriculum, (b) pedagogy, and (c) co-conspirators are three organizational processes that nurtured Latinx youth critical consciousness. This study contributes to the critical youth development scholarship by highlighting nuances of three program processes of one Latinx youth afterschool program in an urban city in Iowa. This study suggests afterschool programs afford Latinx with organizational processes that nurture their critical consciousness. The Midwest, and specifically Iowa, have a growing Latinx population that is understudied.

Designing equitable media literacy interventions for critical youth agency

In recent years, young people engaged in political discourse and civic action online. U.S.-based social movements centered on equity issues, such as Black Lives Matter, Dreamers, and March for Our Lives, engaged young people in shaping and publicizing the goals of these movements through digital platforms. Increasingly in communities at the margins, young Americans need digital and media literacy skills to supplement contentious education restrictions within the United States, as with many state bills curtailing the teaching of LGBTQIA+ histories and critical race theory. With these considerations in mind, our team conducted a national study of impactful media literacy in the United States. The study included an extensive literature review, interviews with key stakeholders, and a national survey of educators within the United States. Aimed at understanding the practices in formal and informal learning spaces, the research process inspired the creation of a field guide focused on offering resources for equity-focused media literacy practices that can support educators where professional structures could not, a core finding from our study on impactful media literacy. This paper shares the process for creating the Field Guide for Equitable Media Literacy Practices, developed and published as a form of public-facing scholarship to encourage all media literacy practitioners to undergo a transformative learning process. The field guide offers a series of approaches to equitable media literacy practices centered on equity and inclusion. While the research is U.S.-based, we believe the practices suggested within the field guide apply globally, especially as we see an increase in youth movements that impact beyond geographic and cultural boundaries.

Implementation of an Electronic Mental Health Platform for Youth and Young Adults in a School Context Across Alberta, Canada: Thematic Analysis of the Perspectives of Stakeholders.

Youth, aged 15 to 24 years, are more likely to experience mental health (MH) or substance use issues than other age groups. This is a critical period for intervention because MH disorders, if left unattended, may become chronic and serious and negatively affect many aspects of a young person's life. Even among those who are treated, poor outcomes will still occur for a percentage of youth. Electronic MH (eMH) tools have been implemented in traditional MH settings to reach youth requiring assistance with MH and substance use issues. However, the utility of eMH tools in school settings has yet to be investigated. The objective of this study was to gain an understanding of the perspectives of key school staff stakeholders regarding barriers and facilitators to the implementation of the Innowell eMH platform in secondary schools across the province of Alberta, Canada. Guided by a qualitative descriptive approach, focus groups were conducted to elicit stakeholder perspectives on the perceived implementation challenges and opportunities of embedding the Innowell eMH platform in secondary school MH services. In total, 8 focus groups were conducted with 52 key school staff stakeholders. Themes related to barriers and facilitators to youth and school MH care professional (MHCP) capacity in implementing and using eMH tools were identified. With respect to youth capacity barriers, the following themes were inductively generated: (1) concerns about some students not being suitable for eMH services, (2) minors requiring consent from parents or caregivers to use eMH services as well as confidentiality and privacy concerns, and (3) limited access to technology and internet service among youth. A second theme related to school MHCP barriers to implementation, which included (1) feeling stretched with high caseloads and change fatigue, (2) concerns with risk and liability, and (3) unmasking MH issues in the face of limited resources. In contrast to the barriers to youth and MHCP capacity, many facilitators to implementation were discussed. Youth capacity facilitators included (1) the potential for youth to be empowered using eMH tools, (2) the platform fostering therapeutic relationships with school personnel, and (3) enhancing access to needed services and resources. MHCP capacity facilitators to implementation were (1) system transformation through flexibility and problem-solving, (2) opportunities for collaboration with youth and MHCPs and across different systems, and (3) an opportunity for the continuity of services. Our findings highlight nuanced school MHCP perspectives that demonstrate critical youth and MHCP capacity concerns, with consideration for organizational factors that may impede or enhance the implementation processes for embedding eMH in a school context. The barriers and facilitators to implementation provide future researchers and decision makers with challenges and opportunities that could be addressed in the preimplementation phase.

