A review of the evidence within criminal justice about the perspectives of young people and the approaches to engaging them in and with such research

Lead Research Organisation: Newcastle University
Department Name: Sch of Education Comm & Lang Sci

Abstract

This review focuses on the evidence of participation of children and young people (CYP) in, and with, criminal justice research. This review has identified the current position of CYP in research into the criminal justice system in the UK, and suggested a model of justification for involving them. The evidence shows that there has been a genuine progression over the last decade in terms of ensuring the participation of CYP. Participatory research would seem an effective way of ensuring CYP can challenge negative perceptions, stimulate change and become visible in a positive manner. Any research involving CYP needs to be clear in its focus and purpose, and provide opportunities for CYP to engage in a meaningful and relevant way, in order that it can enhance their well-being and be mutually beneficial. In this way CYP can become active and empowered citizens in their own communities and beyond. On the basis of the evidence we recommend that researchers examine their motives carefully, work in partnership to share knowledge and skills, and collect evidence from CYP about 'when' it is appropriate to involve young people in research, and 'which' young people.
 
Description This review focuses on the evidence of participation of children and young people (CYP) in, and with, criminal justice research. This review has identified the current position of CYP in research into the criminal justice system in the UK, and suggested a model of justification for involving them. The evidence shows that there has been a genuine progression over the last decade in terms of ensuring the participation of CYP. Participatory research would seem an effective way of ensuring CYP can challenge negative perceptions, stimulate change and become visible in a positive manner. Any research involving CYP needs to be clear in its focus and purpose, and provide opportunities for CYP to engage in a meaningful and relevant way, in order that it can enhance their well-being and be mutually beneficial. In this way CYP can become active and empowered citizens in their own communities and beyond. On the basis of the evidence we recommend that researchers examine their motives carefully, work in partnership to share knowledge and skills, and collect evidence from CYP about 'when' it is appropriate to involve young people in research, and 'which' young people.
Exploitation Route My PhD thesis (2015) was by publication, and this output was one of my submitted publications. The commentary thesis around it refers to this output and further critically examines the findings.

This research could be used by charities, policy-makers, professionals, etc. in the context of engaging children and young people in research in a meaningful way.
Sectors Communities and Social Services/Policy,Education,Government, Democracy and Justice,Other
URL http://www.ncl.ac.uk/cflat/ccreview.htm
 
Description Training young researchers volunteering for charitable organisations
Geographic Reach National 
Policy Influence Type Influenced training of practitioners or researchers
Impact Increased capacity of young people by training them in visual research methods and participatory techniques. They then returned to their own community to research issues that were important to them and their community rather than for us.
 
Description Making Connections, AHRC Connected Communities Showcase, March 12th, London, UK. 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? Yes
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact This workshop covered the theory and practice of using visual methods and tools in participatory research and how they can be used in an innovative and creative way to conduct research with children and young people.
Year(s) Of Engagement Activity 2013
URL https://www.youtube.com/watch?v=DZE_bonLxfo&index=1&list=FL0EmbPjatffeR8LosLP3e2Q
 
Description Making Connections: Theory and Practice of Using Visual Methods to Aid Participation in Research, Visual In-Sights: Theory, Method, Practice International Conference, June 26-27, Newcastle, UK. 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact This research methodology workshop will address the context of participatory research with CYP and will cover the development of participatory research and associated policies over the decades. The workshop will consider the context of visual methods and tools and how these can be used in an innovative and creative way to conduct research with CYP. Participants will learn about the theoretical underpinnings of the methods and then experience the practicalities of completing and designing these methods themselves. The concluding section of the workshop will explore the analysis of data produced through these methods, considering the quantitative as well as the qualitative possibilities.
Participants will have the opportunity to circulate amongst a 'carousel' of three different activities which will provide examples of visual methods:
1. Diamond ranking has been used in classrooms to explore and clarify the feelings and thoughts on a topic and is usually carried out with pre-written statements. At the workshop, however, participants will have the opportunity to learn about and try using this activity with visual images instead (Clark, 2012).
2. Photo-elicitation and beyond: talking about, choosing and ranking pictures. Methods will be demonstrated of using the immediacy of photographs which are alternative or complementary to the semi-structured qualitative interview through photo-elicitation.
3. We will facilitate discussion and practical experimentation with different visual techniques to engage children and young people in research, such as: fortune lines; spider diagrams; PMIs, and drawings. These methods can be used flexibly in different contexts and provide a toolbox of ideas that researchers can draw on when conducting research in an inclusive way.

