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The term "participation" is widely used to refer to the involvement of children and young people in decision-making on issues that affect their lives. The Health and Information Quality Authority (HIQA) is the national inspectorate for social care in Ireland. HIQA monitors Tusla, Ireland's child and family agency, for compliance with national children's standards, including standards on children and young people's participation rights. This paper outlines findings of a secondary analysis of data in relation to participation standards in HIQA foster care, residential care and special care inspection reports over a two-year period from 2013 to 2015 (n = 40). The thematic analysis explores the degree to which the reports found that children in care are provided with the opportunity to influence decisions in relation to their everyday lives, to participate in child in care reviews, receive information, avail of advocacy services and have access to a complaints mechanism. While there is much evidence of good practice across all sectors, some notable differences between the realisation of participation standards in residential care and foster care were found. This baseline analysis was undertaken prior to the implementation of a comprehensive participation strategy by Tusla across the organisation and highlights areas in which practice can be improved or mainstreamed in this work programme.

The paper presents results of a phenomenological longitudinal qualitative study undertaken with mentors associated with the Big Brothers Big Sisters programme in the Czech Republic. Ten mentors were interviewed during the first month and after 5 and 10 months of their mentoring involvement employing phenomenological in-depth semi-structured interviews. Interpretive Phenomenological Analysis (IPA) was subsequently applied using QSR NVivo software for data analysis. This paper reports the findings of an IPA analysis of one of the central theme of mentors' experience, common to all interviewed mentors: initial motivation to volunteer in formal youth mentoring relationships (FYMRs). The findings of the IPA analysis are discussed using the framework of self-determination theory (SDT) with its continuum of autonomous and controlling motivations. As a result, we argue that the initial motivations of mentors can be assessed according to the level of autonomy in mentors' motivation, in other words, congruence of their motivations with the authentic self. We argue that the level of congruence of mentors' motivation with the authentic self can be considered as the quality feature of the mentors' motivation. We conclude that, in theory, this feature has an impact on the subsequent dynamics and perceived satisfaction of formal youth mentoring relationships. We recommend that the mentors' motivation, and specifically, the level of autonomy in mentors' motivation to volunteer with socially disadvantaged children be assessed in mentoring programmes as a qualitative feature in mentorś training and recruitment. [ABSTRACT FROM AUTHOR]

While the role parents play in supporting young people is well established, support from other caring adults also becomes important during adolescence, particularly when young people are facing problems in their lives. The goal of this paper is to reflect on youth support seeking when facing problems, exploring differences between youth who seek support from parents only and those who seek support from parents and other non-parental adults. This paper outlines the findings of a secondary analysis of data from the third wave of the Growing up in Ireland child cohort at 17/18 years, collected from primary caregivers and youth. From 6126 young people in the national sample, 91.3% answered the selective question about the type of adult support they seek. Of this cohort, 36% of young people seek support from a parent and 48% go to a parent and another adult. Comparing these groups, there are significant differences found in both their individual and contextual characteristics, with better outcomes for youth with additional non-parental adult support, including using active coping strategies, better self-esteem, and identity resolution. While the findings indicate that non-parental adults have a positive influence in different areas of youth well-being, further research is required to better understand the ways in which support from non-parental adults helps young people in their transition to adulthood. [ABSTRACT FROM AUTHOR]

The aim of this study is to explore young people's perspectives on the factors that facilitate or inhibit empathy and prosocial responding among youth. Qualitative focus groups (n = 29) were undertaken with Irish young people aged 13–17 years relating to their views on the factors that facilitate or inhibit the expression of empathy. Parents, friends, and social media were found to be key influences, whereas barriers identified included societal norms, gender norms, lack of skill, or knowledge and target characteristics. This research provides important insights into adolescents' perceptions of the social correlates of empathy. Concepts from the sociology of empathy, such as empathy maps and paths, are helpful in drawing out the implications for future research and practice. [ABSTRACT FROM AUTHOR]

It is a truism to state that across the world the COVID-19 pandemic brought about and continues to cause disruption on a scale not seen before. As the pandemic is still very much ongoing, its lasting impact will take time to fully unfold. This article uses ecological theory to map the impact of the COVID-19 pandemic on young people and their wellbeing, based on some initial published studies. It reviews how their micro system contexts, especially access to school and youth services were further disrupted adding to the pressure and isolation experienced by many. Continuing the ecological framework the paper explores the policy spaces within the exosystem where stakeholders are engaged in promoting youth wellbeing and support. It is this policy "space" that this article argues has the potential to scaffold positive youth development and supports in the aftermath of the pandemic. It will argue in particular for the need to extend and enhance mesosystem connections, especially for those without strong natural support networks [ABSTRACT FROM AUTHOR]

Since 2000, youth cafes are accorded prominence in Irish youth policies and research. Youth cafes are drug and alcohol free recreational spaces and research shows that they impact positively on young people. Youth cafes are broadly similar to youth clubs, but they are less structured and are primarily youth-led spaces. This paper draws on qualitative materials from a national study of youth cafes in Ireland, arguing that young people's perceptions of youth cafes are linked to individuality and connectedness. In this paper, we explore these discourses surrounding individuality and connection in detail and argue that youth work in the twenty-first century must simultaneously appeal to young people's need for space to 'be' and to find themselves and provide a structure within which they can relate to others and wider society. [ABSTRACT FROM AUTHOR]

