Dissemination

Adults can be well-intentioned, but often, adolescents report feeling that they are tokens (present with a limited voice), decoration (present but no voice), under-utilized, or worse yet, disrespected and manipulated. Adolescents have a different world view to that of adults or children. Adolescents are reluctant to entertain anything that might appear to be a lecture (negative communication), any attempt to make their decisions for them, anything that will interfere with or appear to disrespect their independence.

When disseminating information, research findings or just about anything to adolescents, it is important to adopt the motto “nothing about us, without us” and involve adolescents in the early stages of planning and preparation. Adolescents are the experts of their lived experience and will provide guidance if you ask them.

Accommodate adolescents

  • Adolescents have busy lives. School, after school activities, homework, family duties, part-time jobs, transport constraints, financial constraints and so on.
  • Choose a communication method that is accessible to the adolescent.
  • There are different types of presentation formats that lend themselves to adolescent facilitation. Mixed adult/adolescent panel; Adolescent only panel; fishbowl (youth face each other and discuss pre-selected questions); TED-style talks, co-facilitation, role play, theatre, scenarios and discussion.
  • Decide how long the presentation is going to be as well as the tone, style and format.
  • And remember you might need parental consent for adolescents to attend the presentation.

Choose adolescent friendly spaces

Somewhere an adolescent is relaxed and able to be receptive to the research findings.

Be clear and concise with your words

Use language that is appropriate to the age group that you are addressing or layer your presentation.

Be logical in your presentation

Use your presentation to create a clear sense of shared purpose with adolescents.

Be prepared to answer questions

  • Review possible questions that might be asked and include what you can in your presentation.
  • Confidentiality should be preserved in your answers and the stories you use as examples.
  • Use questions to include the audience in the discussion through participation. Adolescents are not comfortable sharing personal information, so avoid making them share personal information, and remind them not to share other people’s personal information either – not to name names or organisations when sharing stories.
  • Allow room for disagreement or different opinions.

Be truthful, but non-judgemental about the findings:

  • Adolescents are developmentally able to perceive a situation from the third-person perspective.
  • Adolescents value peer approval,
  • Adolescents like to appear interesting, well liked, and attractive. 

BY YOLISWA NTSEPE (MA, PhD)
ADOLESCENT PROGRAMMES MANAGER

UPDATED NOV 22, 2023

TABLE OF CONTENTS:

  1. why adolescents?
  2. where do adults fit in?
  3. research methods and designs
  4. ethical concerns with adolescents
  5. protocol development
  6. adolescent friendly site assessment
  7. adolescent peer supporters
  8. implementation frameworks
  9. standard operating procedures
  10. data collection
  11. dissemination

REFERENCES & ADDITIONAL RESOURCES:

A guide to disseminating research findings with youth
http://youthspacesandplaces.org/wp-content/uploads/2015/09/Spaces-and-Places-Dissemination-Manual.pdf

Reich, J., Liebenberg, L., Denny, M., Battiste, H., Bernard, A., Christmas, K., … & Paul, H. (2017). In this together: Relational accountability and meaningful research and dissemination with youth. International Journal of Qualitative Methods, 16(1), 1609406917717345.
https://journals.sagepub.com/doi/pdf/10.1177/1609406917717345

Egli, V., Carroll, P., Donnellan, N., Mackay, L., Anderson, B., & Smith, M. (2019). Disseminating research results to kids: practical tips from the neighbourhoods for active kids’ study. Kōtuitui: New Zealand Journal of Social Sciences Online, 14(2), 257-275.
https://www.tandfonline.com/doi/pdf/10.1080/1177083X.2019.1621909?needAccess=true

Melvin, C. L., Harvey, J., Pittman, T., Gentilin, S., Burshell, D., & Kelechi, T. (2020). Communicating and disseminating research findings to study participants: Formative assessment of participant and researcher expectations and preferences. Journal of Clinical and Translational Science, 4(3), 233-242.
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/92A3AC89DCDC84EB648BDDEDB6EBC25F/S2059866120000096a.pdf/communicating-and-disseminating-research-findings-to-study-participants-formative-assessment-of-participant-and-researcher-expectations-and-preferences.pdf