The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #62623

Ruta Valaitis, RN, PhD, McMaster University, 1200 Main Street West, Hamilton, ON L8N 3Z5, Canada, 905-525-9140, valaitis@mcmaster.ca

Schools are one of the main settings for health promotion for youth. A qualitative case study was undertaken in an inner-city, south-western Ontario school. It explored factors that enabled and constrained youth in the process of a school-based community development (CD) project supported by computers. Nineteen grade seven and eight students worked under the guidance of four adult facilitators for 12 weeks. They completed a community assessment, and planned and implemented actions to improve their school environment. Data were collected by: youth and adult interviews, participant observation, content of online postings, and online and paper-based surveys. The constant comparative method and triangulation were used to verify themes from various data sources and methods. Themes were categorized as intrinsic or extrinsic enabling and constraining factors. Two intrinsic enabling factors were youth’s perceptions that (a) they were making a difference, and (b) they felt recognized for and ownership of their work. Three extrinsic enabling factors included (a) flexibility in youth’s choice of activities, (b) supportive adults and community members, and (c) the use of incentives. Two intrinsic constraining factors were (a) the perceived slow pace of the CD process, and (b) difficulties in getting group consensus / decision-making. Extrinsic constraining factors included: a) school disruptions and schedules, (b) a lack of “buy-in” from teachers and parents, and (c) resource demands -- people, computers and time. Relationships between these factors are noted. Research and practice implications regarding school-based CD with youth are discussed.

Learning Objectives:

• To learn about enabling and constraining factors for youth in a school-based community development project.
• To learn about practice implications for using computers as a tool in community development work in schools.

Keywords: School-Based Programs, Community Development

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.