Using Images as Catalysts for Expression: Photolanguage - Part 2 Presented by: Dr. Rebecca White Dr. Diane Sasser Debbie Hurlbert Dr. Robert Richard With contributions by: Dr. Melissa Cater Katherine Pace 12/16/09 Ongoing Website –

Louisiana Examples Use of Photolanguage LA CYFAR Program (2000 – 2005) Collaboration for After School Education (CASE)

CYFAR Collaboration for Afterschool Education

Example : CASE Focus Group Protocol 1.Welcome, Overview and Purpose 2.Opening Question 3.Reflection or Think-Back Question 4.Conclusion

Engage and Relax Ask the question(s) Provide a time limit or time frame Remind participants to enjoy the experience Let the photos assist them in expressing their story (experience)

Sample Questions and Responses What did you learn from your 4-H out-of-school- time experiences? Youth: “I chose the picture of 2 people the guy has his arm around the shoulder of the girl and it reminded me of Junior Leaders when we went to the nursing home, we brought cards to the elderly and it taught me to be more helpful to other people. It reminded me of helpfulness because they look like they are happy.”

Sample Questions and Responses What did you learn from your 4-H out-of-school-time experiences? Adult: “My picture is of a lady sitting up on top of a mountain. She seems to be very withdrawn. 4-H has helped my 2 girls to come out a whole lot b/c at one time in life they were … withdrawn and didn’t want to be around a group of people or in front of people to talk. They have come out through the 4-H activities. … I believe that it is a very important thing in their life and it teaches them … that they have to work at something very hard and have to have responsibilities in order to succeed. They realize that winning isn’t everything you don’t win every time…”

Photolanguage Process used with CYFAR CASE Leaders

Photolanguage Process used with CYFAR CASE Youth

CYFAR CASE Youth

Using Photolanguage in a 4-H Camp Setting

Methodology Randomly selected 36 pictures from the 130 pictures of the Photo Language package Conducted focus groups near the end of the camp experience with 4 of the 5 regional camps 58 Challenge Camp participants were randomly selected from among the 800 youth participating in Challenge Camps Used the “talking stick” concept, wherein the camper who had the talking stick, in this case an audio recorder, was the only individual allowed to speak at a given time Used “talking stick” concept

“What did you learn about yourself and/or others through your experiences in Challenge Camp?” “I chose this picture of all kind of kids running in track because they are competing against each other to see who comes first but it all comes down to you have to work hard together to be a team and all that matters it doesn’t matter if you win or lose and that is if you are having fun. That is what I think camp is about having fun and meeting your friends with different activities.” “My picture shows people from different races and different religions and at team camp we met people that we didn’t’ know and stuff and it shows me how you can trust people and have fun and make friends.”

Advantages of Photolanguage Prompts reflection Provides concrete link between thoughts and verbal explanation –Youth commonly reference the picture as they try to explain what they learned

Let’s Chat Can you think of other advantages of using Photolanguage resource for your program evaluation? Can you think of any disadvantages of using this resource?

Discussion

Contact Information for Presenters Dr. Rebecca White – Dr. Diane Sasser – Debbie Hurlbert – Dr. Robert Richard –