The feasibility of an online discussion group as a component of targeted youth work in Finland

Kivijärvi, Antti; Aaltonen, Sanna; Välimäki, Vesa

doi:10.1016/j.childyouth.2019.104411

Cited by 7 publications

(16 citation statements)

References 17 publications

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“…At an individual level, the move to online working suited some young people, for example those who are quieter and previously may have struggled in face to face group work sessions. This reflects previous research which emphasises the social compensation potential of new technology, whereby those without strong networks or who are lonely or anxious often find it easier to connect with people online (Kivijärvi et al , 2019).…”

Section: Discussionsupporting

confidence: 84%

From care packages to Zoom cookery classes: youth work during the COVID-19 “lockdown”

Shaw

Brady

Dolan

2022

JCS

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Purpose This paper aims to explore the experience of one large Irish youth work organisation, Foróige, to measures introduced during the initial phase of COVID-19 in 2020. In the face of the unprecedented crisis including the closure of schools and curtailment of many youth services, this paper examines how the organisation responded and adapted its service offering. Design/methodology/approach Qualitative semi-structured interviews were conducted with 12 senior managers and youth officers in Foróige to explore their perspectives on the organisation’s response. Participants were purposively sampled from across the operational management functions and also from regional levels and youth workers engaging in work “on the ground”. Findings Shifting from a face-to -face, relationship-based to a distanced mode of engagement with young people, colleagues and volunteers required significant adaptation of Foróige’s service model. Innovation took place both in the delivery platform and fundamentally, in its service orientation. The accelerated move to online youth work brought about by the pandemic enabled the organisation to embrace and learn from the challenges and opportunities posed by digital technology. Responding to the immediate and tangible needs of young people in receipt of services, staff found themselves working with families at the more basic levels of intervention. Originality/value This paper provides new insights into the nature of non-profit service innovation during a time of unprecedented crisis management. It highlights characteristics of organisational agility that can assist organisations in managing crises, while also pointing the way towards a more flexible operating model for youth work service delivery.

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Section: Discussionsupporting

confidence: 84%

From care packages to Zoom cookery classes: youth work during the COVID-19 “lockdown”

Shaw

Brady

Dolan

2022

JCS

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“…Online spaces such as Facebook are not always considered 'safe' (42), and more moderated and specific online spaces may be required (e.g. 47). Third sector sources also advocated addressing bullying to reduce youth loneliness (54)(55)(56).…”

Section: Content: Social Strategiesmentioning

confidence: 99%

“…The Social Mechanisms construct 'Recognising the shared understanding of peers' was strongly supported for in-person and online group activities, and relevant to medical students (38), hospitalised youth (24), young people with a parent suffering mental ill-health (40), youth not in education or employment (47), and university students with depression (46) or ASD (45).…”

Section: Mechanisms Of Action: Socialmentioning

confidence: 99%

“…In total 13 studies included the three UCLA Loneliness Scale items, mostly as part of longer scales (see text above and Table S3). Two studies (46,47) included the direct measure of loneliness suggested by the ONS. The Loneliness Scale used by (13) included "I'm lonely" rated on a 5-point Likert scale from "not true at all" to "always true".…”

Section: Uk Youth (84)mentioning

confidence: 99%

See 1 more Smart Citation

Loneliness as an active ingredient in preventing or alleviating youth anxiety and depression: a critical interpretative synthesis incorporating principles from rapid realist reviews

Pearce¹,

Myles-Hooton²,

Hards³

et al. 2021

Preprint

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Background Loneliness is a common problem in young people (14-24 years) and predicts the onset of depression and anxiety. Interventions to reduce loneliness thus have significant potential as active ingredients in strategies to prevent or alleviate anxiety and depression among young people. In this review, we aimed to combine qualitative and quantitative evidence with stakeholder views to identify interventions that appear worth testing for their potential effectiveness in achieving this.Methods We conducted a critical interpretative synthesis, a systematic review method that iteratively synthesises qualitative and quantitative evidence and is explicitly focused on building theory through a critical approach to the evidence that questions underlying assumptions. Literature searches were performed using nine databases, and eight additional databases were searched for theses and grey literature. Charity and policy websites were searched for content relevant to interventions for youth loneliness. We incorporated elements of rapid realistic review approaches by consultating with young people and academic experts to feed into search strategies and the resulting framework, in which we aimed to set out which interventions appear potentially promising in terms of theoretical and empirical underpinnings and fit with stakeholder views.Findings Through synthesising 27 studies (total participants n=105,649; range 1-102,072 in different studies) and grey literature and iteratively consulting with stakeholders, a conceptual framework was developed. A range of Intrapersonal (e.g. therapy that changes thinking and behaviour), Interpersonal (e.g. improving social skills), and Social Strategies (e.g. enhancing social support, providing opportunities for social contact) seem worth testing further for their potential to help young people address loneliness, thereby preventing or alleviating depression and/or anxiety. Such strategies should be co-designed and personalised to fit individual needs. Plausible mechanisms of action are facilitating sustained social support, providing opportunities for young people to socialise with peers who share similar experiences, and changing thinking and behaviour, for instance through building positive attitudes to themselves and others.Interpretation Strategies to address loneliness and prevent or alleviate anxiety and depression need to be co-designed and personalised. Promising elements to incorporate into these strategies are social support, including from peers with similar experiences, and psychological therapy.

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“…Meanwhile, students who are actively involved as actors are empowered to decide; what, when, where, and how to study (Judi & Sahari, 2013). Establishing an online discussion group is challenging (Kivijärvi et al, 2019). Online group learning and students' workgroup is the way to improve student involvement and interaction, which is essential in formal online education.…”

Section: Literature Reviewmentioning

confidence: 99%

Vocational Pre-Teacher Students' Perceptions on Online Learning During Covid-19 Pandemic in Java, Indonesia: Benefits, Challenges, and Suggestions

Towip

Estriyanto

Rohman

et al. 2020

IJIE

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Online learning has increased rapidly in Indonesia's higher education since the government enforced to combat the spread of COVID-19. However, inequality in implementation has become an issue in several countries. In Indonesia, with archipelagic and mountainous topography has several challenges. Therefore, the present study is aimed to evaluate and analyze the benefits, challenges, and suggestions of online learning in Indonesia for future improvement. A total of 271 students were surveyed and provided complete information regarding the survey. Quantitatively, the instrument of the survey data is analyzed by using SPSS software. Qualitatively, data from open-ended participants' responses were analyzed by qualitative content analysis to explore the findings from the survey. The result showed that online learning was more efficient, provided easy communication, improve students' engagement, and developed their virtual learning skills. However, it was also found that the overall students were still unsatisfied since the uneven infrastructures of internet connectivity and learning arrangements not good enough. In line with this, media, processes, facilitators skills, and assessments needed further improvement. Students’ suggestions for improving online learning quality are discussed as well.

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The feasibility of an online discussion group as a component of targeted youth work in Finland

Cited by 7 publications

References 17 publications

From care packages to Zoom cookery classes: youth work during the COVID-19 “lockdown”

From care packages to Zoom cookery classes: youth work during the COVID-19 “lockdown”

Loneliness as an active ingredient in preventing or alleviating youth anxiety and depression: a critical interpretative synthesis incorporating principles from rapid realist reviews

Vocational Pre-Teacher Students' Perceptions on Online Learning During Covid-19 Pandemic in Java, Indonesia: Benefits, Challenges, and Suggestions

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