Methodology, Methods, Research Instruments or Sources Used
This workshop explores methods that aim to be participatory, which is how we, as researchers, are accustomed to working (Clark et al., 2001; Clark, 2004; Woolner et al., 2010). Visual research methods may facilitate participation through their perceived inclusivity, being less demanding of literacy skills (Lodge, 2007; Prosser, 2007; Clark, 2005; 2010), but are also empowering, allowing participants to 'set the agenda' (Prosser, 2007:24). Using mediating visual items gives researcher and participant something to create, look at or discuss together, 'bridging gaps between the worlds of the researcher and the researched' (Harper, 2002: 20), which potentially enables participants to drive the encounter. It is necessary, however, to question how we understand and analyse the results of these encounters, remembering that they are products of the context and the task demands (Croghan et al., 2008), with meaning for us as well as for our participants (Piper & Frankham, 2007).


The workshop is intended to enlighten and inform the research community. In particular, we aim to contribute to the following outcomes:
For educational researchers:
• Inspiring them to consider different ways of involving children and young people in research
• Giving them the knowledge , skills and confidence to be able to use visual methods in their work.
For Children and Young People:
• By encouraging researchers to think about using methods that are appropriate to CYP, and the context of the research, we aim to encourage better engagement by CYP and more inclusive practices in order that children can have their voices heard, and ultimately be enabled to contribute in a positive way to social change.
For us:
• We hope to be able to explore with participants the potential applicability of our methods in other European contexts in order to inform our own work in furthering the effective participation of children and young people in research.
Year(s) Of Engagement Activity 2014
 
Description Clark, J., Laing, K., Woolner, P., Thomas, U. and Tiplady, L. (2019) Using Co-production In Research: Challenges And Opportunities, ECER 2019, 3-6 September, Hamburg. 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Other audiences
Results and Impact Seeking the views and perspectives of users in research about educational experiences is crucial if we are to improve practice and change lives. However, there is less evidence of reflection on our own rationale and commitment to co-produced, co-created or participatory approaches to research and even less so on the practicalities of just how we can do this well. A variety of ways of engaging must be provided, with multiple and varied options for dissemination made commonplace (Laing et al 2017).
Universities across Europe are situated within national and global policy environments and subject to changing relationships with their nation-states. This affects their levels of autonomy, their funding mechanisms and the extent to which they have a wider steer, pressure or incentive to reach specific objectives (Goddard 2016). Although countries are subject to similar global pressures, the development of universities has differed, and the extent to which they are encouraged to contribute towards economic, social and cultural impact varies. In addition, funding agencies routinely require an explanation of how the funded research will have benefit for society. Knowledge exchange and co-production approaches have therefore grown in importance in recent years (Phipps and Morton 2013). The concept of Open Innovation in European Commission funded research is becoming more central.
Despite this, there is a lack of awareness of the potential benefits of collaboration, and a persistent lack of knowledge about potential partners, and how to establish relationships. Confusion exists over which practices are most effective and how this kind of work fits with traditional notions of the role of academics. Irrespective of the inadequate evidence base for knowledge mobilization and an under-developed ability to identify impact, co-production can produce social value for universities, researchers, students and their partners, and investments in knowledge mobilization for educational research by universities are valuable (Phipps and Shapson 2009) and should be encouraged.
The notion of boundary organisations bring the skills and expertise of different actors together to enable each to understand the other in a form of 'boundary crossing' (Akkerman and Bakker 2011) and supported by 'boundary experiences' (Clark et al 2017). Co-produced work offers opportunities for boundary crossing, but another approach sees co-production as having the potential to create new kinds of research. Such transformational potential necessitates a new way of thinking about research methodology. This requires new ways of doing things, forms of methodology that can encompass this approach, and a process of critical enquiry based on a more dynamic, open ontology, and an epistemology that can take account of multiple constructions of knowledge (Brown, Harris and Russell, 2010). In many research projects, the boundary crossing is discretionary, and an additional element to the research processes rather than an integral part. In addition, researchers need to develop the skills and capacities which enable them to engage in a more exploratory and collaborative research process, without sacrificing or weakening their own disciplinary contributions.
A partnership between Newcastle Institute for Social Renewal, Carnegie UK Trust, Newcastle City Council, Children NE, Success4All and the Federation of Small Businesses has conducted a review of current toolkits and guides for the co-production and co-creation of knowledge, and gathered evidence in order to co-produce resources for co-creating research as part of a 'quadruple helix'. This work builds upon our previous work undertaken as partners in the H2020 ACCOMPLISSH project. The workshop introduced participants to current debates in the field, presented recent research by the authors, and facilitated practical exercises that will assist participants in the design and implementation of co-produced research.
Year(s) Of Engagement Activity 2019
 
