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Co-designing research-informed guidelines with youth for adapting research methods to other contexts has received little research attention. We report on guidelines co-designed with youth for adapting arts-based methods (ABM) for youth mental health (MH) research in online environments. Seven youth co-researchers participated in 3 co-design workshops and 2 graphic recording focus groups. Data analysis involved a thematic analysis approach. We identified one overarching theme (sustaining mindful presence when conducting research) and 4 subthemes (creating a safe space, youth having a say, facilitating meaningful engagement, paying receptive attention throughout the research process). Facilitating participants' authentic expression in online environments requires: 1) Letting youth self-identify; 2) incorporating diversity and inclusion; 3) providing accommodations, recognition, and compensation; 4) language considerations; 5) offering ABM training and resources for creating art; 6) using virtual platforms youth use; 7) being mindful of ethical considerations and technology fatigue; 8) addressing barriers in accessing and using technology; 9) providing choice in type of ABM and research methods used; and 10) providing options for communicating during research activities and for engaging in research outside of allotted time (e.g., email, group chat). These research-informed guidelines can be useful for conducting youth MH research and other youth research in online environments. [ABSTRACT FROM AUTHOR]

Conflict resolution education (CRE) grew out of several parallel efforts: integrating social justice into schools, concerns about safety and youth violence, and desires to enhance responsible citizenship. Today, CRE encompasses, or is a component of, a broad range of initiatives in schools: violence prevention programs, diversity and tolerance programs, law-related education, citizenship or civic education, peer mediation programs, and whole school change efforts. Despite this enormous educational opportunity, many high schools lack the mandate and the tools to teach such skills. This is true even in academic disciplines where issues of intergroup conflict are most directly addressed: history and social studies. The Workable Peace curriculum aims to teach general concepts and skills of conflict analysis and management in the context of historical and current events selected for relevance to high school social studies and history curricula. The Workable Peace curriculum is a model for discussing what students can learn about conflict, how they can learn it, and the difference this can make. The Workable Peace curriculum has three main components: a conceptual framework, historical role plays, and civic learning projects that relate directly to students' lives. (Contains 1 figure, 1 table and 23 notes.)

You represent U.S. Environmental Trust (USET), a domestic environmental management group, on a blue-ribbon commission studying the costs and benefits of immigration. USET is concerned with protecting America's limited natural [...]

The article discusses international treaties and protocols on residency for victims of human trafficking as of March 2013, focusing on the reported underutilization of T-Visas in the U.S. in comparison to similar temporary residence programs in other nations such as Italy. The legal rights of victims of forced labor and sex trafficking are addressed, along with the U.S. Office to Monitor and Combat Trafficking in Persons. American and Canadian immigration laws are also examined.

The article focuses on prostitution and sex work law in the U.S. in 2012. Topics include the detention of prostitutes under state law, the legal models of decriminalization of sex work, and the health of sex workers. Information is provided on the evolution of the sex industry in the U.S. and the deportation of immigrant sex workers.