Social Participation Of Young People Research Articles

Гражданское участие молодежи в регионе: возможности и ограничения

The problem of activating the potential of youth in territories’ development, the transi tion of their latent resources (opportunities) into the actual state of the driving force of social change at the regional level is of particular relevance for public and scientific discourse. From the standpoint of the activist paradigm, young people are seen as a significant subject of territorial development through their involvement in various practices of civic participation. The purpose of the article is to identify the opportunities and limitations of youth civic participation in the development of territories. The authors determine that a favorable institutional environment for the young people’s civic participation is being created in Russian society, however, there are problems in the implementation of youth policy both at the national level and in the regions. Based on the methodology of quantitative sociology (the authors developed a toolkit for a sociological survey, which was tested on the territory of the Vologda Oblast in 2021, N=1900), it was revealed that young people, demonstrate their willingness to civic participation to a greater extent than the population of the region as a whole, but they are somewhat less likely to be included into real practices of socially useful activity. The authors concluded that both political (in vertical interaction with the authorities) and social participation of young people (in the space of everyday  life) is realized primarily in informal (one-time or spontaneous) practices. It is determined that the demotivating reasons for the young people’s engagement in  the civic participation practices in the regional space vary from institutional to social and psychological qualities of the individual. By the example of the Youth Center “GOR.COM35” (Vologda), it is shown that the youth center is a complex structure or a new model of “public-state partnership” that creates conditions for the development of civic participation of young people in the region. The materials presented can form the basis of sociological diagnostics of the level, potential,  and barriers to youth involvement in socially useful activities in order to further develop the priorities of youth regional policy and effectively build the  work of youth organizations.&nbsp

Aspekty prawne i społeczne nowelizacji wieku pełnoletności wprowadzonej w Japonii 1 kwietnia 2022 r.

On 1 April 2022, an amendment to the Civil Code (Jap. Minpō) entered into force in Japan to change the definition of the age of majority. For the first time in that country’s history, the threshold for reaching the age of majority has been changed. The article discusses the legal provisions that have been revised in connection with the amendment to the Japanese Civil Code and the social challenges that accompany this legal change. The previous age of majority had been in force in Japan since 1876. The aim of the 2018 amendments to the Japanese Constitution and Electoral Law was to lower the active age of voting rights from 20 to 18, and thus to involve citizens at an earlier age in the political, social and economic life of the country. On the other hand, the change of the Civil Code and the introduction of the age of majority from 20 to 18 on 1 April 2022 aimed to increase the social participation of young people by including 18- and 19-year-olds in deciding about their own lives, about their academic and professional paths, starting a family and concluding civil law contracts and taking responsibility for their decisions and dealing with the consequences arising from them. This legal change leads to the fact that citizens who now enter adulthood earlier than their peers in previous years in Japan will now have more economic freedom, but at the same time, they must bear in mind the full range of legal consequences and responsibility for their actions. The legal amendment to the age of majority discussed in the text, as intended by the Japanese legislator, aims to create the conditions for young Japanese people to make economically and politically informed decisions, thereby preparing young citizens more consciously for the challenges related to their participation in the economic life of this country.

When you are not here, I cannot do what I want on the tablet - The use of ICT to promote social participation of young people with intellectual disabilities.

Most youths use Information and Communication Technology (ICT) for socialising, but there is a discussion about whether using ICT promotes social participation for youths with intellectual disabilities (IDs). Employing the concepts of social participation and self-determination together with the youths' perspectives, as conveyed by staff, we examine how social participation might be promoted for youths with intellectual disabilities in institutional settings in Sweden. The findings revealed three overarching themes. The first theme, Developing skills, self-determination and becoming less reliant, illustrates the basic use of ICT. The second theme, Sharing events, socialising and participating with others, draws attention to how youths take technology a step further to interact with others. The third theme, Resources and attitudes, concerns the youths' need and desires for adequate support and equipment and the mindset of surrounding communities concerning ICT. Our conclusion is that ICT has the potential to promote social participation if the youths have access to personalised equipment and supportive staff.