Description Conference paper: Clark, J. and Laing, K. (2016) Working with young people around crime and anti-social behaviour: exploring the capacity for change in their communities, North East Crime Research Network Conference, Northumbria University, 7th April 2016. 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact Whilst co-production is rapidly becoming an organising principle in the design of public services with adults (e.g., health, criminal justice, social care and education) it often receives lip service when applied to young people. Young people are often represented as objects of adult concern, works in progress, or naturally unruly and in need of control and socialisation, but rarely as competent agents and citizens with rights. Adults do not necessarily see the world as it is experienced by young people and may ask questions that are not important to young people. This paper presents our learning from working with young people across several projects that focused on crime-related issues and explores their capacity for making a difference in crime and anti-social behaviour. New conversations are needed both with young people, and within the academic research community about how we can support young people, what kinds of skills and competencies they need and how we can enhance the capacity of young people to effect change in their own communities.
Year(s) Of Engagement Activity 2016
URL https://www.northumbria.ac.uk/about-us/news-events/events/2016/04/north-east-crime-research-network-...
 
Description Conference paper: Laing, K. and Clark, J. (2016) Capacity building in research skills and methods: Involving young people as agents of change, British Educational Research Association Conference, Leeds University, 13th - 15th September 2016. 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Other audiences
Results and Impact This paper presented our learning from working with young people aged 13-18 to enhance their research skills. The young people involved were
all engaged in projects to improve their local communities, and wished to find out more about how they could engage with local
people using such research processes as asking the right questions, analysing data and presenting results. Groups of young people travelled to
Newcastle University to take part in a weekend of activities aimed at increasing their research skills, and enabling them to undertake research in
their own community. Through games, practical activities and discussion, young people explored aspects of research such as:
• What is research? And what is data?
• How to ask a good research question
• Interviewing and data recording techniques
• Making sense of data and identifying key messages
• How to present key messages to others
• Participatory methods
Some of the young people subsequently conducted independent research with 60 community members about the use of electronic cigarettes,
and successfully developed key themes from that research, producing a radio show to disseminate their key messages into the community. The
young people who took part later told us that they had not realised the significance of their learning at the time of the training with us but we noted
that their new awareness of their ontological and epistemological stance coupled with practical ways to conduct research had enabled them to
enact their agency more effectively. It would seem that attending the research day had enabled research skills to become more accessible to
young people, and increased their capacity to engage with their own communities.
Young people's participation is research has been a topic of much interest in recent years, as researchers grapple with the place of young
people in research. Co-production of research with young people is growing in popularity. Rarely, however, are young people positioned as
researchers in their own right, using research as a means of understanding their own communities in order to effect change. New conversations
are needed both with young people, and within the academic research community about how we can support and upskill young people as
researchers, what kinds of skills and competencies they need and how we can enhance the capacity of young people to effect change in their
own communities.
Year(s) Of Engagement Activity 2016
URL https://www.bera.ac.uk/beraconference-2016
 
