Pathways to resilience: formal service and informal support use - - PowerPoint PPT Presentation

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Pathways to resilience: formal service and informal support use - - PowerPoint PPT Presentation

Mar 26, 2023 501 likes •672 views

Pathways to resilience: formal service and informal support use patterns among youth in challenging social ecologies Macalane Malindi (PhD) North-West University South Africa PATHWAYS TO RESILIENCE was initiated by M. Ungar (PhD)

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Pathways to resilience: formal service and informal support use patterns among youth in challenging social ecologies Macalane Malindi (PhD) North-West University South Africa

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PATHWAYS TO RESILIENCE

  • was

initiated by M. Ungar (PhD) and colleagues (Dalhousie University-Halifax- Canada);

  • is a series of international studies partnering

countries that include: – Canada, China, Colombia, New Zealand and South Africa;

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DALHOUSIE DALHOUSIE DALHOUSIE DALHOUSIE DALHOUSIE DALHOUSIE DALHOUSIE DALHOUSIE UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY NORTH NORTH NORTH NORTH NORTH NORTH NORTH NORTH-

  • WEST

WEST WEST WEST WEST WEST WEST WEST UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA MASSEY MASSEY MASSEY MASSEY MASSEY MASSEY MASSEY MASSEY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSIDAD UNIVERSIDAD UNIVERSIDAD UNIVERSIDAD UNIVERSIDAD UNIVERSIDAD UNIVERSIDAD UNIVERSIDAD DE DE DE DE DE DE DE DE ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY CANADA CANADA CANADA CANADA CANADA CANADA CANADA CANADA UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND CAPITAL CAPITAL CAPITAL CAPITAL CAPITAL CAPITAL CAPITAL CAPITAL NORMAL NORMAL NORMAL NORMAL NORMAL NORMAL NORMAL NORMAL UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY CHINA CHINA CHINA CHINA CHINA CHINA CHINA CHINA DE DE DE DE DE DE DE DE ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA COLOMBIA COLOMBIA COLOMBIA COLOMBIA COLOMBIA COLOMBIA COLOMBIA COLOMBIA

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PRINCIPAL INVESTIGATORS AND SITES

CANADA CANADA PROF UNGAR PROF UNGAR & DR LIEBENBERG & DR LIEBENBERG DALHOUSIE DALHOUSIE CANADA CANADA PROF UNGAR PROF UNGAR & DR LIEBENBERG & DR LIEBENBERG DALHOUSIE DALHOUSIE SITES SITES SITES SITES DALHOUSIE DALHOUSIE UNIVERSITY UNIVERSITY DALHOUSIE DALHOUSIE UNIVERSITY UNIVERSITY 1 1.

. NOVA SCOTIA,

NOVA SCOTIA,

  • 2. LABRADOR
  • 2. LABRADOR

1 1.

. NOVA SCOTIA,

NOVA SCOTIA,

  • 2. LABRADOR
  • 2. LABRADOR
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SLIDE 5

CHINA CHINA PROF TIAN PROF TIAN CAPITAL NORMAL CAPITAL NORMAL CHINA CHINA PROF TIAN PROF TIAN CAPITAL NORMAL CAPITAL NORMAL CAPITAL NORMAL CAPITAL NORMAL UNIVERSITY UNIVERSITY CAPITAL NORMAL CAPITAL NORMAL UNIVERSITY UNIVERSITY

SITE SITE

  • 1. BEIJING
  • 1. BEIJING

SITE SITE

  • 1. BEIJING
  • 1. BEIJING
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SLIDE 6

COLOMBIA COLOMBIA COLOMBIA COLOMBIA COLOMBIA COLOMBIA COLOMBIA COLOMBIA PROF DUQUE PROF DUQUE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE

SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE

UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE UNIVERSIDAD DE ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA

SITE SITE SITE SITE SITE SITE SITE SITE

  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN

SITE SITE SITE SITE SITE SITE SITE SITE

  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
  • 1. MEDELLIN
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SLIDE 7

NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND PROF MUNFORD PROF MUNFORD PROF MUNFORD PROF MUNFORD PROF MUNFORD PROF MUNFORD PROF MUNFORD PROF MUNFORD & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS SITES SITES SITES SITES SITES SITES SITES SITES

  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH

MASSEY UNIVERSITY MASSEY UNIVERSITY MASSEY UNIVERSITY MASSEY UNIVERSITY MASSEY UNIVERSITY MASSEY UNIVERSITY MASSEY UNIVERSITY MASSEY UNIVERSITY

  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 1. PALMERSTON NORTH
  • 2. AUCKLAND
  • 2. AUCKLAND
  • 2. AUCKLAND
  • 2. AUCKLAND
  • 2. AUCKLAND
  • 2. AUCKLAND
  • 2. AUCKLAND
  • 2. AUCKLAND
  • 3. WELLINGTON
  • 3. WELLINGTON
  • 3. WELLINGTON
  • 3. WELLINGTON
  • 3. WELLINGTON
  • 3. WELLINGTON
  • 3. WELLINGTON
  • 3. WELLINGTON
  • 4. DUNEDIN
  • 4. DUNEDIN
  • 4. DUNEDIN
  • 4. DUNEDIN
  • 4. DUNEDIN
  • 4. DUNEDIN
  • 4. DUNEDIN
  • 4. DUNEDIN
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SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA

  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON

NORTH NORTH NORTH NORTH NORTH NORTH NORTH NORTH-

  • WEST

WEST WEST WEST WEST WEST WEST WEST SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA

  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON
  • PROF. L. C. THERON

NORTH NORTH NORTH NORTH NORTH NORTH NORTH NORTH-

  • WEST

WEST WEST WEST WEST WEST WEST WEST SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES NORTH NORTH NORTH NORTH NORTH NORTH NORTH NORTH-

  • WEST

WEST WEST WEST WEST WEST WEST WEST UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY NORTH NORTH NORTH NORTH NORTH NORTH NORTH NORTH-

  • WEST

WEST WEST WEST WEST WEST WEST WEST UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY

  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 1. BETHLEHEM
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
  • 2. QWA QWA
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FUNDING

  • International Community-University

Research Alliance (ICURA).

  • Social Sciences and Humanities Research

Council (SSRC) (Canada) (Canada) (Canada) (Canada)

  • International Development Research Centre

(IDRC) (non (non (non (non-

  • Canadian

Canadian Canadian Canadian Countries) Countries) Countries) Countries)

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PTR is concerned with:

  • understanding

the service use patterns (across child welfare, education, mental health, and correctional services) among young people growing up in challenging environments,

  • their

access to informal supports (from families, peers and communities), and

  • the influence both have on positive

developmental outcomes such as citizenship, family relationships and educational engagement.

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GOAL OF PRT

To learn what patterns of formal service and informal support work best in varied cultural contexts to mitigate risk and promote well-being and to use this knowledge to influence policy and practice in our communities

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BROAD RESEARCH QUESTIONS

  • What does a successful young person look

like across cultures and contexts?

  • What formal service and informal support

ecologies are likely to foster resilience?

  • What are the similarities and differences in
  • What are the similarities and differences in

patterns

  • f

indigenous (local) service provision across cultures and contexts, and do these patterns influence the successful development of children and youth?

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CONT…

  • What would locally designed interventions

look like that facilitate coordinated service delivery and promote resilience (citizenship, prosociality, safety, etc.) for youth exposed to significant risk associated with their social to significant risk associated with their social and physical ecologies?

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DESIGN

  • Mixed methods design;

– Quantitative: using the Pathways to Resilience Youth Measure (PRYM) questionnaire as data collection instrument, – Qualitative: using semi-structured – Qualitative: using semi-structured interviews and visual methods

  • Sample:

– 8,000 at-risk youth aged 13-19 (+/- 6 months).

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MUCHAS GRACIAS THANK YOU VERY MUCH