The Response of The Seventh-Day Adventist Church on Management of Youth Drop-Out Rate in Nyamira County, Kenya

This study examines the Seventh-day Adventist (SDA) Church's response to the management of youth dropout rates in Nyamira County, Kenya. Youth disengagement from the educational system has profound implications for their social and academic outcomes. Recognizing the significance of addressing this issue, the SDA Church, as a central institution in the community, plays a vital role in providing effective solutions. Using a critical youth development lens, the study investigates how an understanding of systemic injustices and the larger societal context affects the church's strategies. To identify evidence-based practices that have been successful in reducing dropout rates and promoting positive outcomes for young people, the study employs various qualitative research methods. It also emphasizes the importance of collaboration with families, community organizations, and educational institutions to develop a comprehensive approach. To further validate its findings, the study incorporates critical youth development theory. The main topics addressed in this study include youth calendar events and scheduled activities, youth engagement outside the SDA church on Sundays, spiritual parental responsibilities, the impact of technology, the influence of church leaders, the youth's sense of belonging, the effectiveness of youth ministry, and the connection of young people to small groups. The study also discusses involving young people in volunteer work, promoting individual spiritual practices, and providing guidance to their parents.

Swallowing and spitting out the red pill: young men, vulnerability, and radicalization pathways in the manosphere

ABSTRACT During the last decades, new forms of men’s rights activism have emerged, commonly referred to as the ‘manosphere’. This loosely connected, misogynistic online movement particularly attracts young men. Its shared ideology is the Red Pill, a neoconservative ideology that adopts essentialist notions of gender and sexuality, and selectively employs evolutionary psychology to support male supremacy. While the discourses of the manosphere have been mapped, little research exists on how and why young men join and leave such misogynist groups. This article contributes to critical youth and feminist scholarship by analysing the gendered dynamics of online misogynist radicalization pathways. Based on narratives shared on a Reddit community for former ‘redpillers’, this article explores 30 young men’s experiences of entering and exiting the manosphere and details the essential role of vulnerability in these processes. The stories are synthesized into three phases to illustrate the paths in and out of the manosphere.

‘Sitting there and listening was one of the most important lessons I had to learn’: critical capacity building in youth participatory action research

ABSTRACT This work builds upon critical youth studies’ concern with capacity building in engaging young people as active agents for social change. This article analyses critical capacity building processes among young women engaged in youth participatory action research (YPAR) that sought to co-design a community sport programme in Melbourne, Australia. Participants included the first author, four young women (second to the fifth author), and a critical friend (sixth author). The experience of engaging young women in YPAR foregrounded significant capacity building such as: (a) learning to genuinely listen to young people in order to plan for change; (b) finding creative and flexible ways to build relationships; (c) learning to negotiate the messiness and uncertainty in the research process; and (d) improving problem-solving skills in order to listen and respond to young people in their community. This paper concludes by articulating how YPAR can potentialise the development of critical capacity building in youth studies, nurturing skills and knowledge linked with social justice, activism, and democracy, instead of instrumentalist and technocratic capacity-building models that focus on training and predefined practical skills.

Youth multidimensional political activism between singularization and mutualism: the case of Up network

In the past two decades, research in both social movement studies and critical youth studies has recorded growing criticism by youth political activism of the individualising processes characteristic of the neoliberal turn. Based on research conducted in Italy with the new network of activists Up, the article analyses the search for a new equilibrium between processes of singularization, and a community life where solidarity, cooperation and mutualism can build local forms of the common and the collective. In the first part of the article, we describe our analytical tools such as singularization, mutualism and generation, and the way in which they can highlight current political imagination of Italian youth; in the second part we present the results of our investigation and the way in which interviewees claim to belong to a wider frame of the transformation of politics in individualized societies.

"Roses have thorns for a reason": The promises and perils of critical youth participatory research with system-impacted girls of Color.