AUTONOMIA E TUTELA NO AMBIENTE ESCOLAR

ABSTRACT The theme of autonomy has been present since the beginnings of education. In today’s society, student’s autonomy in school practices can determine the political and social participation of young people. This study seeks to problematize autonomy and tutelage in formal education from an integrative review of scientific literature. The proposal implies contextualizing these concepts, tracing a historical scenario from which educational practices that relate to autonomy and tutelage are delineated. The work includes the analysis of eleven scientific articles published in the Portal Periódicos Capes database between 2000 and 2019. The results point to three axes: the construction of the concepts of autonomy and tutelage from a historical and philosophical trajectory; critical analysis of society based on political guidelines; and, finally, the relationship between the political character of autonomy and tutelage and the educational practices that emerge from everyday school life.

THE CULTURE OF COMMUNICATIVE PARTICIPATION OF YOUTH IN POLAND, ARMENIA AND RUSSIA FOR THE URBAN DEVELOPMENT: RESEARCH RESULTS

The subject of the study is the impact of the development of information and communication technologies, the digitalization of social space on the culture of social participation of young people in post-communist countries (Poland, Armenia and the Russian Federation). The central concept of the implemented research is that today's youth, who have ample opportunities for social participation in the development of the territory of their residence, are poorly included in these processes due to the uneven formation of a culture of information participation. On the basis of a comparative analysis of the results of a sociological study of student youth in Poland, Armenia and Russia, the national specificity in the formation of a culture of information participation of students in the development of cities is shown, general factors determining the level of this participation are identified. Based on the results of the study, the authors proposed a classification of the levels of youth participation in the information promotion of their city: zero, elementary, advanced and professional.

Activism and Social Media: Youth Participation and Communication

Background: Digitalization and hyperconnectivity generate spaces for youth participation in social activism through social media platforms. The purpose of this research was to analyze young people’s online experience in social activism movements, including their preferences, themes, usage of language, and perceived impact. Methods: The research is framed within a qualitative interpretative–descriptive paradigm. Five focus groups were conducted, including 58 high school students from Malaga, Spain. Results: Several themes were identified through the coding process, including technological devices and social media preferences, participation in social movements or activism, perception of the degree of participation, the focus of interest, motivation for involvement, language use on social media, and beliefs. Conclusions: In a hyperconnected world, youth participation in social movements becomes more relevant. Their interest is reflected in the enormous potential that this social participation of young people has through networks and virtual platforms, becoming an informal communication model with characteristics to be an effective vehicle for social transformation.

M230. VIRTUAL REALITY FOR IMPROVING SOCIAL ACTIVITIES AND PARTICIPATION (VR-SOAP): DEVELOPMENT OF A NEW TREATMENT FOR YOUNG PEOPLE WITH PSYCHOSIS

