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: Collaborators: Pere Soler Anna Ciraso Ingrid Agud Ariadna Alonso Judit Font Myriam Arenillas Pilar Heras Javier Páez Manel Jiménez Maria Rosa Sitjes Asun Llena Sílvia Moya Myrte Monseny Research technicians: Anna Novella Ana Mar López Hector Núñez Sonia Páez de la Torre Carme Trull Pilar Pineda Feliu Fusté Anna Planas Carolina Sourdis Alan Salvadó Jaume Trilla Advisory Board: Narcís Turon Xavier Úcar Carles Vila Pilar Rodrigo
THE INITIAL PROJECT
THE YOUTH EMPOWERMENT PEDAGOGICAL MODEL.
Young RIGHT FORMATION Personal Action ENVIRONMENT Acquire and develop capabilities possibility Context and various personal skills resources Young empowered (because he/she can...) DECIDE AND ACT Reality His/her life and the community
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.
PEDAGOGICAL MODEL OF YOUTH EMPOWERMENT:
D ATA ON YOUTH EMPOWERMENT
SAMPLE : N = 890 Representative sample of young people between 20 and 24 years old (maximum error 3.28%, confidence level 95%). Corresponding random sample.
MAIN RESULTS (1) o Young people empower more in these situations: Living alone. Get a job. Have a relationship Meet an exceptional person. o Greatest empowerment spaces are: Family. Higher education. Leisure activities. Friends. o Progressive empowerment process up to 20 years.
MAIN RESULTS (2) E MPOWERMENT 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.
WHAT DO YOUNG PEOPLE CONTRIBUTE TO THE YOUTH EMPOWERMENT?
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.
CONCLUSIONS OF PARTICIPATIVE EVALUATION WITH YOUNG PEOPLE In all the groups the subject of spaces, moments and processes of 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 overcoming 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 .
YOUTH EMPOWERMENT VARIABLES.
METHODOLOGICAL PROCESS Building youth empowerment indicators that can guide actions for the design of youth policies, programs or services. Empirical validation with young Validation by people: 5 experts processes of participatory evaluation + 6 Contrast with life stories the scientific literature Indicators selection - Project: the YE community actions as a learning methodology for empowerment.
BATTERY OF DIMENSIONS AND INDICATORS VARIABLES INDICATORS Be satisfied of yourself. Be able to deal with difficult or adverse situations. Be able to show in front of the other. Self-esteem Feeling self-confident. Know the own capacities and recognize the limits themselves. Feeling recognized by the rest. Take initiative Autonomy Be able to choose and act according to the own convictions. Be able to analyse problems or situations. Critical capacity Have an own criteria in relation to problems or situations. Being able to make decisions to achieve the objectives. Efficiency Be methodical and constant in carrying out the work. Achieve the objectives set. Understand the history and sociocultural dynamics of the community. Identity and community Know the different agents and organizations of the community. knowledge Know the services, resources and equipment of the community. Have a feeling of belonging. Be aware of having acquired or improved an own knowledge and abilities. Meta learning Have developed the ability to learn to learn. Be aware of the power acquired to act. Engage in actions or projects. Participation Be able to influence your surroundings. Assume commitments and tasks voluntarily and realistically. Responsibility Assume functions in groups and groups of which it is a part. Be able to share functions and tasks. Engage in teamwork. Be able to exercise leadership functions in team work. Team working Be able to communicate. Be able to negotiate and agree.
THE STORY OF YOUNG PEOPLE: LIFE STORIES.
• Interpretation and • To know their own history, • Preliminary moment. perception of the meanings from its nuances and its • Contact and commitment and symbols, interactions perception, representation • Data collect. and interpretations of the about moments, spaces • First analysis and return. actors about their and processes that have • Second analysis experience and its help to made them feel build reality. empowered. For Why? How? what?
THE RAPPORTEURS Neither geniuses nor superheros
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 of 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.
LIFE STORIES BY YOUNG PEOPLE: WEB HEBE AND WEBDOC.
FUNDAMENTALS OF HEBE WEBDOC 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 observation of young people pieces. Interactive participation through the webdoc platform.
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. o Session 2. Pedagogy of the images. o Session 3. Observation of the other. o Session 4. Listen to the sound. o Session 5. Narrative and esthetic group work. o Session 6. Specialized discussion session. o Session 7. Analysis and discussion about the pieces. o Session 8. Focus group with specialists. o Phase 2. Documentary architecture: Navigation by the following criteria: participants, indicators, themes, user o interaction. Phase 3. Disclosure and participation: Implementation of the methodology in formal and informal learning centers, and o participation in the webdoc .
CONCLUSIONS Trial-error learning and personal growth of 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.
MINECO PROGRAMA ESTATAL DE I+D+I RETOS DE LA SOCIEDAD 2013 R EF .: EDU2013-42979-R T HE EMPOWERMENT OF YOUNG PEOPLE : ANALYSIS OF THE MOMENTS , SPACES AND PROCESSES THAT CONTRIBUTE TO YOUTH EMPOWERMENT WWW . PROJECTEHEBE . COM HEBE @ UDG . EDU @P ROYECTO H EBE
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