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Project Wings: Photovoice MN
Transcript of Project Wings: Photovoice MN
Exploring Migration Effects on Mexican Adolescent-Parent Communication and Connectedness Using Photovoice OUR PHOTOVOICE PROJECT
•Immigrant Mexican parents and adolescents invited to participate
•Recruited primarily from a public charter high school serving many Latino youth
•Two groups occurred, in Spring and Fall 2010
•Each group met weekly for 8 sessions
•Final session was the Photovoice Exhibit, presented to invited family, friends, community members, media, and policy makers
•Survey data collected pre- and post- project THEMES Study Goals
Test the feasibility of a trans-national photovoice intervention with Mexican parents and adolescents
Foster healthy parent-adolescent relationships, including communication and connectedness
Explore influence of migration, using photovoice, to increase awareness and inform family-centric policies that promote adolescent well-being Education Nostalgia Culture Family Union Know Your Rights Economy Driver's License Deportation Comprehensive Migration Reform PURPOSE METHODS BACKGROUND CONTEXT
•Adolescent-parent relationship is a key protective factor
•Migration dynamics present challenges to this relationship for many Latino adolescents in the U.S.
•Latina adolescents have high rates of depressive symptoms and suicide attempts
•We lack understanding of how Latino youth (and parents) perceive the influence of migration on their relationship, family, and community
•Learning from them might help us identify effective programs and policies that will promote healthy family connectedness despite migration-related stressors A PHOTOVOICE APPROACH
•Photovoice is a participatory method of identifying an issue and making policy recommendations based on what is shared
•It is not photovoice if there is not policy relevance!
Engage in a facilitated group-format process
Take photographs representing their views and feelings
Identify shared meanings across their photographs
Develop their collective messages
Generate policy recommendations A sincere thanks to the participants!
Thanks to the facilitators and student staff:
Supported by: PIMSA, NIH BIRCWH, El Colegio High School (21st Century), and the University of Minnesota School of Nursing FEASIBILITY AND PARTICIPANT FEEDBACK
Both groups demonstrated feasibility in recruitment and participation.
Mexico based groups are ongoing and joint findings will be presented in the future.
Particpants reflected on the program in follow-up focus groups, seperate for parents and youth:
"I thought it was a very good program. I liked it because that way one learns more and one has more amplitude to be able to express themselves with others...I would recommend it to other people."
- Mother of adolescent girl
When asked to talk about the photvoice group experience, a mother replied, “...being close to my daughter, the thing is that she is very shy and doesn’t want to talk, that helped us a lot.”
“Mom is mostly in a hurry…so it was nice having the time to spend with my mom.”
- Adolescent girl
“Before this class, I wouldn’t talk to her as much about things that were happening in my
school, but after the class I was kinda starting to talk to her more and more about stuff.”
- Adolescent girl
“Like, I tell her most of my things now. And like, I didn’t used to do that, I used to just like, keep things to myself…but now I like, give her more trust."
- Adolescent girl POLICY RECOMMENDATIONS
Support school-level policies that encourage development of Latino parent advisory boards
Support neighborhood initiatives such as garden and co-operative food efforts, which can encourage accessibility of common cultural foods
Support legislation that encourages creating community educational resources about how to protect and understand migrant rights
Support the Dream Act so that promising Latino students can pursue affordable higher education
Support legislation that protects undocumented workers from exploitation
Support legislation that prohibits deportation which results in forced family separation
Support Humane Enforcement and Legal Protections for Separated Children Act to protect children’s interests when deportation does take place (H.R. 3531/S. 3522) “People need education because being educated helps you to function in society. We should all have the right as humans to have the opportunity to overcome and improve life conditions of our families, our community and this country through education.” “Immigrants in the United States are a very important part of the economic support of the country. We cannot permit that their work is not valued.” “Family values are very important in the development of our children. It’s important that our adolescents learn from our culture. When we immigrated to this country we came with many dreams for a better future for our family; however, we shouldn't forget our customs and should teach these to our youth.” “When we came to this country, we left behind family members, traditions, cultures, beliefs and customs that have produced sentiments of solitude with time. It is for this reason that some families wish to bring those same customs we used to have in our countries that identify us.” “It’s an honor for us immigrants to bring a piece of our land to this beautiful country.” “It is important to know and spread the word about immigrants rights in the United States. In this way we will know how to defend ourselves in any situation where we feel threatened.” “If only the law would give immigrants the privilege of driving safely on the streets; things would change a lot. We ask the right to obtain a drivers license that permits stability and safety in this country.” “The separation of families is not a healthy response to immigration in this country. It is worsening the life conditions for families.” “For undocumented immigrants this is the opportunity to leave the shadows and finally have an identity in this country. This is the only possibility to dignify their lives in a safe manner.” Carolyn Garcia
Rosa Maria Aquilera
School of Nursing Research Day
April 29, 2011 WEEKLY PROCESS
•Facilitator guides flow of discussion but content driven by participant photos
oGroup 1 facilitators were non-Latino, both female
oGroup 2 facilitators were Latino, one male and one female
•Initial week introduces project, camera use, ethics, and a
practice topic to photograph
•Weekly sharing of pictures, advancing ideas toward common themes and messages
•Parents and adolescents work and discuss together for most of the time
•By session 5 and 6 participants begin to create their collective exhibit and identify specific policymakers they would like invited to attend
•Refreshments and childcare provided MN PARTICIPANTS
•12 parents and 12 youth participated
Group 1 were all female
Group 2 included 4 males, 6 females
•All but 1 parent were born in Mexico, 7 of the adolescents were born in U.S.
•Participation rates were good (77% attendance rate for youth and 63% for parents)
•Mean parent age was 40; mean adolescent age was 14
•32% of participants had medical insurance
•55% of parents were employed
•Parents preferred to communicate in Spanish;
adolescents went between both languages Carolyn Garcia