Teen Girls Perspectives of Teen Dating Violence


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Emerging research on teen dating violence and abuse has limitedly been explored from the perspectives of African-American and Caribbean Black teen girls. The purpose of this research was to expand on the application of photovoice and PAR in exploring the issue of teen dating violence and abuse from the perspective of urban adolescent teens participating in a girls youth development program offered by a community-based organization in Miami, FL.

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Teen Girls Perspectives of Teen Dating Violence

  1. 1. ABSTRACTEmerging research on teen dating violence and abuse haslimitedly been explored from the perspectives ofAfrican-American and Carribean Black teen girls. Thepurpose of this research was to expand on the application ofphotovoice and PAR in exploring the issue of teen datingviolence and abuse from the perspective of urbanadolescent teens participating in a girls youth developmentprogram offered by a community-based organization inMiami, FL. This presentation will present data demonstratingthe generative themes which emerged from the photovoicepictures and narratives, how their pictures and narrativestranslated into policy recommendations presented to thelocal school board and how the research processcontributed to girls understanding of the social, politicaland economic oppressions that exist in theircommunities.
  2. 2. CONTEXT• 40% Increase of teen dating violence in Miami Dade County since 2001 (Youth Risk Behavior Survey, 2001-2009)• Black and Hispanic girls ages 15-18 experience the most instances of dating violence (Youth Risk Behavior Survey, 2009)
  3. 3. PROJECT OVERVIEWSite: Community Based Organization in Miami, FLParticipants: Self-selected 15 low-income African-American, Caribbean Blackand Hispanic girls ages 15-18 residing high risk communitiesStaff: Lead Project Facilitator, two youth development specialists, two youth peereducatorsMethod: Photovoice, Participatory Action ResearchTheoretical Frame: Sociopolitical Development, Social-Ecological Model
  4. 4. METHODS PHOTOVOICE PA R T I C I PAT O R Y ACTION Photo = Voice RESEARCH Strengths & Concerns • Creative Engagement Critical Dialogue • Social Justice Frame • Validate Voices Reach Lawmakers (Wang, 1992) • Co-Research & SOCIAL- Learning ECOLOGICAL • Critical Analysis MODEL • Transformation • Social Action • Policy Impact (Cammarota & Romero, 2010)RESEARCH MOTIVATIONS • Engage Partners • Mutually Beneficial • Useful Knowledge • Listen • Examine Values & Biases • Reflect
  5. 5. MOTHER I HEAR YOUMother I hear youAre you listening to me mychild?Yes I hearYou are a strong blackwomanHold your head up my childDon’t ever stand around andtake this beatingStand up my childMother I heard youAre you listening my childYes I am Listening SEE IT OUR WAY -Brianna, Age 17
  6. 6. ALL IN ONE CRITICAL ANALYSIS SHOWeD1) What do you See here?2) What is really Happening here?3) How does this relate to What vision do you have for Our lives? your community without this problem?4) Why does this When you look at this photo you see all the colorful painted wood with one situation, concern, or brown wood piece holding them strength exist? together with a lock. I can see that the different color wood pieces represent5) What can we Do about the different cultures & races I the community. The brown wood with the it? lock is the person who recognizes the problem, and in getting the message to (Wang, 1992) the community. They bring the
  8. 8. TAKING ACTION MOVING FROM VOICE TO AGENCY• Identify problematic PROGRESS issue• Identify solutions• Identify where action for change should be directed• Raise awareness• Present solutions to law makers• Increased self-efficacy• See self as social change agent
  9. 9. Preparing Us-Concentration-Public Speaking-Research-Knowledge-Influence-LanguageDevelopment-Time Management-Deadlines-Interpersonal Skills
  10. 10. 1) Parent/guardian 2) Stay away agreement 3) Not turning the offender into the 4) Peer mediationinvolvement and victimnotification of teen 5) Victims handbook 6) Parent/guardian involvement in counseling fordating violence in plain language offender
  11. 11. How we can prevent:• Social-development strategies teach children how to handle tough social situations. They learn how to resolve problems without using violence.•Parent- and family-based programs improve family relations. Parents receive training on child development. They also learn skills for talking with their kids and solving problems in nonviolent ways.• Mentoring programs pair an adult with a young person. The adult serves as a positive role model and helps guide the young person’s behavior.• Changes can be made to the physical and social environment. Administration, staff and students have a campus wide knowledge about the policy to address the social and economic causes of violence.• Create a Teen Dating Violence Prevention and Awareness Policy that can be adopted by school systems
  12. 12. REFERENCESBerg, M. , Cman, E. and Schensul,J. (2009). Youth action research for prevention: A multi-level intervention designed to increase efficacy and empowerment among urban youth. American Journal of Community Psychology, 43,345-359.Cammarota, J., & Fine, M. (2008). Revolutionizing education: Youth participatory action research in motion. New York: Routledge.Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum Press.Freire, P. (1973). Education for critical consciousness. New York: Seabury Press.McDonagh, K., Magill, C., & Strack, R. W. (2004). Engaging youth through photovoice. Health Promotion Practice, 5(1), 49-58.Miami-Dade County Injury Surveillance System (2010). Teen dating violence, Miami-Dade high school students, 2001-2010. Retrieved from http://www.dadehealth.org/downloads/FS%20YRBS%20Dating%20Violence.pdf.Minkler, M., & Catalani, C. (2010). Photovoice: A review of the literature in health and public health. Health Education & Behavior, 37(3), 424-451.Schensul, J. and Berg, M. (2004). Youth participatory action research: A transformative approach to service-learning. Michigan Journal of Community Service Learning, (Summer), 10(3), 76-88.Strack, R., Lovelace, K.A., Jordan, T.D. and Holmes, A. P. (2010). Framing photovoice using a social-ecological model as a guide. Health Promotion Practice,11(5), 629-636.Strack, R. Magill, C. and McDonagh, K. (2004). Engaging youth through photovoice. Health Promotion Practice, 5(1), 49-58.Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369-387Wang, C. (2006). Youth participation in photovoice as a strategy for community change. Journal of Community Practice, 14(1), 147-161.
  13. 13. URGENT, INC“Empowering Young Minds to Transform TheirCommunities”Saliha Nelson, Vice PresidentCenter for Empowerment and Education1000 NW 1st Ave. Suite 100Miami, FL 33136786-439-1544ph866-811-7778 faxoffice@urgentinc.org