MINECO PROGRAMA ESTATAL DE I+D+I RETOS DE LA SOCIEDAD 2013 R EF .: - - PowerPoint PPT Presentation

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MINECO PROGRAMA ESTATAL DE I+D+I RETOS DE LA SOCIEDAD 2013 R EF .: EDU2013-42979-R HEBE PROJECT. T HE EMPOWERMENT OF YOUNG PEOPLE : ANALYSIS OF THE MOMENTS , SPACES AND PROCESSES THAT CONTRIBUTE TO YOUTH EMPOWERMENT . TEAM Researchers:

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MINECO

PROGRAMA ESTATAL DE I+D+I RETOS DE LA SOCIEDAD 2013

REF.: EDU2013-42979-R

HEBE PROJECT.

THE EMPOWERMENT OF YOUNG PEOPLE: ANALYSIS

OF THE MOMENTS, SPACES AND PROCESSES THAT CONTRIBUTE TO YOUTH EMPOWERMENT.

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TEAM

 Researchers:

Pere Soler

Ingrid Agud

Judit Font

Pilar Heras

Manel Jiménez

Asun Llena

Myrte Monseny

Anna Novella

Hector Núñez

Sonia Páez de la Torre

Pilar Pineda

Anna Planas

Alan Salvadó

Jaume Trilla

Narcís Turon

Xavier Úcar

Carles Vila

Pilar Rodrigo  Collaborators:

Anna Ciraso

Ariadna Alonso

Myriam Arenillas

Javier Páez

Maria Rosa Sitjes

Sílvia Moya  Research technicians:

Ana Mar López

Carme Trull

Feliu Fusté

Carolina Sourdis  Advisory Board:

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THE INITIAL PROJECT

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THE YOUTH EMPOWERMENT PEDAGOGICAL MODEL.

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Young FORMATION

Acquire and develop various personal skills

RIGHT ENVIRONMENT

Context and resources

Personal capabilities Action possibility

Young empowered

(because he/she can...)

DECIDE

AND

ACT

His/her life and the community Reality

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EMPOWERMENT CONCEPT

 Empowerment

is the process that increases the possibilities:

that a person can decide and act consistently on everything that affects his/her own live;

to participate in decision-making and intervene in a shared and responsible manner with respect to the community of which it is a part.

 This requires two conditions: 

that the person is acquiring and developing a series of personal capabilities (knowledge, attitudes, aptitudes, skills)

that the environment facilitates him/her to effectively exercise these capabilities.

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PEDAGOGICAL MODEL OF YOUTH EMPOWERMENT:

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DATA ON YOUTH

EMPOWERMENT

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SAMPLE: N = 890

Representative sample of young people between 20 and 24 years old (maximum error 3.28%, confidence level 95%). Corresponding random sample.

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MAIN RESULTS (1)

  • Young people empower more in these situations:

 Living alone.  Get a job.  Have a relationship  Meet an exceptional person.

  • Greatest empowerment spaces are:

 Family.  Higher education.  Leisure activities.  Friends.

  • Progressive empowerment process up to 20 years.
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MAIN RESULTS (2) EMPOWERMENT AND PROFILE OF THE YOUNG

PERSON

 More empowered youth:  Do work.  Economically independent.  Professional studies and are studying a degree.  Less empowered youth:  Do not work.  Do not study.  Secondary level of studies.  Low incomes.

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WHAT DO YOUNG PEOPLE CONTRIBUTE TO THE YOUTH EMPOWERMENT?

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CONCLUSIONS OF PARTICIPATORY EVALUATION WITH YOUNG PEOPLE

 All the groups constructed their own conceptualizations and

definitions of the YE concept and put it in relation to their own lives.

 In the four groups, the YE associates a personal process; an

internal transformation that goes through one-self, although social influence is recognized.

 All validate the YE definition presented by the research team.  The understanding of the indicators varies between groups, but they

coincide in the difficulty of understanding the meta-learning indicator.

 The four groups validate the battery of YE indicators presented

by the research team.

 All the groups perform a hierarchy of the indicators. Autonomy and

self-esteem are considered, in general, the most important.

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CONCLUSIONS OF PARTICIPATIVE EVALUATION WITH YOUNG PEOPLE

 In all the groups the subject of spaces, moments and processes

  • f YE is treated from personal experiences.

 The YE is related to spaces related to the family, school

and friends.

 The processes that appear in the spaces have to do with

  • vercoming experiences that provide young people a

perception of success, of overcoming, of being important to someone or, finally, of feeling well-being.

 Learning processes and personal growth are identified in

all cases, either to overcome studies or to be brave enough to abandon them because they are not what they wanted to do.

 Overcoming processes are detected in which to be able to

move forward in adverse situations or fragility.

