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

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) 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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CHINA CHINA CHINA CHINA PROF TIAN PROF TIAN PROF TIAN PROF TIAN CAPITAL NORMAL CAPITAL NORMAL CAPITAL NORMAL CAPITAL NORMAL CAPITAL NORMAL CAPITAL NORMAL CAPITAL NORMAL CAPITAL NORMAL SITE SITE SITE SITE UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY 1. BEIJING 1. BEIJING 1. BEIJING 1. BEIJING

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 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 SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE SITE ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA ANTIOQUIA 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN 1. MEDELLIN

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 SITES SITES SITES SITES SITES SITES SITES SITES & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS & DR SANDERS 1. PALMERSTON NORTH 1. PALMERSTON NORTH 1. PALMERSTON NORTH 1. PALMERSTON NORTH 1. PALMERSTON NORTH 1. PALMERSTON NORTH 1. PALMERSTON NORTH 1. PALMERSTON NORTH 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 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

SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA SOUTH AFRICA 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 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 SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES SITES NORTH NORTH NORTH- NORTH NORTH NORTH NORTH NORTH NORTH NORTH NORTH NORTH NORTH- NORTH NORTH NORTH NORTH NORTH NORTH- NORTH NORTH NORTH NORTH NORTH NORTH NORTH NORTH- NORTH NORTH NORTH NORTH NORTH -WEST - - - - - - - -WEST - - - - - - - - - - - - -WEST - - - - -WEST - WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST WEST 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM 1. BETHLEHEM UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY UNIVERSITY 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA 2. QWA QWA

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)

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.

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

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

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?

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).

MUCHAS GRACIAS THANK YOU VERY MUCH