BackgroundYoung people with a psychotic disorder have the same social goals as their healthy peers, but their social networks are smaller, they participate less often in leisure activities and are less successful in work and education. Current treatments have only moderate effects on social functioning. Virtual Reality (VR) has a great potential to improve the social functioning of young people with psychosis. With VR, individuals can practice with simulations of difficult social situations in a safe and personalized way. Therefore, we aimed to develop and investigate feasibility of a novel VR treatment (VR-SOAP) for improving social contacts, leisure activities and social participation of young people with a psychotic disorder.MethodsAs a first step, a literature search of causes of impaired social functioning was conducted. Underlying relationships and mechanisms of the causes were identified. The causes of impaired social functioning were translated into concepts for the VR modules. The concepts were translated into requirements for the VR modules. Subsequently, the software and the treatment manual were developed in an iterative process with a team of experiential experts, psychosis therapists, researchers, VR experts and software engineers. The final prototype will be tested in a small pilot study with three therapists and six patients. In order to determine the feasibility and acceptability of the treatment and to evaluate and improve the treatment protocol using input from therapists and patients.ResultsSeveral determinants of impaired social functioning were identified: negative symptoms, impaired social cognition, paranoid ideations, social anxiety, low self-esteem, self-stigma and poor communication skills. These causes are multifaceted, but at the same time interrelated and overlapping. VR-SOAP was designed as five modules that address these causes, four optional modules (1–4) and one fixed module (5). The treatment is personalized and takes the specific individual contributing causes into account. Patient and therapist select two out of four optional modules. In module 1 (Negative symptoms) patients will focus on increasing their motivation and pleasure in dealing with amotivation and anhedonia. In module 2 (Social cognition) patients will practice with recognizing facial emotions and interpreting social situations. Module 3 (Paranoid ideations) consists of exposure exercises and behavioural experiments testing harm expectancies. In module 4 (Self-esteem and self-stigma) patients will focus on positive aspects of the self and challenge self-criticism. All patients will end with module 5 (Communication and Interaction skills), in which experiences, knowledge and skills from other modules are integrated and applied in role-plays. Currently, the pilot feasibility study is ongoing. Preliminary results will be presented.DiscussionVR-SOAP is a promising new intervention for enhancing the social functioning of young adults with psychosis. VR is very useful for practising new social behaviour. It enables patients to practice with real-world social situations in a safe and gradual way. In the coming years, a single-blind randomized controlled trial will be conducted to test the effect of VR-SOAP on social contacts, leisure activities and social participation.

From knowledge to action: Measuring the gaps between the evidence and adapted driver education services for young adults with disabilities

IntroductionDriving is an important activity for the social participation of young people with physical and cognitive disabilities. Learning to drive, however, presents difficulties for this population. Innovative services have been developed in the province of Québec, Canada, but the extent to which they are evidence-based is not known nor are optimal parameters for learning to drive. ObjectivesThe aims of this study were to 1) explore users' views and preferences with respect to learning to drive; 2) create indicators based on science, experience, and users' views and preferences that can be used to evaluate driver education programs; and 3) use these indicators to measure the gaps between knowledge and practice in an existing adapted driver education program. MethodBased on an integrated knowledge translation model, this study used a qualitative and quantitative design consisting of three steps: 1) focus group meeting and telephone interviews with users, 2) definition and validation of criteria and indicators, and 3) chart audit. Results1) Users' needs and expectations were documented from the focus group meeting and three interviews. 2) Building on the results of step 1 and a review of the literature, including expert opinions on adapted driver's education, 34 quality indicators were created. These indicators were supported by information from the literature (42%), expert opinions (33%), and users' views (25%). 3) Forty charts from an existing program were audited and showed that the indicators are relevant to evaluate the quality of this type of program. ConclusionThese preliminary indicators were created to facilitate the implementation of new evidence-based adapted driver education programs. This entire initiative will make it easier for young adults with disabilities to obtain a driver's licence, which will ultimately foster more satisfactory social participation.

Improving social participation of adolescents with a visual impairment with community-based mentoring: results from a randomized controlled trial

Purpose: The efficacy of a community-based mentoring program for adolescents with a visual impairment vs. care-as-usual was tested on social participation including satisfaction with social support.Materials and methods: Adolescents (15–22 years; 46% boys) were randomized to an intervention group with mentors with visual impairment (N = 25), an intervention group with mentors without visual impairment (N = 26), or care-as-usual (N = 25). One-on-one mentoring activities regarded school/work, leisure activities, and social relationships.Results and conclusions: Multilevel growth modelling revealed no effect of mentoring on changes in social participation compared to the care-as-usual group (participation [95% CI –0.30, 0.21, d = 0.1]; social participation composite [95% CI –0.24, 0.26, d = 0.24]). Mentees matched to mentors with visual impairments increased more on satisfaction with their social support compared to mentees matched to mentors without impairments and the care-as-usual group [95% CI 0.02, 0.49, d = 0.38]. Age, characteristics of the impairment, and number of match meetings were not associated with change in social participation during the mentoring program. This evaluation showed no benefit of mentoring for social participation of adolescents with a visual impairment. The value of mentors and mentees sharing the same disability needs further investigation. This trial is registered in the Netherlands Trial Register NTR4768.Implications for rehabilitationA community-based mentoring program resulted in no benefits for adolescents with a visual impairment on their social participation.A community-based mentoring program should not replace care-as-usual provided to young people with a visual impairment in the Netherlands. It could only be thought of as an additional service within rehabilitation.Matching mentees and mentors based on sharing the same disability could strengthen the effect of a community-based mentoring program. However, these benefits are rather small.Providing additional support for the social participation of young people with a visual impairment might be especially helpful for those with a progressive impairment and with comorbid problems.

