no / Empowering children and young people is often cited as the goal of participation. However projects that seek to empower children and young people show little attempt to define what empowerment means. There is an implied but inadequately explored conceptual link between participation and empowerment. This paper explores the link between participation and empowerment by discussing a research with 15–17 year young people involved in two participatory initiatives in Ghana. The paper discusses the various typologies of children's participation and the concept of power, and concludes that participation does not lead to empowerment. Therefore the increasing theorisation of children and young people's participation as empowerment is flawed. The paper argues that children and young people's participation should instead be conceptualised as recognition and dialogue.

No. / The University of Bradford has recently pioneered a radical approach to engaging children and young people in learning about technology and the arts, thanks to funding provided by the English Arts Council. Young people engaged with youth services in the Bradford area were invited to take part in innovative performance art and digital media sessions held at the University. The sessions had a tangible output for the young people. The result was four one-minute ¿motion-captured¿ animations containing original music and dance ¿ produced by the participants themselves, with the help of experienced workshop leaders. This was packaged on a DVD which also contained a video documentary about the workshops, filmed as they were taking place by local film-maker and lecturer, David Robison. The participants were also able to take away their work on their mobile phones, video phones and portable Play-stations.

no / The African Youth Charter requires African countries to formulate and adopt an integrated national youth policy to address youth concerns. The United Nations Convention on the Rights of the Child and the African Children’s Charter also confer on children and young people the right to participate in matters that concern them. Therefore in the formulation and adoption of national youth policies the perspectives of young people need to be incorporated. This research examined how young people participated as strategic stakeholders in the formulation of Ghana’s youth policy. The paper presents a step-by-step analysis of the strategies used to involve young people in the formulation of the national youth policy of Ghana. Findings show that although young people had limited opportunities to participate in the formulation of the youth policy, they have been excluded from the implementation process. The paper concludes that the limited opportunities given to young people to participate in the formulation of the youth policy signifies a gradual drift towards youth engagement in the formulation of public policies in Ghana.

Yes / Following organ donation, bodies of children are generally cared for in hospital mortuaries or by funeral directors, and their families are offered little routine bereavement support. A partnership between an organ donation nursing team and regional children's hospice trialled an initiative where families were offered bereavement support from the hospice, and their child's body was cared for in a 'cool room' after death. Hospice services are usually restricted to children with life-limiting conditions, and their families. To explore the perceptions and experience of nursing staff who are involved in supporting families of children and young people who have been cared for in children's hospice cool rooms after death, following organ donation. A qualitative exploratory study consisting of a focus group interview with registered nurses from the children's hospice and organ donation teams. A purposeful sample of nurses was recruited. Data were collected in a digitally-recorded focus group interview during March 2018. The interview was transcribed and analysed using a qualitative content approach. Six nurses participated in the focus group. Analysis revealed five themes that characterised the perceptions of nurses: (i) barriers to care, (ii) bereavement care for families, (iii) impact on families and staff, (iv) influencers and enablers of change, and (v) sustainability of new practices. Nurses perceived the long-term, responsive and family-centred approach to bereavement support as a strength of the hospice model, reducing the experience of moral distress in organ donation nurses.

Yes

No / In recent years, as the prevalence of prescribers has increased, there has been discord and confusion around exactly how to refer to prescribers who are not doctors (Nuttall and Rutt-Howard, 2020). Professional regulators continue to define prescribers by specific profession, using terms such as ‘nurse prescriber’ (Nursing and Midwifery Council, 2018a), ‘pharmacist prescriber’ (General Pharmaceutical Society, 2018) and ‘allied health professional prescriber’ (Health and Care Professions Council, 2016). However, there is a broader range of literature using the collective term of ‘non-medical prescribers’ (All Wales Medicines Strategy Group, 2017; Department of Health Northern Ireland, 2020; NHS England, 2020; Scottish Government, 2020), highlighting the multidisciplinary nature of contemporary prescribing practices across the UK, and the shared responsibility of prescribers for assuring safe and effective practice. Within this chapter, we refer to prescribers collectively, as non-medical prescribers. Although this chapter has been written with the four countries of the UK in mind, it is important that you consider any country-specific, and profession-specific guidelines.

Yes

This thesis overall is concerned with three cardinal considerations in relation to working with young people in a modern and fundamentally demographically changed Britain. These themes include considerations of how young people’s racial/ethnic origins and religious identity continue to shape how mainstream services interact with them as well as understanding how an increasingly globalised world changes how young people from Britain see or are seen in a new way at the personal, local, national and global levels. This thesis argues that the majority of these considerations are not currently well understood; hence the need for practitioners in youth and community development to gain cultural competency and global literacy. It has been evidenced that Black young people continue to be disadvantaged in education, employment, criminal justice and a host of other socialisation spaces in comparison to the rest of society. In addition, the furore raised constantly and continuously in relation to the vulnerability of young Muslims to violent extremism deserves more critical attention. Furthermore, globalisation means that the world is much closer economically, politically, environmentally, technologically and culturally and there is increasing consciousness about the repercussions of these connections at the personal, local, national and global levels. However, questions remain as to whether practitioners who work with young people have the required competency to work across these racial, religious and global considerations. This thesis, consisting of the author’s published works and this overview explores these three cardinal considerations of race, religion and globalisation when working with young people in a multicultural, multi-ethnic, multi-racial and multi-faith modern Britain. The thesis comprises an exploration of working with Black young people within a historical and social policy context, as well as presenting research that explores the views of young Black children and parents. The author’s key contributions consist of explaining how cultural relativism and dogmatism, as extreme positions, are constructed, with potentially fatal consequences. The second dimension of working with young people in Britain explored in this thesis is that arena of Global Youth Work within both a theoretical and practice setting, especially in relation to the training of practitioners. This section also reports on research in relation to how Global Youth Work is conceptualised and operationalised in British Higher Education Institutions delivering youth work training. The last section of the thesis focuses on the contemporary issue of working with young Muslims. Against a backdrop of the government’s policy context of the “Prevent" agenda, perceptions of barriers young Muslims face in accessing mainstream services are explored, as well as the wider implications of fostering a culturally and religiously competent way of working with young Muslims.