While civic engagement provides a rich rationale for intervention, the array of discourses urging a focus on youth engagement or action means that the concept can be confusing, cluttered, and lacking consistent operationalization. From the perspective of policy-makers and program managers, it can be challenging to disentangle the competing messages and assumptions about young people that underpin the rhetoric in relation to youth engagement. Using a wide range of international research, the purpose of this paper is to provide clarity regarding the key multiple concepts and issues pertinent to the concept of youth civic engagement. In particular, the paper answers the following questions: what are the definitions, typologies, and discourses in which the concept of youth civic engagement operates, and what are the putative beneficial outcomes of youth engagement identified? We also discuss some of the broader considerations on the positioning of young people in society, which impact the trajectory of civic engagement efforts. As a means for reflecting on their own practices, programs, and approaches, our intent is to provide those involved in both the application and research of youth engagement with a more coherent roadmap of the diversity residing in this field. [ABSTRACT FROM AUTHOR]

Over the past decade, formal youth mentoring programmes have been adopted in many countries but there has been relatively little attention in the mentoring literature to the processes by which mentoring models developed in the USA have become embedded in these new policy environments. Using a conceptual framework from the policy transfer literature (Evans, 2009) which identifies obstacles to the successful transfer of policy models, this paper analyses the processes by which the Big Brothers Big Sisters (BBBS) youth mentoring programme was introduced to and became accepted in Ireland. Firstly, it is argued that that the decisions made by the host organisation, Foróige prior to the introduction of the BBBS programme to Ireland had a critical influence on the degree to which mentoring became established in Ireland and whether or not it would be ‘culturally accepted’. In particular, the approach of emulation rather than copying of the original BBBS model was an effective one. Secondly, the mentoring model is seen to fit well with Irish policy relating to children and young people. Thirdly, embedding the BBBS model within an established community based youth organisation helped to overcome any potential cultural issues that may have arisen from ‘importing’ a model developed in a country with a strong cultural tradition of formal mentoring to one where such a tradition does not exist. Finally, the new policy model was found to be feasible to implement. These four factors helped to ensure that the BBBS programme became successfully established in an Irish policy context. It is argued that the policy transfer literature can enhance our understanding of why formal mentoring models succeed or fail in new policy environments. [Copyright &y& Elsevier]

Youth mentoring programs such as Big Brothers Big Sisters (BBBS) are traditionally considered to be a vehicle for youth development rather than community development. In fact, the notion that the one-to-one engagement that characterizes the mentoring process acting as a form of community development appears somewhat counterintuitive. However, the authors use evidence from research among adult mentors with an Irish Big Brothers Big Sisters Program to argue that such programs are a valuable resource in terms of both community and youth development. Firstly, by encouraging awareness and empathy with young people and their families, such programs are extending the range and possibilities for civic engagement. Secondly, there is a demand among mentors for horizontal support and for the creation of a community of mentors. Support for such initiatives by program staff could help to overcome criticisms of formal mentoring programs for their individualized nature and go some way toward the creation of “mentor rich communities.” Such actions could help to complement the bridging social capital aspect of mentoring with the creation of bonding social capital among pro-social and civic-minded adults. Finally, it is argued that youth mentoring programs would benefit from the introduction of community development principles. For example, use of locally participatory structures could help to develop programs, make them responsive to the needs of youth, and act as a support for the recruitment of volunteers. [ABSTRACT FROM AUTHOR]

Over recent years, youth mentoring has become increasingly popular as an intervention for young people deemed to be in need of support. There is a need, however to pay attention to the potential impact of mentoring on the parent - youth relationship. Drawing on findings from two Irish studies of young people and parents attending youth projects, this article highlights considerations for research and practice in relation to mentoring and the parent - youth relationship. [ABSTRACT FROM AUTHOR]

Research indicates that there is a strong association between childhood adversity and youth suicide and self-harm. However, there is currently a lack of understanding about the patterns of adversity most frequently experienced by youth across social settings, and whether these typologies differently predict youth engagement in suicide and self-harm. This study examines the dominant patterns of adversity experienced by adolescents across home, peer, and school contexts, and explores the relationship between youth's adversity profiles and their suicide and self-harm outcomes, across a two year period (2020–2022). Secondary analyses were performed on data collected from 10,281 (50 % male) adolescents who participated in the Irish Planet Youth questionnaire in 2020 (n = 5004) or 2022 (n = 5277). Findings from clustered latent class analyses indicated that there are four dominant profiles of adversity experienced by adolescents. Class 1 (Multiple Adversity) was characterised by a high probability of experiencing adversity across multiple social settings. Class 2 (Parent Adversity) had a strong likelihood of experiencing adversity with parents. Class 3 (Peer Adversity) were likely to experience adversity within the peer/friend domain. Class 4 was characterised by a low probability of experiencing adversity. Findings from logistic regression models with BCH training weights indicated that there were significant differences in self-harm and suicidality across the adversity classes. In comparison to the low adversity group, adolescents in the multiple adversity group were more likely to self-harm and attempt suicide. These findings are based on cross-sectional data and rely on the use of single-item measurements, which may limit the generalisability of findings. Results indicate that youth who experience adversity across home, peer and school contexts are at the greatest risk of engaging in suicide and self-harm. These findings have important implications for policy and practice, and suggest that youth experiencing adversity across multiple settings should be priority targets for intervention. • Youth who experience adversity are at greater risk of suicide and self-harm. • Youth who experience adversity across multiple settings are most at risk. • Greater consideration of the context in which adversity is experienced is needed. [ABSTRACT FROM AUTHOR]