Block 4 Learning Outcomes Identify the different ways in which knowledge can be produced through diverse research approaches, and how this can influence policy, practice and knowledge building in distinct ways Recognise the variety of forces which influence policy processes, professional practice and knowledge building, including the impact of childhood and youth research Appreciate the range of different dissemination strategies that can be used to share research findings with academic, policy-focused and practitioner audiences as well as children, young people and their families Recognise the tensions and inconsistencies between research, knowledge building, policy and practice, as well as their shared objectives Identify the different ways in which childhood and youth research can influence the lives of children and young people by addressing issues of concern in academic, policy-focused and practitioner contexts Prepare for TMA 04

TMA 4 Design and critically evaluate an appropriate dissemination strategy for the research project discussed in Haxell (2014). You are being asked to comment on at least three sources in this TMA: a minimum of two sources will come from the module materials, the other source must be the journal article ………. Haxell, A. J. (2015) ‘On becoming textually active at Youthline, New Zealand’, British Journal of Guidance and Counselling, vol. 43, no. 1, pp. 144-155. This TMA will help you to prepare for the third part of the EMA. Deadline 27th April 2017 A maximum of 2000 words (excluding your list of references)

General points about dissemination Often researchers want their work to be disseminated as widely as possible. often using a range from national and local policy makers to practitioners and parents. The dissemination target audience depends on the question and may change as the research proceeds. Funders may also be the target audience. It is important not to talk down to beneficiaries but to make the technical terms understood. Media is often used to disseminate but media outlets might have their own agendas Government may not like some findings and even sometimes block data and conclusions.

Disseminating for practice and policy Research is getting better at reaching practitioners – evidence-based practice Policy makers need messages that are timely, unequivocal and relevant to current and near-future events, otherwise they may be ignored The design for a research project ought to incorporate a triumvirate of practitioners, researchers and policy makers interacting. Are they included in the dissemination stage ? Educational research should involve users in its design and dissemination

Challenges to effective dissemination Sometimes policy-makers and practitioners are left out from research dissemination Different dissemination media will be applicable to different audiences Policy makers may find research complex and (too) dynamic/challenging

Who are the beneficiaries ? Research may be relevant to a range of different audiences. Possible audiences for research could include: the research participants themselves policy-makers practitioners parents academic researchers companies and industries the general public others ????? So how do we reach each of these groups ??

Reaching beneficiaries ACTIVITY FOR YOU TO DO : To whom are the following dissemination approaches most appropriate ? A short report (maybe a side of A4) A longer report (hundreds of pages) Presentation An academic article A News item on TV A blog A Newsletter article A dramatic re-enactment

The ethics of dissemination Ethics is an issue for researchers even after the process of data collection has been completed. researchers have a responsibility to their participants in the dissemination of their data they need to ensure that they have not wasted their participants’ time unnecessarily. Can the results be taken up and used in appropriate ways ? researchers have a responsibility to ensure that their participants will not be hurt, damaged or disadvantaged because of the ways in which the results were disseminated. it is important to ensure that information about the research is communicated accurately. In short, you need to think carefully about any ethical issues that may arise from your dissemination strategy.

Questions you might ask regarding Haxell (2014) (try to be innovative with your dissemination strategies, but principally use the most appropriate approach). What is the research about ? What were the results ? Who would be the main beneficiaries of dissemination? How is the research best disseminated to these beneficiaries ?

Questions you might ask regarding Haxell (2014) (try to be innovative with your dissemination strategies, but principally use the most appropriate approach). What is the research about ? Text-based relationships in therapy for young people in NZ Providing crisis support through texting What were the results ? (apply critical thinking) Text messaging dramatically alters what is ‘said’ and how it is ‘said’ It appears in the young person’s own ‘language’ Privacy is ensured There is accessibility, friendliness and (YP) relevance in texting Texting offers alternative communication possibilities Possible drawbacks in texting : too brief, ambiguous, etc Who would be the main beneficiaries of dissemination? Young people who needing crisis counselling ????????????? How is the research best disseminated to these beneficiaries ? ???????????????

Remember Your assignment will be marked according to: how well you are able to identify suitable audiences for the research – who should hear about the findings of this research? how realistic your plans for reaching those audiences are – how might different audiences be engaged? how well you think through the practical and ethical problems involved in disseminating the research.