Neighbourhood Ethnic Composition and Social Participation of Young People in England

AbstractWe analyse how neighbourhood ethnic diversity and segregation affect adolescents’ social participation in England. We distinguish between participation in ‘purposeful activities’—such as sports and volunteering—and hanging around with friends. We suggest a novel identification strategy to address the problem of endogeneity of ethnic diversity and segregation. We find that ethnic diversity decreases hanging around, while ethnic segregation increases it. No effects on participation in purposeful activities are found.

Study on the Eighteen suffrage and Election Education in Japan

본 논문은 일본의 18세 선거연령 도입과정, 교육주체들의 정책적 대응, 선거교육의 내용, 선거교육의 효과 그리고 한국에 주는 시사점에 주목하여 분석한다. 일본은 18세 선거 권에 대한 대응방안의 하나로 부교재를 제작하고 학교에서 본격적으로 선거수업을 실시하였 다. 부교재 개발과정에는 전문가들로 구성된 부교재 편찬위원회를 구성하였다. 그리고 고교 생의 정치적 관심이나 주권의식 제고를 위하여 학교 수업에서는 지식 학습뿐만 아니라 토론 을 통해 정치학습이 이루어지도록 수업을 진행하였다. 더구나 지역사회와 관련된 현안들을 현실 속에서 체계적으로 학습하는 선거수업을 진행하였다. 학생들이 생활 속에서 정치를 학 습하고 경험하는 것은 정치적 관심제고에도 유용하기 때문이다. 일본의 학교에서 선거교육, 주권교육은 투표참여에 긍정적인 기여를 하는 것으로 나타났다. 2016년 참의원선거에서 18세 와 19세의 투표율을 보면, 18세가 10%P이상 높았다. 18세 투표율이 높은 이유는 18세 대부분 이 고교생으로 학교에서 진행하는 주권 교육을 받았기 때문으로 보고 있다. 이러한 결과는 학교에서 적극적인 주권교육의 필요성을 제기하고 있다. 일본에서도 학교에서 주권교육을 전 개하는 과정에서 기존의 수업방법이 아니라 액티브러닝(active learning) 교육방법을 강조하고 있다. 이러한 수업진행방식의 패러다임 전환은 한국에도 매우 시사적이다.We analyze the contents of election education and the introduce process of eighteen suffrage in Japan. That suggests that a research also in Korea. In japan eighteen suffrage after the production was newly introduced election textbooks. In high school, classes are held for civic education. These classes are for a political participation and political interesting of students. The lessons are mainly discussion and participation. the election education is a discussion of the community issues. Students study politics and experience politics in the daily life. In japan, the election education of the school will be added to the participation of the vote. The voting rate of the upper House election is higher than nineteen years old at age of eighteen. The reason is that eighteen years old is a high school student. Such a result suggests the need of positive election education at school. They emphasize active learning by election education in Japan. Lessons that use active learning are also required in korea. The eighteen year-old vote rate is higher than nineteen years old. The reason is the influence of civil education at high schools. In high schools, mock voting and discussion classes are actively conducted. Politics and social participation in young people are increasing. Some schools run the prevoting polling place, and students are participating directly in the polling place management. The case of Japan implicate the necessity of civil education at high school.