Description Making Connections: Theory and Practice of Using Visual Methods to Aid Children's Participation in Educational Research 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Seeking the views and perspectives of children and young people (CYP) in research about educational experiences is crucial if we are to improve practice and change lives. Researchers and practitioners often cite the 1989 United Nations Convention on the Rights of the Child (UNCRC) - and it is Article 12, in particular which states that CYP are entitled to have their voice heard regarding situations and contexts that affect them - as a starting point for justifying the involvement of children. However, there is less evidence of reflection on their own rationale and commitment to participatory approaches and even less so on the practicalities of just how we can do this well (Clark & Laing 1012).
This research methodology workshop will address the context of participatory research with CYP and will cover the development of participatory research and associated policies over the decades. The workshop will consider the context of visual methods and tools and how these can be used in an innovative and creative way to conduct research with CYP. Participants will learn about the theoretical underpinnings of the methods and then experience the practicalities of completing and designing these methods themselves. The concluding section of the workshop will explore the analysis of data produced through these methods, considering the quantitative as well as the qualitative possibilities.
Participants will have the opportunity to circulate amongst a 'carousel' of three different activities which will provide examples of visual methods:
1. Diamond ranking has been used in classrooms to explore and clarify the feelings and thoughts on a topic and is usually carried out with pre-written statements. At the workshop, however, participants will have the opportunity to learn about and try using this activity with visual images instead (Clark, 2012).
2. Photo-elicitation and beyond: talking about, choosing and ranking pictures. Methods will be demonstrated of using the immediacy of photographs which are alternative or complementary to the semi-structured qualitative interview through photo-elicitation.
3. We will facilitate discussion and practical experimentation with different visual techniques to engage children and young people in research, such as: fortune lines; spider diagrams; PMIs, and drawings. These methods can be used flexibly in different contexts and provide a toolbox of ideas that researchers can draw on when conducting research in an inclusive way.

Methodology, Methods, Research Instruments or Sources Used
This workshop explores methods that aim to be participatory, which is how we, as researchers, are accustomed to working (Clark et al., 2001; Clark, 2004; Woolner et al., 2010). Visual research methods may facilitate participation through their perceived inclusivity, being less demanding of literacy skills (Lodge, 2007; Prosser, 2007; Clark, 2005; 2010), but are also empowering, allowing participants to 'set the agenda' (Prosser, 2007:24). Using mediating visual items gives researcher and participant something to create, look at or discuss together, 'bridging gaps between the worlds of the researcher and the researched' (Harper, 2002: 20), which potentially enables participants to drive the encounter. It is necessary, however, to question how we understand and analyse the results of these encounters, remembering that they are products of the context and the task demands (Croghan et al., 2008), with meaning for us as well as for our participants (Piper & Frankham, 2007).


The workshop is intended to enlighten and inform the research community. In particular, we aim to contribute to the following outcomes:
For educational researchers:
• Inspiring them to consider different ways of involving children and young people in research
• Giving them the knowledge , skills and confidence to be able to use visual methods in their work.
For Children and Young People:
• By encouraging researchers to think about using methods that are appropriate to CYP, and the context of the research, we aim to encourage better engagement by CYP and more inclusive practices in order that children can have their voices heard, and ultimately be enabled to contribute in a positive way to social change.
For us:
• We hope to be able to explore with participants the potential applicability of our methods in other European contexts in order to inform our own work in furthering the effective participation of children and young people in research.
Year(s) Of Engagement Activity 2012
 