Scholarship on girlhood-especially for girls of Color-is often relegated to studying risk and emphasizing individual deficits over humanizing girls and centering their voices. This approach to generating scholarship renders oppressive systems and processes invisible from inquiry and unaddressed by practice, with particularly insidious consequences for youth in the legal system. Critical youth participatory action research (YPAR) is acknowledged as an antidote to these conceptualizations because it resists deficit-oriented narratives circling systems-impacted youth by inviting them to the knowledge-generating table. In this paper, we present an empirical analysis of the promises and perils that emerged as we conducted a year-long critical YPAR project alongside five system-impacted girls of Color. Our thematic analysis of process notes (30 meetings, 120 h) documents the stories posited by girls, in a democratized space, about the injustices of interconnected institutions, and unearths a complicated tension for both youth and adult coresearchers around the promises and perils of engaging in YPAR within the academy. These findings underscore the importance of using intersectional, collaborative research to challenge perceptions around how we legitimize knowledge. We describe lessons learned in conducting YPAR in academic settings and highlight recommendations to grow youth-adult partnerships within oppressive systems to share power.

Bringing disability studies and youth studies together to enhance understandings of youth transitions

ABSTRACT Critical youth studies understands contemporary youth transitions as an interplay between long term changes in labour markets and state approaches to welfare and the regulatory presence of societal norms about the ‘right kind’ of transitions and the ‘right kind’ of young adult citizens. This work is intersectional, with emphasis given to class, gender and race and ethnicity. However, in comparison less focus is given to disability, even though it shapes youth transition possibilities. This paper highlights the problems created by paying insufficient attention to disability, alongside making the case that there are conceptual tools useful to critical youth studies within disability studies. (1) Disability studies approaches to inequality help make the case that material inequalities are still an important factor in young people’s lives. (2) A focus on disability supports arguments that as forms of state support dwindle, family is increasingly significant – and problematic – as a resource in youth transitions. (3) Critical disability studies can help explore the significance of normative embodied markers of transitions for young people making their way towards adulthood. (4) Collaboration can encourage deeper recognition of the relational quality of transitional processes and move away from a linear understanding of time.

The COVID-19 pandemic and youth in recent, historical perspective: more pressure, more precarity

ABSTRACT Young people have faced some of the hardest social and economic impacts of the COVID-19 pandemic and associated lockdowns. Taking a critical Youth Studies perspective, we draw on research with nearly 1000 16-to-30-year olds in North East England in order to rectify the ‘structured absence’ of young people’s viewpoints in national media and political commentary about the pandemic. Our findings contradict narratives about young people as lockdown ‘rule breakers’ and demonstrated the immediate pressures that they faced vis-à-vis family and social life, well-being, and education and employment. Going further than most recent COVID-19 research – and in disagreement with the notion of a so-called COVID generation – we locate these pressures of the moment within the already hostile social-economic conditions that existed for young people in the UK pre-COVID and a discussion of the pressures to come, particularly in terms of longer-term labour market conditions and outcomes. Amidst very rapidly changing political and economic circumstances in the UK, continuing precarity for young people seems to be one certainty. We conclude by identifying some important priorities for youth research.

Aspiring While Waiting: Temporality and Pacing of Ghanaian Stayer Youth’s Migration Aspirations

Many youth in Global South countries, whose parents have migrated abroad while they have stayed, i.e., “stayer youth,” also aspire to migrate. While the current literature depicts stayer youth as “waiting” to emigrate, connoting passivity, recent critical youth studies suggest the importance of centring young people’s agency when focusing on their aspirations and experiences. This article investigates how stayer youth in Ghana “pace” their migration aspirations while “waiting.” By observing how youth change their aspirations over time, we first distinguish between different aspirations according to when youth first aim to migrate. Second, we “follow” stayer youth after their secondary school graduation to understand how they seek to fulfil their migration aspirations and the strategies they adopt therein. We use ethnographic data from 38 Ghanaian “stayer” young people. Our analyses show that stayer youth adapt their decision‐making when they realise some misalignment between their migration aspirations and capabilities. By analysing their adaptation strategies, we emphasise stayer youth’s agency despite structural forces confining them to what has been called “waithood.”