Social circus program (Cirque du Soleil) promoting social participation of young people living with physical disabilities in transition to adulthood: a qualitative pilot study

ABSTRACTPurpose: To explore the perceived impact of a social circus program on the participation level of young adults’ living with physical disabilities from their own and their parents’ perspective.Method: Exploratory phenomenological qualitative design. A social circus program was offered for nine months. Perceived participation level was documented through pre and post semi-structured interviews. A pretested interview guide was used. Interviews were transcribed and coded by two independent researchers.Results: The average age of the participants (n = 9) was 20.0 ± 1.4 years with 2/9 being female. Participation was perceived as being improved after the intervention from both perspectives (participants and parents) mainly for communication, mobility, relationships, community life and responsibilities. The intervention was perceived as strengthening self-perception and self-efficacy, which in turn enhanced participation level and decreased parents’ bounding.Conclusion: The results show promises for social circus as a new approach in adult physical rehabilitation for this population in transition.

Social participation in young people with nonepileptic seizures (NES): A qualitative study of managing legitimacy in everyday life

This qualitative study explored social participation in young people with nonepileptic seizures (NES), particularly how legitimacy of illness is managed in everyday life. Young people with NES, all female and aged between 14 and 24 years (N=11), were interviewed and followed up over a 14-month period. The transcripts were analyzed using thematic analysis. Four main themes were elaborated: 1) Delegitimizing experiences from families, schoolteachers, colleagues, and employers were part of everyday life. 2) Fear of being exposed to delegitimizing events resulted in the young people trying to conceal the diagnosis; for some, this resulted in isolation from all social arenas, apart from their closest relationships. 3) Support from close relationships was protective against delegitimization and contributed towards greater social participation. 4) Perceiving NES as a legitimate disorder contributed to increased social participation. We found a relationship between legitimacy of illness experienced by the participants and the extent to which they either participated or retreated socially. Those who had an illness perception that was personally meaningful experienced their condition as being more legitimate and participated more socially.

DIÁLOGO ENTRE UNIVERSIDADE E JOVENS DE PERIFERIA URBANA POR INTERMÉDIO DA AÇÃO EXTENSIONISTA: DESAFIOS PARA A EDUCAÇÃO POPULAR

The study aimed to analyze the relationship between a university and part of its social environment founded on extension action, based on the role and social participation of young people, through their expressions and cultural activities supported by the principles of popular education. The Outreach Project The urban fringe Youth in the scene - social inclusion via popular cinema, was created through a partnership between the State University of West Center (UNICENTRO) and the Organizing Committee of Adolescence and Youth Ecumenical Mission (CORAJEM). Qualitative research was developed in this scenario, with the use of participant observation and rounds of conversation. The information produced throughout the study indicates that the institutions involved in extension action showed stereotypical understandings of the youth from the outskirts of the city. Popular Education principles can help to reframe and improve the relationship between the university and urban periphery youngsters, with a view to increasing their social involvement.

Consideration of the social participation of young people who are facing difficulties

Consideration of the social participation of young people who are facing difficulties

Enhancing social participation in young people with communication disabilities living in rural Australia: outcomes of a home-based intervention for using social media

