High-Risk Youth Uncensored: An Educational Exchange

• In Event: Participatory Art-Based Research Approaches

Abstract

1. Objectives: The impetus for the arts-based participatory action research project underway since fall 2009 in Edmonton, Alberta came from front-line professionals working with high-risk youth, based on the identified urgent need to educate service providers working with this youth population. To this end Uncensored is aimed at developing arts-based workshops to educate service providers about how to best meet the needs of the high-risk youth populations they serve.

2. Perspectives: Research attempting to address the complex experiences and needs of high-risk youth necessarily adopts an interdisciplinary approach. Literature in education, health, fine arts, social work, psychology and criminology informs this initiative. The philosophy of harm reduction (MacMaster, 2004) has particular significance in working with high-risk youth. Restorative justice (Brendtro, et al., 1990) offers an alternative approach to dealing with offending behaviours. From a strength-based position, research investigating the inherent resilience of youth offers promise for recovery and survival (Liebenberg & Ungar, 2009). Psyco-social literature understands youths’ risky behaviours as self-created opportunities for spontaneous action in resistance to constraining, inequitable social structures (Ferrell, 1995; Lyng, 1993). Research has shown arts interventions to have positive effects for youth at risk (Block, Harris, & Laing, 2005; Clawson & Coolbaugh, 2001).

3. Methods: The project takes a participatory arts-based approach. Consistent with participatory action research (Fals-Borda & Rahman, 1991) the primary focus of Uncensored is on practical outcomes. Our methods involve weekly sessions with the youth and university/community facilitators for the creation of arts-based curricula, planning and rehearsal for workshops. Workshops are developed at the request of service provider groups. Youth are paid for both the research development sessions and for presenting workshops.

4. Data sources: Since fall 2009 the project has amassed youth created artifacts including forum theatre scenes, rap songs, zines, digital stories, poetry, collages, etc. These become the basis for better understanding the experiences of high-risk youth. Several workshops with service provider groups have generated formal evaluation data including exit surveys, follow-up online surveys and focus groups.

5. Results: Workshop evaluations have shown that the opportunity for direct interaction with youth and the arts-based methods employed are effective at changing attitudes and suggesting practical, alternative strategies for working with youth. Uncensored workshops offer a unique approach to professional development for service providers. As a “by-product” of the process – being cast in the roles of artist, educator, researcher and performer, facilitators of the project have also found great benefits for the youth involved. Funding has been acquired for a participatory evaluation of youth outcomes beginning in fall 2011.

6. Scholarly significance: As well as offering concrete material improvements in the lives of the youth, from a social innovation perspective, the program model developed will provide a model for programming for high-risk youth and for educating front-line service providers working with them locally and nationally, with benefits for all.

Author

• Diane H. Conrad, University of Alberta