Assuring chidren's involvement in research dissemination ... · Involving children and young people effectively in research dissemination and impact outcomes Introduction Despite

CPAL2 ESRC WWW.CPAL2.ORG COPYRIGHT 1

Assuring Research Dissemination and Impact with Children and

Young People Research-based Guidelines

Ruth Leitch Stephanie Mitchell

2014 Number 1


Key Guidelines: The 29 Steps Involving children and young people effectively in research

dissemination and impact outcomes

Introduction Despite greater inclusion of children and young people as participants in research, fewer examples are evident where young participants play full and active roles in knowledge dissemination and research impact strategies. These guidelines have been developed as a direct result of understanding derived from two inter-related Economic and Social Research Council projects that consulted pupils on their learning and assessment experiences in post-primary schools. The first project (CPAL1) identified key findings young people viewed as central to their learning and assessment experiences at key stage 3. Four years later, the follow-on project (CPAL2) was initiated to check the salience of these findings and to actively engage key stage 3 pupils on wider research dissemination activities and strategies. From analysis of the CPAL2 study, which worked closely with over 120 students through the first phases, and over 600 in total including the later evaluation, the team determined broad factors that afforded opportunities for young people’s creative engagement with dissemination and impact processes and also what constrained them. These broad factors are set out as guidelines that we judge should be applicable to a broader range of research contexts and age ranges, where researchers wish to ensure the active engagement of children and young people in effective research dissemination and impact strategies. For simplicity, we view research dissemination and impact as involving distinct activities but residing on a continuum, where dissemination involves raising awareness of findings, through knowledge and understanding of their implications, to impact, which is concerned with actual changes in policy, practice and social behaviour.


We set out the guidelines under four main phases: Phase 1 Planning for Impact; 4 Phase 2 Working Creatively with Research Findings; 6 Phase 3 Strategic Dissemination and Impact; 8 Phase 4 Follow-through, Evaluation and Celebration 10 including illustrative supporting student statements 12


Phase 1: Planning for Impact

1. Appropriate involvement of children and young people (CYP) in research projects should be planned for right from the research design and proposal stages through to dissemination and impact.

2. Set up a CYP advisory group (CYPAG) for the project that is inclusive and representative. CYPAG participants work alongside the adult researchers as co-researchers bringing specific expertise acting as representatives for other similar CYP. The remit of CYPAGs generally is to advise on how best to engage with other CYP on the issues; assist with methods and analysis /interpretation of the findings. The role of a CYPAG can be extended to consider dissemination and impact activities.

3. Consider the role, ethics, practicalities and costs involved in having one or more CYPAG over the lifetime of the project. Be wary of exploitation and negotiate expectations and informed consent carefully with those involved. Consider what are the costs/benefits for CYP.. Can they be consulted electronically or face-to-face?

4. Consult the CYPAG on whether or not they care sufficiently about the research issue as a ‘matter affecting’ themselves and other CYP. This will allow the research team to gauge the salience of the issue and whether or not CYP are likely to sustain motivation and involvement through to the dissemination of research findings.


5. Build the capacity of the CYPAG to develop their views on the substantive research issue/s and the research methods being suggested. In order for CYP to have voice, they need to be equipped with the skills, understandings and confidence to ‘have their say’ so that they can maximise the impact of their views and ideas for the research process and ultimately to target audiences.

6. Where appropriate engage the CYPAG with other key stakeholders (eg policymakers) early on (through direct or virtual contact) in the research process so that they are aware of the intended audiences for the research findings and who will be listening to them and for what purposes.

7. Plan tentatively for dissemination of the findings and evaluation of the impact of outcomes with the CYPAG from the design phase. These may change as the project progresses. Consider CYP’s ideas on how to build-in dissemination of interim findings what their involvement might be in these and any end-of-project dissemination and evaluation.


Phase 2: Working Creatively with Research Findings

8. Once the data have been collected, consider the role of the CYPAG in any analysis of these. If the data are qualitative, CYP may be involved in thematic analysis, if the data are statistical, CYP may comment on the patterns and trends e.g. Are the findings likely to be reliable across differing groups of CYP?

9. Judge how best to present the data or analyses to make these child/user-friendly and check with them on age-appropriateness.

10. Be clear what task you are asking them to do and make any tasks fun/engaging and of genuine value to the project and its outcomes.

11. CYP’s engagement with the data or key findings help check reliability of the findings and often provide further in-depth explanation/ nuances to

interpretation of the data. Policy-makers and other professionals are often moved by quotes and case stories from the field and CYP are very effective in selecting these to support statistics or specific child groups..

12. CYP can analyse such questions as e.g.- Do the findings address our core problems? Which characteristics of the findings are of greatest priority to them? Which target audiences ought to be listening to the outcomes?


13. CYP are particularly astute at sorting out any overly complex or technical language issues advising how to tailor priority research messages for differing audiences based on the findings, especially for outer CYP audiences.

14. CYP have great capacity to simplify formats and are infinitely imaginative

around the best and most engaging tools to improve accessibility of research findings including stories, graphics, fact sheets, quotes, multi-media etc and which might be most effective for which audiences.

15. A key stimulus question for CYP is ‘How do we bring these findings to life?’ to ensure maximum effectiveness for this or that audience.

16. All ideas offered must be listened to and logged and CYP can engage in a cost-benefit analysis or prioritisation as part of the final decision-making about best (and most cost-effective) methods.

17. CYP should be encouraged to assess what, if any, additional skills and knowledge they will need if they are to contribute to dissemination methods and impact strategies and events.