Purpose: The purpose of this study is to investigate the effectiveness of a home-based intervention using social media to enhance social networks of young people with disabilities and communication difficulties. Method: Eight young people (Mage = 15.4 years) with communication disabilities participated from two rural Australian towns. The intervention provided assistive technology and training to learn social media use. A mixed-method design combined pre- and post-assessments measuring changes in performance, satisfaction with performance, attainment on social media goals, and social network extension, and interviews investigated the way in which the intervention influenced social participation. Results: Participants showed an increase in performance, and satisfaction with performance, on the Canadian Occupational Performance Measure; paired t-tests showed statistical significance at p <0.01. Wilcoxon Signed Ranks revealed a significant increase in the number of online communication partners, p <0.05. The interviews highlighted participants’ and parents’ perceptions of increased social connections, improved communication frequency and nature, and speech intelligibility and literacy as a result of the intervention. Conclusions: The findings suggest that learning to use social media leads to increase in social participation among rural-based young people with communication disabilities. In order to benefit from advantages of learning to use social media in rural areas, parents and service providers need knowledge and skills to integrate assistive technology with the Internet needs of this group.Implications for RehabilitationYoung people with communication disabilities living in rural areas of Australia can learn and benefit from using social media such as Skype, e-mail, and Facebook to enhance their social connections.For young people with communication disabilities to benefit from social media, there needs to be more collaboration between home and school with use of assistive technologies, training, and support to learn to use social media.Parents/caregivers living in rural areas need support and training in using social media, knowledge of assistive technologies, and the expectations that these can benefit their children.Disability service providers need knowledge and skills to integrate social media and assistive technology for their clients.

‘Cruel optimism’: a southern theory perspective on the European Union's Youth Strategy, 2008–2012

European Union youth policy since the 1990s has been ostensibly committed to enhancing the social participation of young people. This study explores the reliance of the 2009 European Union (EU) Youth Strategy on a combination of OECD ‘active society’ and human capital theory which seeks to increase educational participation rates in Europe with the goal of creating more and better opportunities for young people and to promote active citizenship, social inclusion and solidarity. The authors adopt a ‘southern theory’ perspective to open up a range of problems with the EU Youth Strategy which begins to indicate why, contrary to expectations, this policy has failed to ameliorate the increasing levels of youth unemployment, underemployment and child and youth poverty. The study concludes that the EU Youth Strategy has consolidated ‘a relation of cruel optimism’ when what is desired, in this case more education, has become an obstacle to human flourishing.

Poverty and the social participation of young people—an analysis of poverty-related withdrawal mechanisms

This paper analyses poverty-specific withdrawal mechanisms of children and adolescents. A lower social participation rate in extracurricular organisations decreases opportunities for informal learning and consequently reduces life chances. Poverty research has demonstrated that financial constraints and the social withdrawal that result from feelings of shame cause lower participation rates. By dividing extracurricular leisure activities into fee-based and noncontributory activities, it is possible to discriminate between the two mechanisms. Our empirical crosssectional analysis is based on the panel study “Labour Market and Social Security” (PASS). The results demonstrate that primarily financial shortages explain decreased participation opportunities and to a substantially lesser extent social withdrawal. Additionally, the findings suggest that social deprivation occurs only in situations of long-lasting poverty.

Like Oil and Water or Chocolate and Peanut Butter? Ethnic Diversity and Social Participation of Young People in England

Summary The paper studies the impact of ethnic diversity on social participation of young people. We first propose a theoretical model in which the agents choose between structured and unstructured social activities by taking into account the ethnic composition of the groups they join. We test our predictions using English census data together with theLongitudinal Survey of Young People in England' (LSYPE) and we find that ethnic segregation increases the probability of hanging around near home, while ethnic fractionalization decreases it. Furthermore, more structured activities are not affected by ethnic fractionalization. Finally, we use an IV strategy based on both historical and geographical data to correct for endogenous sorting into neighborhoods. The results we get are even stronger than those obtained where the ethnic composition of the neighborhood is taken as exogenous.

Like Oil and Water or Chocolate and Peanut Butter? Ethnic Diversity and Social Participation of Young People in England

The paper studies the impact of ethnic diversity on social participation of young people. We first propose a theoretical model in which the agents choose between structured and unstructured social activities by taking into account the ethnic composition of the groups they join. We test our predictions using English census data together with the `Longitudinal Survey of Young People in England' (LSYPE) and we find that ethnic segregation increases the probability of hanging around near home, while ethnic fractionalization decreases it. Furthermore, more structured activities are not affected by ethnic fractionalization. Finally, we use an IV strategy based on both historical and geographical data to correct for endogenous sorting into neighborhoods. The results we get are even stronger than those obtained where the ethnic composition of the neighborhood is taken as exogenous.