Constructions of youth and responses to problematic authors: examining ELA teachers’ choices to select or avoid Sherman Alexie

PurposeThe purpose of this study was to examine how teachers’ constructions of youth inform their text selections, particularly as they relate to a problematic author.Design/methodology/approachAs part of a larger, national study, the authors use interview data from 18 participants – 9 who still teach and 9 who no longer teach Alexie – to consider how teachers’ constructions of youth play roles in their decisions to teach or avoid complex and controversial authors and topics, specifically the work and life of Sherman Alexie in the #MeToo era.FindingsFindings suggest teachers who constructed youth through asset-based frameworks – as complex and capable – were likely to keep teaching Alexie or have conversations about the #MeToo movement. Teachers who constructed students in deficit ways, as “not ready,” harkened back to Lesko’s (2012) critique, and were more likely to either remove Alexie from the curriculum entirely or engage students in conversations about the text only, leaving Alexie’s life out of the classroom.Originality/valueBuilding on Lesko’s work on constructions of adolescence and its intersection with Petrone et al.’s youth lens and Critical Youth Studies (e.g., Petrone and Lewis, 2021), this study describes the ways in which teachers’ views of students served as rationales for their teaching decisions around whether, if or how to include the works and life of Sherman Alexie.

Using Partnerships to Create a Medical Specialty Camp for Youth with Diabetes

Complications associated with a complex chronic illness, specifically, type 1 diabetes, negatively impact youth as they struggle to maintain healthy lifestyles. Type 1 diabetes is the second most common chronic illness affecting youth as well as one of the most psychologically and behaviorally demanding illnesses. Fortunately, organized camps have been shown to positively influence long-term outcomes for youth. Family Diabetes Camp, the only family medical program in the state where this study occurred, was created in collaboration with a local university, a diabetes center at a hospital, and a chapter of the Lions Club. This collaborative camp program aimed to test the effect of active participation in a Family Diabetes Camp upon youth outcomes for campers with type 1 diabetes. Specifically, the purpose was to evaluate the impact of a collaborative medical camp on campers’ resilience and youth developmental outcomes (e.g., independence). Family Diabetes Camp was designed using Outcome-Focused Programming (OFP) to promote positive youth development. The Family Diabetes Camp included 50 campers for the pre-test and post-test (n= 19 males and n= 31 females). While there were no statistically significant differences from pretest (M=4.97, SD= .53) to post-test scores (M=5.01, SD= .46), with t(50) = -.56, p= .57) researchers found a slight increase in resilience from pre to post-test. Using a retrospective measure, campers showed gains in the seven critical youth development outcomes identified by the American Camp Association. Finally, campers learned new knowledge about site injection, carbohydrate counting, and the use of exercise to help manage their diabetes. The impact associated with adapting activities and an environment to encourage, analyze, and challenge resilient behaviors is essential in encouraging independence, shared experiences, and effective disease management for youth living with type 1 diabetes. The camp, solely staffed by volunteers, included physicians, diabetes educators, certified therapeutic recreation specialists, dietitians, nurses, pump specialists, recreation professionals and students, and Lions Club Members. The camp program is unique not only in how it fills a void for youth with type 1 diabetes but how three large organizations work in concert to meet the needs of entire families. These types of data can be instrumental in establishing more camps and other out of school time programming that positively impacts quality of life, health care cost, and mortality among youth with type 1 diabetes.

Young People as Legislators: Legislative Theatre and Youth Parliament

Young People as Legislators is the result of a six-month Legislative Theatre project with Collective Encounters Youth Theatre, Youth Focus NW and Youth Parliament UK. The project formed part of a wider scheme of practice as research that explored youth theatre practice as political engagement for young people. Legislative Theatre practice was utilized to work alongside the Youth Parliament’s Make Your Mark scheme, an annual poll for young people to decide on campaigning issues. In this article, I consider three elements: tokenism in youth engagement, differing experiences between artistic process and product, and applied theatre’s inability to develop long-term effects. Employing the critical theories of Paulo Freire, the article regards the practice as a failed attempt to develop critical youth theatre practice. I argue that the Legislative Theatre project led to uncritical engagement and no political change due to partner organizations regarding the theatre practice as a service to satisfy their own targets and requirements.