Blog #5

                                

In this weeks reading, SYSTEMS OF CARE, we read about the state's plan for providing a system that promotes better outcomes in health care services for the children, youth and families in Rhode Island. Written in March of 2022, it recognizes the issue made clear during the Covid 19 pandemic that many youth in Rhode Island lacked access and resources to secure health care services. The phrase that stood out is,

"Our families deserve a true System of Care for mental health and substance use conditions that

exists in a coordinated arrangement that is easy to navigate, that provides high quality care, that

meets individual needs, that recognizes and addresses trauma and historical structural racism and

other disparities, and that the state sustains financially and administratively."

This statement was relevant because it gives an overview of what is needed. While the reading gives a list of specific points the plan will address, I wonder how many goals it has achieved in the past two years since its proposal. As a parent who still struggles to get adequate services for my children I have not seen any evidence of improvement in the availability of services or ease of access.

When I think about the words research or data I think about numbers and measures. I see research as a mean to looking for answers to a question, which might also raise more questions. I see data as evidence of support to qualify something as true or false. With both research and data I believe that collection of each can be skew by the intent of the researcher's bias. I think that who and what we research and measure is chosen often by what we want to prove or disprove. Because of this I believe we should try to look at varying perspectives to try to discern the bias in research.  

For further inquiry look at this site, Dept. of Health and Human Services

Blog #4

YOUTH DEVELOPMENT CAPSTONE PROJECTS

While looking at the various capstone projects from past YDEV Masters Cohorts I was surprised by the different approaches they had to their research. It gave me a sense of freedom in how I might present my research. I felt a bit more confident in being able to find a way that would work best for me and my abilities to use technology. Making the pieces of my project fit together seems more doable.

It was heartwarming to see the personal motivation behind each project. Each presentation came from a personal drive to seek answers to a question of deep meaning. The projects were like a journey we were invited to join in on as they questioned, sought answers, and continued to ponder next steps. I was drawn into their quest to find pathways of change. I hope my project illicits the same reaction. 

Blog 3

 

Table of Contents

Abstract....................................................................................................................48

Introduction..............................................................................................................48

Review of Literature.................................................................................................49

    Social Justice Youth Development, A Framework................................................50

Methodology: Qualitative Sampling, Data Collection, and Analysis........................50

    Sampling...............................................................................................................50

    Community Selection...........................................................................................50

    Site Selection........................................................................................................51

    Participant Selection.............................................................................................51

    Qualitative Data Collection..................................................................................51

    Qualitative Data Analysis.....................................................................................51

Results......................................................................................................................52

    Participants...........................................................................................................52

    Social Justice Youth Development: Across Organizations...................................53

    Youth Empowerment (YE):The Process..............................................................54

        YE Critical Consciousness................................................................................54

        YE Social Action...............................................................................................54

    People for Change (PFC):The Process.................................................................55

        PFC Background................................................................................................55

        PFC Critical Consciousness...............................................................................55

        PFC Social Action..............................................................................................55

    Neighborhood Arts (NE):The Process...................................................................56

        NE Background...................................................................................................56

        NE Critical Consciousness..................................................................................56

        NE Social Action.................................................................................................56

Discussions............................................................................................................56

Implications........................................................................................................57

    For SJYD practitioners: Preparation and professional development is important..57

    For SJYD practitioners: Work in community, not as individuals............................58

    For policy makers and organization leaders:Systems need to change....................58

Conclusion.............................................................................................................58

References...............................................................................................................58

Table 1 Practices in the Realm of Risk Resilience and Prevention; and Positive, 

    Civic, and Social Justice Development....................................................................49

Table 2 Youth Empowerment Participants...................................................................52

Table 3 People for Change Participants.......................................................................52

Table 4 Neighborhood Arts Participants......................................................................53

Table 5 All Participants: Demographics.......................................................................53

Table 6 Social Action at Youth Empowerment.............................................................54

Table 7 Critical Consciousness and Social Action........................................................57

The author set her paper up in a way that defines her purpose and method of research. Ms Clemons gave clear definitions of what types of practices are used in youth development by youth practitioners and examined multiple youth programs to give an overview of how these types of programs support Social Justice Youth Development in differing ways. For each program she focused on three areas; background, critical consciousness, and social action making it easy to compare each program. Tables were used to give clear information that was easy to interpret. 

For more articles on whats being researched in the field of youth development click the link below. 

Journal of Youth Development

FYI- The blogger did not align my table of contents as it was written prior to publishing. Sorry if the numbers a askew. 

Blog Post #2

 

One of my questions from last week was "What is a good way to measure my effectiveness in the program?" I work with students in a transition program for 18-22 year olds who have special needs.

If I approach this from as a Post Positivist  researcher I might look at data on students skill acquisition, grades, and levels of independence. I might site general observations about progress of the group of students as an average progression of skill and ability levels. I could make a generalized conclusion of my effectiveness over all. There could possibly be an outlier that nullifies my conclusion.

Using a Constructivist research approach I might study how well the students interact with each other, the staff, potential employers, and their families. I might look at their ability to self advocate, access resources, and their level of preparedness to enter the work force. I would examine them in different spaces and contexts. I would study their ability to transfer skills across contexts.

If I decided to approach this question from a Critical Theory perspective I might research what is most supportive for my students, what do I do that supports their personal growth? I would examine what effectively meets the person centered goals for each students and does not restrict their individual needs. I would assess if what I do helps the students and improves their lives, can what I do even the playing field for students with disabilities. I would examine my effectiveness through asocial justice lens.

After looking at the ways to approach research I align most with the Constructivist approach. I believe that looking at issues from a social perspective across contexts can give information that be built upon. Using qualitative data is taking a person centered approach that still includes solid information that can be measured and provide insight that can lead to next step conclusions.

For more types of research methods look at this link.

Blog Post 1

 

Our first reading, The Art of Classroom Inquiry, made me realize the benefits of teacher research. I see the teacher I work with doing this in an informal way while constantly assessing what our students need to learn, how they learn best, and if they have learned what we are teaching. I hadn't ever thought of it as research. It makes me wonder what more I could learn from this practice and how it might benefit my students. The article defines research as starting by wondering. Here is a lis of some things I wonder about.

1. How can I more effectively meet the needs of each student?

2. What are more ways I can expose them to what life after school is like?

3. How do I balance supports while pushing them toward independence?

4.What other ways can they seek independence?

5. How can I implement what I have learned in the classroom?

6. How can I take on more responsibility in my classroom without seeming like I am trying to take the place of the teacher?

7. How do I get school leadership to value the role of the teacher assistant in the classroom?

8.How can I voice my opinions in a diplomatic way?

9. How can I find job placements for my students that meet their interest?

10. What is a good way to measure my effectiveness in the program?

11. What is a good way to discuss politics with students?

12. Is it my place to encourage family involvement and connections?

13. Can what I learn be beneficial for my own children?

14. How do I balance protecting my children from the cruelties in the world while fostering discernment and the need to look for good in others?

15. How do I share what I have learned without seeming preachy?

16. What do I do when there is no good choice or answer?

17. What should be the criteria for judging a person's ability to make decisions for themselves? 

18. How can I use my degree to better my position at work?

19. What is my next challenge after my Masters?

20. When will I be able to retire??

Lastly, "How many licks does it take to get to the center of a Tootsie Roll Tootsie Pop?"

 "The world may never know!"

Another article about teacher research can be accessed through this link. It also discusses the way this type of research needs to be validated.