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YOUTH EMPOWERMENT VARIABLES.

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METHODOLOGICAL PROCESS

Indicators selection - Project: the YE community actions as a learning methodology for empowerment.

Contrast with the scientific literature Validation by experts Empirical validation with young people: 5 processes of participatory evaluation + 6 life stories

Building youth empowerment indicators that can guide actions for the design of youth policies, programs or services.

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BATTERY OF DIMENSIONS AND INDICATORS

VARIABLES INDICATORS Self-esteem Be satisfied of yourself. Be able to deal with difficult or adverse situations. Be able to show in front of the other. Feeling self-confident. Know the own capacities and recognize the limits themselves. Feeling recognized by the rest. Autonomy Take initiative Be able to choose and act according to the own convictions. Critical capacity Be able to analyse problems or situations. Have an own criteria in relation to problems or situations. Efficiency Being able to make decisions to achieve the objectives. Be methodical and constant in carrying out the work. Achieve the objectives set. Identity and community knowledge Understand the history and sociocultural dynamics of the community. Know the different agents and organizations of the community. Know the services, resources and equipment of the community. Have a feeling of belonging. Meta learning Be aware of having acquired or improved an own knowledge and abilities. Have developed the ability to learn to learn. Be aware of the power acquired to act. Participation Engage in actions or projects. Be able to influence your surroundings. Responsibility Assume commitments and tasks voluntarily and realistically. Assume functions in groups and groups of which it is a part. Be able to share functions and tasks. Team working Engage in teamwork. Be able to exercise leadership functions in team work. Be able to communicate. Be able to negotiate and agree.

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THE STORY OF YOUNG PEOPLE: LIFE STORIES.

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  • Interpretation and

perception of the meanings and symbols, interactions and interpretations of the actors about their experience and its help to build reality.

Why?

  • To know their own history,

from its nuances and its perception, representation about moments, spaces and processes that have made them feel empowered.

For what?

  • Preliminary moment.
  • Contact and commitment
  • Data collect.
  • First analysis and return.
  • Second analysis

How?

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THE RAPPORTEURS

Neither geniuses nor superheros

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SOME RESULTS

 Value of the interrelations of referring persons and

also of the critical incidents and the decision and action possibilities.

 Spaces are reference, offering security and developing

confidence, promoting moments or processes.

 Adolescence as a capital moment in the development

  • f elements such as security, confidence and self-

esteem.

 Importance of questioning the environment, and the

view of others.

 Opportunity contexts allow to put capacities into

practice from one's own choice.

 Conflicts, when they can be managed and solved, put

competencies and skills into play and new ones emerge.

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LIFE STORIES BY YOUNG PEOPLE: WEB HEBE AND WEBDOC.

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 Own

methodology: audiovisual pedagogical workshop.

 6 young people between 18 and 27 years old.  3 audiovisual pieces: self-portrait, reference and

empowering space, equivalent to the processes, people and moments indicators.

 2 focus group with the participants on creation

methodologies for empowerment and on their work results analysis.

 1 focus group with experts for

the conceptualization, the methodology analysis and the

  • bservation
  • f

young people pieces.

 Interactive

participation through the webdoc platform.

FUNDAMENTALS OF HEBE WEBDOC

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OWN METHODOLOGY

8 sessions of acquisition of transversal competences over 2 months and developed in 3 phases: Phase 1. Audiovisual creation workshop:

  • Session 1. Presentation of the workshop.
  • Session 2. Pedagogy of the images.
  • Session 3. Observation of the other.
  • Session 4. Listen to the sound.
  • Session 5. Narrative and esthetic group work.
  • Session 6. Specialized discussion session.
  • Session 7. Analysis and discussion about the pieces.
  • Session 8. Focus group with specialists.

Phase 2. Documentary architecture:

  • Navigation by the following criteria: participants, indicators, themes, user

interaction.

Phase 3. Disclosure and participation:

  • Implementation of the methodology in formal and informal learning centers, and

participation in the webdoc.

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CONCLUSIONS

 Trial-error

learning and personal growth

  • f

participants and users.

 Exploration of the concept of youth empowerment

that is in itself an empowering mechanism.

 Instrumental

support through citizen science dynamics and scientific contribution through the participation of users.

 The architecture of the webdoc is available as a

digital learning tool for the narration of personal stories.

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MINECO

PROGRAMA ESTATAL DE I+D+I RETOS DE LA SOCIEDAD 2013

REF.: EDU2013-42979-R

THE EMPOWERMENT OF YOUNG PEOPLE: ANALYSIS

OF THE MOMENTS, SPACES AND PROCESSES THAT CONTRIBUTE TO YOUTH EMPOWERMENT

WWW.PROJECTEHEBE.COM HEBE@UDG.EDU

@PROYECTOHEBE

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