POVEL - qualitative research analysis - summary

Qualitative research

POVEL Namur 15/02/2012

Sample / quantitative research sample    

ITALY: 143 boys/ girls (108 from ER; 35 from FVG) = 33,6% FRANCE: 35 (+ Calvi’s ones) boys/ girls = 35% BELGIUM: 43 boys/girls = 35,8% SPAIN: 18 boys/girls = 35,3% TOTAL = 239 adolescents

Activities carried out 

ITALY: – –

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Emilia Romagna: activity I (108) Friuli Venezia Giulia: activity I (7), II (20) and III (11)

BELGIUM: activity II (43) FRANCE: activity I (35),II (20), III (35) and IV (10) SPAIN: activity I (18)

Type I and III Activities TYPE I   

Italy: 125 France: 35 Spain: 18 TOTAL = 178

TYPE III  

Italy: 11 France: 35

TOTAL = 46

Main highlights     

Good climate in most cases (also with enthusiasm, excitement, and pleasure) Sometimes initial embarrassment then involvement and discussion / interaction General interest for a “different kind of activity” Well motivated by the opportunity to express their selves (art-activities) and their experiences One case of anxious activation; some cases of shyness

Communication (+)     

Generally good Positive competition Autonomy Individual choices + collaborative exchange of ideas for the best realisation of the idea Seriously committed to the task

Communication (-)    

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Some jokes between boys/girls, not out of control but not completely appropriate to the context Critical listening / respectful listening Single episode of exclusion Leadership and “main actor” attitudes, but also shyness were an obstacle in one class. Non verbal critics, while working together the whole classroom (not in small groups) Same roles as in ordinary lessons / interactions within the class

Realisation of the activity    

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Group concerned with the matter (alcohol and drugs) press releases + personal experiences = starting point Girls more concerned by domestic violence / boys by bullying (sports) and violent video-games Motivated, paid attention, usually self creation of groups and distribution of tasks in a cooperative mood; some classes highlighted an “implicit” leader per group Autonomy + feedback requests “Responsibility” to express their real point of view

Strong points         

Alternance between moments leaded by the trainer + moment in self-management by the group Being the “main actor” in the activity Possibility to express their selves with no judgment by a reference adult in a “safe” environment Brainstorming Confidence relationship Right distance between personal experience and theme involvement in something that seemed of great importance for them Awareness raising: enriching and constructive discussions Violence is a topic they know = they have interest in dealing with this subject

Weak points      

Not to use PC + internet during the activity (images by newspapers… a limit for the selection) Not all boys/girls felt to talk in front of the whole class Short time Not knowing the trainer before: freedom but no strong relationship No time to show and explain the poster to other groups Writing was a difficult exercise / writing would have not allowed so many testimonies

Messages    

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Violence linked to War / poverty / racism / ideologies everybody is responsible Violence brings violence everyone is concerned / can be a victim (but most frequent reference to children, animals and women as victims) Violence = dementia, weakness act Violence = repression of freedom (of expression / thought / movement) Fear / Loneliness / isolation / State of soul/feelings Constriction Cruelty / cowardy

Messagges      

Violence / alternatives to violence (yin/yang) easier to act violence than brotherhood Help to victims by witnesses or people that know Best thing = denunciate Violence = last defense Violence has to be investigated

Specific messages - drug   

Reference to drugs as violence triggering factor Drug connected with organised crime Drug connected with drug production areas and conflicts

Letter to Kevin          

Drug is not a solution to forget; Drug and alcohol destroy health; drugs are harmful to welfare Consult a physician to discuss the harmful effects of drug use Do not self-distruct because of breakup Stay positivist Continue the studies Drugs are illegal Focus on education Be wise and listen to his (best) friends’ sound advice

Letter to Kevin     

ask for help amongst family law enforcement. Talk to Sara. “wake-up!” = be active and not a victim of others ask for medical assistance (rehabilitation/detoxification center) / “ go back to ancient life/change behavior and avoid self-destruction

Specific messages - alcohol ď Ź

Reference to alcohol as violence triggering factor

Activity II – Letter to Mark ď Ź

take into account his father’s concern and discuss with him. Mark should be wise and stop drinking since all his troubles come from drinking (only his fault). Mark should talk to his mum and/or friends to get some help

Activity IV - violence linked to drugs and alcohol consumptions ď Ź

It is dangerous to test/taste drugs and/or alcohol : i.e. drinking too much leads to inconsistent behavior which are dangerous for oneself and / or others. Several examples, explanations and pieces of advice

Specific messages - bullying Bullying = coward act Letter to Lucy  Ask family and schools staff for help  facing the same situation, she has decided to talk to her parents and find new friends = not easy but it worked (happy end)!! 

Activity IV - bullying 

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Virtual exchanges/discussion via media (SMS and/or facebook) prevent young people from being together/from facing (uneasy) situations. Since they do not know how to communicate/they are not at ease, they become violent.

There are no longer barriers/rules/no framework to stop them so they are no longer respectful: violence is omnipresent, everywhere/anyhow and at any time.

Racketing is also commonplace : young people who are weak and/or alone are scapegoats and too afraid to tell things Violence among boys and girls are frequent : since they are surrounded by violence, they hardly make differences between good and bad behaviors => constant increase of verbal, physical and sexual attacks/assaults/harassments violent watch ambush “for fun”, revenge, racial reasons or to steal some money the absence of benchmarks motivate young people to be violent : they are easily influenced = parents should better protect them and equip them to face such situations (telling them to avoid violent group not to behave the same way, prevent from watching and/or acting in violent scenes, etc.) = violence is not a means but the end!

Specific messages - media  

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Media: “the virtual world is not real” / “This is not real life” Media as a tool for violence (especially against minors- twice); violence on TV (news: violence doesn’t shock anymore… too frequent) Not to meet Marta’s contact (around half of the sample)/ block contact only in few cases; only very few adolescents suggest to ask the police for help; around half of the sample to talk with parents / reference adults.

Dangerous / pedophile / reputation / not really work in entertainment business / never know what could happen / never know who really is on the web

Activity IV - violence linked to use of media ď Ź

The media allow anybody to have access at anything, at anytime (no age limit), anywhere and anyhow (without any control, limitation, verification and/or reliability) : the “free� omnipresent violence is dangerous.

Examples and pieces of advice to behave in a responsible manner (conscious and aware of dangers).

Activity IV ď Ź

violence linked to drugs and alcohol consumptions : testing/tasting may lead to (heavy) addiction (drugs and alcohol) and sometimes to disaster - Must not forbid doing things but make them aware of consequences (not invincible/indestructible)