Search

AbstractEngaging young people with the effects and potential future impacts of climate crisis is essential for facilitating the changes required. These topics and their consequences can be overwhelming, and the emotional responses equally diverse, from anxiety to disengagement, but emotional depth can mean deeper levels of engagement. This paper introduces an empirically tested innovative approach to this challenge. Over a three-month period, a cohort of young participants met three times and actively engaged in a structured and facilitated climate-focused book club where they read one book slowly. Their perspectives and experiences in relation to climate crisis within this context became the focal point of a semi-structured narrative focus group. Thematic analysis of this data, conducted by an interdisciplinary team of researchers, yielded key themes encompassing 1) personal reflections, 2) knowledge acquisition, skill development and behavioural changes, 3) connections to others, 4) enthusiasm, inclusion, and support. Subsequently, the discussion delves into the importance of providing opportunities for shared discussions when reading climate literature and the pivotal role and potential of climate literature as a mechanism for personal and collective meaningful engagement with climate crisis. [ABSTRACT FROM AUTHOR]

Despite rising levels of interest in global environmental challenges, progress towards the widespread adoption of pro-environmental behaviours remains slow and inconsistent. Previous literature identifies the importance of education for working to address this inconsistency between the environmental values people hold and their behaviours, commonly described as the value-action gap. To examine current knowledge in this area we conducted a semi-systematic review of published literature which explicitly brings together value-action gap thinking and environmental education research. Our findings reveal that major areas of focus across this literature are either on the role of specific pedagogical approaches or broader policy and institutional structure. Based on our analysis of the literature, we suggest five priorities for future research. This includes research which contextualises educational visions within existing curricula, research which examines intergenerational learning, research which considers possibilities for collective action, research which studies a greater diversity of global locations, and research which examines the whole school approach. [ABSTRACT FROM AUTHOR]

The 1989 UN Convention on the Rights of the Child emphasises the value of listening to young people’s voices. Since its inception, there have been significant moves to involve young people in research that concerns their lives in a time of environmental emergency. Drawing on critical analysis of our work with Youth Action Partnerships (YAPs), this article explores how co‐production with young people can effectively be achieved and offers meaningful ways for young people to share their stories in a time of climate crisis. We draw on rich insights from our experience of working in partnership with young people and explore how they have been supported to shape and influence the research process. Our findings enable us to build on Hickey’s five principles for co‐production with adults in a health and social care context. We show that, in addition to those, there is need to consider three other principles when co‐working with youth. We embed the eight principles for co‐production in a new model for effective co‐production with young people to support researchers to successfully prepare for, and implement, such co‐production processes in other work. [ABSTRACT FROM AUTHOR]

Children are generally more susceptible than adults to suggestive interview techniques. Children's memories of an event can be altered and added to by presenting post-event information (PEI). What is not known is whether embedding silence about a particular scene within the PEI makes that scene less likely to be reported. Children aged 5–6 years made cakes with an agent ‘Mrs Flour’. The following day they received PEI in which a target scene from the original event was omitted, resulting in children reporting the target scene significantly less often than did controls (control= 57% and omit= 23% correct responses). There was direct evidence from the children's language that the omission led to a detriment in memory for the original scene itself. Allowing children to draw during the interview did not reduce the effect. Implications are discussed in terms of child victims and witnesses particularly regarding child sexual abuse. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]