Description Mediating encounters - the use of visual images in participatory research, paper in the symposium 'Mediating encounters: Theory and practice of using visual methods to aid participation in educational research', BERA conference, London, UK, September 23rd 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact This research methodology workshop will address the context of participatory research with CYP and will cover the development of participatory research and associated policies over the decades. The workshop will consider the context of visual methods and tools and how these can be used in an innovative and creative way to conduct research with CYP. Participants will learn about the theoretical underpinnings of the methods and then experience the practicalities of completing and designing these methods themselves. The concluding section of the workshop will explore the analysis of data produced through these methods, considering the quantitative as well as the qualitative possibilities.
Participants will have the opportunity to circulate amongst a 'carousel' of three different activities which will provide examples of visual methods:
1. Diamond ranking has been used in classrooms to explore and clarify the feelings and thoughts on a topic and is usually carried out with pre-written statements. At the workshop, however, participants will have the opportunity to learn about and try using this activity with visual images instead (Clark, 2012).
2. Photo-elicitation and beyond: talking about, choosing and ranking pictures. Methods will be demonstrated of using the immediacy of photographs which are alternative or complementary to the semi-structured qualitative interview through photo-elicitation.
3. We will facilitate discussion and practical experimentation with different visual techniques to engage children and young people in research, such as: fortune lines; spider diagrams; PMIs, and drawings. These methods can be used flexibly in different contexts and provide a toolbox of ideas that researchers can draw on when conducting research in an inclusive way.

Methodology, Methods, Research Instruments or Sources Used
This workshop explores methods that aim to be participatory, which is how we, as researchers, are accustomed to working (Clark et al., 2001; Clark, 2004; Woolner et al., 2010). Visual research methods may facilitate participation through their perceived inclusivity, being less demanding of literacy skills (Lodge, 2007; Prosser, 2007; Clark, 2005; 2010), but are also empowering, allowing participants to 'set the agenda' (Prosser, 2007:24). Using mediating visual items gives researcher and participant something to create, look at or discuss together, 'bridging gaps between the worlds of the researcher and the researched' (Harper, 2002: 20), which potentially enables participants to drive the encounter. It is necessary, however, to question how we understand and analyse the results of these encounters, remembering that they are products of the context and the task demands (Croghan et al., 2008), with meaning for us as well as for our participants (Piper & Frankham, 2007).


The workshop is intended to enlighten and inform the research community. In particular, we aim to contribute to the following outcomes:
For educational researchers:
• Inspiring them to consider different ways of involving children and young people in research
• Giving them the knowledge , skills and confidence to be able to use visual methods in their work.
For Children and Young People:
• By encouraging researchers to think about using methods that are appropriate to CYP, and the context of the research, we aim to encourage better engagement by CYP and more inclusive practices in order that children can have their voices heard, and ultimately be enabled to contribute in a positive way to social change.
For us:
• We hope to be able to explore with participants the potential applicability of our methods in other European contexts in order to inform our own work in furthering the effective participation of children and young people in research.
Year(s) Of Engagement Activity 2014
 
Description Pushing the Boundaries: Theory and Practice of Using Visual Methods to Aid Children's Participation in Educational Research 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Seeking the views and perspectives of children and young people (CYP) in research about educational experiences is crucial if we are to improve practice and change lives. Researchers and practitioners often cite the 1989 United Nations Convention on the Rights of the Child (UNCRC) - and it is Article 12, in particular which states that CYP are entitled to have their voice heard regarding situations and contexts that affect them - as a starting point for justifying the involvement of children. However, there is less evidence of reflection on their own rationale and commitment to participatory approaches and even less so on the practicalities of just how we can do this well (Clark & Laing 1012).
This research methodology workshop will address the context of participatory research with CYP and will cover the development of participatory research and associated policies over the decades. The workshop will consider the context of visual methods and tools and how these can be used in an innovative and creative way to conduct research with CYP. Participants will learn about the theoretical underpinnings of the methods and then experience the practicalities of completing and designing these methods themselves. The concluding section of the workshop will explore the analysis of data produced through these methods, considering the quantitative as well as the qualitative possibilities.
Participants will have the opportunity to circulate amongst a 'carousel' of three different activities which will provide examples of visual methods:
1. Diamond ranking has been used in classrooms to explore and clarify the feelings and thoughts on a topic and is usually carried out with pre-written statements. At the workshop, however, participants will have the opportunity to learn about and try using this activity with visual images instead (Clark, 2012).
2. Photo-elicitation and beyond: talking about, choosing and ranking pictures. Methods will be demonstrated of using the immediacy of photographs which are alternative or complementary to the semi-structured qualitative interview through photo-elicitation.
3. We will facilitate discussion and practical experimentation with different visual techniques to engage children and young people in research, such as: fortune lines; spider diagrams; PMIs, and drawings. These methods can be used flexibly in different contexts and provide a toolbox of ideas that researchers can draw on when conducting research in an inclusive way.