Phase 3: Strategic Dissemination and Impact

18. Researchers need to identify and assess further practical, ethical and safety issues that may be involved in CYP contributing to dissemination and impact methods and external events or workshops

19. It important that CYP are not engaged in research and dissemination events in a tokenistic or patronising fashion but are properly and fully engaged in decision-making about the event and in participating in communicating key aspects of the research that they consider to be most important/relevant.

20. Time needs to be given to consider which CYP that have been involved in the project wish to be involved and how to be as inclusive as possible i.e. not the most vocal or popular automatically being selected or voted in. Oftentimes the CYPAG are key actors and contributors in the dissemination process.

21. In largely adult-centred events, the format of formal verbal feedback is most common. CYP may require support and ought to be familiarised with the location, the programme and the audience and how they wish to be involved. They may also want to rehearse the input with peers or the research team beforehand.

22. CYP may suggest alternative formats and active delivery mechanisms which involve drama, film, multi-media and include audience participation and discussion.


23. The CYP can also advise on the question “How will we know if this dissemination method has done its job?’ so that external dissemination events can act as a stimulus to how the research might be best used or as a baseline to assessing research impact.

24. CYP can identify simple methods to stimulate debate and record what audience members advise or might do differently as a result of the findings. These can be anonymous or be used to request contact details for subsequent follow-up. For example:

25. Depending on time and circumstances, CYP can be involved in collating

feedback on dissemination and impact but certainly they should expect to receive follow-up feedback on the effectiveness and any impact of the dissemination events and strategies including their own input.


Phase 4: Follow-through, Evaluation and Celebration 26. While CYP do not carry responsibility for evaluating what worked in project dissemination and impact strategies at policy or organisational levels, they can play a critical role in assessing how their views have been taken on board and acted upon. 27. Whether or not the findings have led to innovation and/or change, key adult stakeholders should indicate what they have learnt as a result of the research on the substantive issue; what can be acted upon for the betterment of CYP’s circumstances; what cannot be effected and why. The CYPAG and all young participants in the project are entitled to such feedback in a child-appropriate manner such that the CYP can identify how the expression of their views on the substantive issues has been given ‘due weight’ (Art 12: United Nations Conventions of the Rights of the Child) . 28. There should be closure for the CYPAG, which may involve some form of candid evaluation of their experience of being involved in the entire research process. They might also offer specific feedback on what dissemination and impact strategies worked effectively in their interests and what might work for other CYP, including suggestions of other methods for evaluating, planning and evaluation strategies .


29. Appreciation of the young people’s time and willing involvement and hard work should be built in throughout the lifetime of the research project but there should also be opportunities to celebrate specific achievements and events, such as developing creative dissemination methods and participation in external impact events.


Supporting statements:

CYP Advisory Group Talking about the process

Louise I was one of eight students who took part in the Advisory group. We wanted to be a part of this project as it interested us and we thought it was a brilliant opportunity to be involved in something that would be helpful to both students and teachers in schools. We met as an advisory group on a number of occasions. When we first got involved we met with Stephanie from CPAL2 and she explained the project. Stephanie wanted our opinions and asked if we agreed with the process of CPAL2. We and our parents had to agree to be a part of the Advisory group.

She then proceeded to ask our advice on how to introduce the project to the classes. We said it sounded fun and should appeal to the imaginations of students. She also gave each of us a sheet of how we could be assessed in school and asked us which one we thought happens most in a classroom. My peers and I had a lot to say on the matter. We expressed our opinions on how it can be scary reading out pieces of work in class or having other students evaluate your work. But we all agreed it probably helped us improve as students. It made us think like teachers, which will prove to be very beneficial later on in our educational path.


Talking about the creation of a short

film as impact Rachel On one of Stephanie’s visits, she asked our advice on ideas that would be most appealing for the animated film. I spoke on behalf of the others in the advisory group. We thought it would be good for the animated film to be funny and have characters that both boys and girls can relate to. Afterwards, she showed us the results from all four schools and asked our reactions. All the ideas from the different schools were very good and very creative. When Stephanie showed us the film, instantly I saw different concepts from the schools and it was great that things we said were taken on board. I especially liked that the film was funny as it included things that students do think about during school. My experience of being involved in the project has been a positive one. This project was a great way of getting students voices heard, and getting teachers understanding how a student can feel inside the classroom. I think the final film is excellent, as it provides lots of information in a short period of time. I am thankful that I was able to be a part of this project and I would like to thank Stephanie for making the advisory group sessions really enjoyable. Thank you.


Additional readings

Edwards A (2004) In Fraser, Lewis, V, Ding, S, Kellett, M & Robinson. C Doing research with children and young people, Sage publications

Emond, R and Gilligan, R (2008) Some lessons learned? A case study of research dissemination to young people in care in Research for Action : Cross-National Perspectives on Connecting Knowledge, edited by RJ Chaskin & J M. Rosenfeld , New York, Oxford University Press. P111-131

Faulkner, K M (2009) Presentation and Representation: Youth participation in ongoing public decision-making projects Childhood 2009 16: 89

Gilligan, (2004) Reflections on the relationship between research and policy. Paper presented to research seminar in Children’s Research Centre, Dublin, March. van Blerk, L & Kesby, M (eds.) (2009) Doing Children’s Geographies: Methodological Issues in Research with Young People, London & New york Routledge.


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Assuring chidren's involvement in research dissemination ... · Involving children and young people effectively in research dissemination and impact outcomes Introduction Despite