Motivational interviewing (MI) has been used extensively and often effectively in medical settings to support behaviour change in adults. There is emerging evidence that MI may also be a useful approach for working with young people in schools. This thesis investigated the effectiveness of MI in educational settings and is presented in three sections. The first paper is an evaluative systematic literature review examining the evidence for student-focused MI in educational settings. Eleven studies were included in the review, although just eight were identified as 'best evidence' and included in the synthesis. Overall there is evidence for the effectiveness of student-focused MI in the areas of behaviour, school-based motivation and academic achievement. However, a number of methodological weaknesses were identified in the existing literature, which provides clear pointers for future research. Previous research has highlighted the potential usefulness of MI when used as a therapeutic intervention with disaffected students. However, to date, there has been little published research investigating students' views on MI. The second paper aims to investigate students' views on an MI intervention. Three disaffected students took part in an individual MI intervention, which was delivered by three educational psychologists (EPs). Semi-structured interviews were used to obtain the students' views, immediately after the intervention and again at a follow-up interview three months later. The results indicated that students were enthusiastic about the intervention and most perceived that there had been a positive impact on their learning motivation and classroom behaviour. However, these results were not consistent with questionnaire responses and two of the students experienced exclusions around the time of the intervention. The implications of these ambiguous findings are discussed in relation to the use of therapeutic interventions by EPs and the possible factors that are crucial to the success of MI interventions. The third paper provides a critical appraisal of the overall research process, including implications of the work, wider context of the research and dissemination of evidence to professional practice.

Makt kan utspela sig på många olika sätt, i varje sammanhang inom varje rum finns någon form av makt. I min studie har jag valt att undersöka makten i mötet mellan ungdomar och polis, utifrån ungdomars berättelser. Ungdomar är vår framtid, det är våra framtida ledare och politiker, det är de som kommer att ta över världen efter oss, därför är det viktigt att vi tar hand om våra ungdomar och att vi skapar en ljus framtid för dem. För att våra ungdomar ska bli välartade måste vi undersöka förhållanden som påverkar dem och deras utveckling av jaget. Därför har jag valt att undersöka makten i mötet mellan dem och polisen då jag anser att mötet påverkar dem och deras framtid. Poliser ingår i vårt rättsväsende, vi ger dem makt och legitimitet för att de ska skydda oss och bekämpa brottsligheten. Alla som har blivit utsatta för någon form av brott upplever det starka behovet av en disciplin som ska bevaka vår rätt och få oss att känna trygghet när vi går ut, trygghet när vi är i våra hem, tryggheten att kunna leva och vara fria. Men hur blir det när vi, den stora majoriteten ger så mycket makt till enstaka individer som ska bevaka vår rätt. Poliser är också mänskliga varelser som kan falla för frestelser och mänskliga reaktioner. Och hur blir det när vi ger poliser makt att hjälpa och skydda våra ungdomar och de istället använder sin makt för att trycka ner och kränka dem. Ja, makt är ett strakt ord som kan ge upphov till många olika konsekvenser. / ABSTRACTPower can be played out in many different ways. In my study I have chosen to investigate the power of the encounter between youth and police, from stories told by youth. In order to help our young people to become functional human beings, we must examine the relations which can affect them and their development of self and therefor I have chosen to explore the power in the meeting between them and the police because I believe that the meeting affects them and their future. Police officers are part of our judicial system we give them power and legitimacy not only to fight crime but also to protect us. Anyone who has been subjected to some form of crime feel a strong need for a discipline that will guard our rights. But what about when we, the great majority give so much power to certain individuals in order to guard our right. What if the individuals that we have given the right to protect us instead missuses this power in order to suppress and abuse? Yes, power is an abstract word that can provide many different consequences. I will try to explore the power in the meeting between young people and the police in this essay by trying to find the answers to these questions.- How does the meeting between youth and police look like?- Which aspects of power are there?- How do young people experience the power of the police?- How is the power played out in the meeting between youths and police?- What are the consequences of the power in the meeting?I have chosen to use phenomenology as theory and focus my remarks on Schutz's work, instead off Husserl's phenomenological philosophy. The method I have used is qualitative research through a deep group interview with five youths and one depth individual interview. The result of my study has shown that police use violence, not only necessary violence that is permissible to use by the law, but also excessive violence, violence that is unjustified. Some police officers use their power to offend and assault young people. After listening to young people's stories about the police, which confirmed the earlier research that has been done, is my conclusion that the power in the encounter between youth and police is abused by the police and that young people find this very negative.