Methodology, Methods, Research Instruments or Sources Used
This workshop explores methods that aim to be participatory, which is how we, as researchers, are accustomed to working (Clark et al., 2001; Clark, 2004; Woolner et al., 2010). Visual research methods may facilitate participation through their perceived inclusivity, being less demanding of literacy skills (Lodge, 2007; Prosser, 2007; Clark, 2005; 2010), but are also empowering, allowing participants to 'set the agenda' (Prosser, 2007:24). Using mediating visual items gives researcher and participant something to create, look at or discuss together, 'bridging gaps between the worlds of the researcher and the researched' (Harper, 2002: 20), which potentially enables participants to drive the encounter. It is necessary, however, to question how we understand and analyse the results of these encounters, remembering that they are products of the context and the task demands (Croghan et al., 2008), with meaning for us as well as for our participants (Piper & Frankham, 2007).


The workshop is intended to enlighten and inform the research community. In particular, we aim to contribute to the following outcomes:
For educational researchers:
• Inspiring them to consider different ways of involving children and young people in research
• Giving them the knowledge , skills and confidence to be able to use visual methods in their work.
For Children and Young People:
• By encouraging researchers to think about using methods that are appropriate to CYP, and the context of the research, we aim to encourage better engagement by CYP and more inclusive practices in order that children can have their voices heard, and ultimately be enabled to contribute in a positive way to social change.
For us:
• We hope to be able to explore with participants the potential applicability of our methods in other European contexts in order to inform our own work in furthering the effective participation of children and young people in research.
Year(s) Of Engagement Activity 2012
 
Description Research presentation Showcase 2018 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact Clark, J. & Laing, K, (2018) Residential as research method: research co-creation with young women, CfLaT Research Showcase, 27th September, Newcastle University.
Year(s) Of Engagement Activity 2018
 
Description The involvement of young people in research within the criminal justice area - what do we know and what do we need to find out? (so far!) 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact Research Seminar in the Research Centre for Learning and Teaching programme

Jill Clark and Karen Laing will talk about their on-going AHRC study which is a scoping review of the research into the evidence of participation of children and young people (under 18) in, and with criminal justice research. The challenges and issues of crime and the criminal justice system are those that effect all communities and all connections between them. In meeting these challenges, a perspective that has been largely but not wholly absent has been that of young people. We are interested in a continuum of involvement from accessing of views to the participation of young people in solutions. The review is focusing on sub-themes pertinent to young people and include fear, perception and experience of crime (as victim and perpetrator); views (and experiences) of sentencing and punishment; fighting crime and prevention and offender re-entry and resettlement. A further focus is on the levels of involvement of young people in the research, ranging from being subjects of the research to being active partners in and with the research. This paper will present our findings to date and will explore the following: What kind of involvement has there been of young people in research within the criminal justice area? In what areas has there been no involvement of young people at all? Why and when do we involve young people? What are the ethics involved? What are the issues of power and voice? What is the level of involvement, e.g. as researchers, as activists, facilitators, observers, etc.?

helped us re-frame our analytical framework and report on progress - a good quality-assurance mechanism
Year(s) Of Engagement Activity 2011
 
Description Theory and Practice of Using Visual Methods to Aid Participation in Educational Research, paper in the symposium 'Mediating encounters: Theory and practice of using visual methods to aid participation in educational research', BERA conference, London, UK, 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact This research methodology workshop will address the context of participatory research with CYP and will cover the development of participatory research and associated policies over the decades. The workshop will consider the context of visual methods and tools and how these can be used in an innovative and creative way to conduct research with CYP. Participants will learn about the theoretical underpinnings of the methods and then experience the practicalities of completing and designing these methods themselves. The concluding section of the workshop will explore the analysis of data produced through these methods, considering the quantitative as well as the qualitative possibilities.

The workshop is intended to enlighten and inform the research community. In particular, we aim to contribute to the following outcomes:
For educational researchers:
• Inspiring them to consider different ways of involving children and young people in research
• Giving them the knowledge , skills and confidence to be able to use visual methods in their work.
For Children and Young People:
• By encouraging researchers to think about using methods that are appropriate to CYP, and the context of the research, we aim to encourage better engagement by CYP and more inclusive practices in order that children can have their voices heard, and ultimately be enabled to contribute in a positive way to social change.
Year(s) Of Engagement Activity 2014
 
Description Using a 'toolbox' approach to facilitate participation in research, paper in the symposium 'Mediating encounters: Theory and practice of using visual methods to aid participation in educational research', BERA conference, London, UK, September 23rd-25th, 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact This research methodology workshop will address the context of participatory research with CYP and will cover the development of participatory research and associated policies over the decades. The workshop will consider the context of visual methods and tools and how these can be used in an innovative and creative way to conduct research with CYP. Participants will learn about the theoretical underpinnings of the methods and then experience the practicalities of completing and designing these methods themselves. The concluding section of the workshop will explore the analysis of data produced through these methods, considering the quantitative as well as the qualitative possibilities.

The workshop is intended to enlighten and inform the research community. In particular, we aim to contribute to the following outcomes:
For educational researchers:
• Inspiring them to consider different ways of involving children and young people in research
• Giving them the knowledge , skills and confidence to be able to use visual methods in their work.
For Children and Young People:
• By encouraging researchers to think about using methods that are appropriate to CYP, and the context of the research, we aim to encourage better engagement by CYP and more inclusive practices in order that children can have their voices heard, and ultimately be enabled to contribute in a positive way to social change.
Year(s) Of Engagement Activity 2014
 
Description Workshop: Clark, J. and Laing, K. (2016) Making connections: Theory and practice of using visual methods to aid participation in research, Youth Matters: Moving from the margins, Newcastle University, 8-9th June 2016. 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact This workshop considered the context of visual methods and how these can be used in an innovative and creative way to conduct research with young people. Participants learnt about the theoretical underpinnings of the methods and then gain practical experience of completing and designing some of these methods. Participants tried one particular visual research activity in-depth: Diamond Ranking. We facilitated discussion and introduced other visual techniques to engage participants in research, such as: fortune lines; spider diagrams and PMIs. These methods can be used flexibly in different contexts and provide a 'toolbox' for researchers.
Year(s) Of Engagement Activity 2016
URL https://www.psa.ac.uk/events/youth-matters-2016-moving-margins
 
Description Young people presented alongside Dr Jill Clark and Karen Laing at the conference, presentation was titled: Involving young people in research: Learning from their experiences 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact 6 young people involved in a film about alcohol awareness went on to develop a resource to complement the films. 4 of these young people took training in research methods at Newcastle University (with Jill Clark and Karen Laing) where they learned about: what research is; the role of a researcher; how to plan research; specific methodologies; and how to analyse and use the findings. They planned a piece of work to undertake in schools using visual methods. The young people enjoyed their experience and learned much:

When I went down to Newcastle, I did'nae have a clue about research - I thought I did - but I did'nae. When you asked us to get into it, I realised I would'nae have known where to start! And if I did start, we would'nae have got as far as we are now. (young person)

Following their involvement with the University, the young people were invited to present their experiences of working with a University research team at an academic national conference 'Youth Matters' in June 2016. As part of the preparation for this, they produced a video and practiced a presentation which was delivered at the conference and was very well received by all attendees. At the conference they were the only 'genuine' young people presenting.
Year(s) Of Engagement Activity 2016
URL http://www.ncl.ac.uk/media/wwwnclacuk/geographypoliticsandsociology/files/Programme%20conference%20d...
 
Description conference paper presentation BERA 2018 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Clark, J. & Laing, K, (2018) Residential as research method: research co-creation with young women, BERA 2018, 11-13 Sept, Northumbria University, Newcastle, UK.
Year(s) Of Engagement Activity 2018