Photovoice as a research-intervention tool for youth neighborhood activism in societally vulnerable contexts

Photovoice as a Research-Intervention Tool for Youth Neighborhood Activism in Societally Vulnerable Contexts Giulia Guariso Virginia Paloma Samuel Arias Rocío Garrido Manuel García- Ramírez Università Cattolica del Sacro Cuore, Italy Universidad de Sevilla, Spain Keywords: Activism, empowerment, neighborhood, participation, photovoice, psychological sense of community, youth Author Biographies: Giulia Guariso is a community psychologist form the Catholic University of Milan and member of the Italian society of community psychology (SIPCO). She is currently specializing in systemic psychotherapy at the Mara Selvini Palazzoli School and her interests include transcultural psychology, building of cultural adolescence identity, maternity and education strategy of immigrant women, and acculturation psychology process. Over the past years, Giulia has also acquired extensive experience both in research and field work whit fragile communities, with a special focus on the development of families ties in fragile contexts. Virginia Paloma , Ph.D., is Professor of Community Psychology at University of Sevilla, Spain. She is a staff member of CESPYD, the Center of Community Research and Action at University of Sevilla. Her research interests include the keywords of activism, liberation, resilience, empowerment, social change, well-being, and social justice in contexts of cultural diversity. She is currently leading a multidisciplinary partnership with the aim of constructing a multilevel, systemic, and dynamic model of migrant well-being which will permit to guide social interventions and public policies. In the context of the humanitarian crisis of refugees in Europe, she is interested in the development of capacitybuilding programs addressed to professionals to respond to the mental health’s needs of this population. Samuel Arias Sánchez , PhD. is assistant professor in the Department of Social Psychology at the University Pablo de Olavide, in Seville. He has a Master in Human Resource Management, a Master of Advanced Studies in Global Journal of Community Psychology Practice Volume 7, Issue 3 September 2016 Global Journal of Community Psychology Practice, http://www.gjcpp.org/ Page 2 Brain and Behavior and a Master in Organizational and Work Psychology at the University of Seville. He is also part of the Human Activity Laboratory of the University of Seville and has published several articles and book chapters about different topics such as autobiographical memory, culture, education and work activity. Rocío Garrido is a Community Psychology doctoral student at the University of Seville, Spain. Her dissertation entails defining and promoting cultural competence from a social justice perspective at different levels (i.e. individual, organizational, community and socio-political). She is member of CESPYD, the Center of Community Research and Action at University of Seville, where she has been granted a scholarship to work as a researcher in the department of Social Psychology. Her interests are research-action related to complex migration flows, wellbeing and empowerment. Manuel García-Ramírez , Ph.D., is Professor of Community Psychology at University of Sevilla, Spain. He is the Coordinator of CESPYD, the Center of Community Research and Action at the University of Sevilla and the Founding Co-Director of the Master in International Migrations, Health and Wellbeing at this University. His research interests have been focused in the development of Community-Based Participatory Research (CBPR) initiatives aimed at ensuring equitable conditions toward migrants and ethnic minorities in Europe in the fields of health, public policy, integration, and reception processes. Recommended Citation: Guariso, G. Paloma, V., Arias, S., Garrido, R., García- Ramírez, M. (2016). Photovoice as a Research-Intervention Tool for Youth Neighborhood Activism in Societally Vulnerable Contexts. Global Journal of Community Psychology Practice, 7 (3), pages 1-18. Retrieved Day/Month/Year, from (http://www.gjcpp.org/). Author Notes: This research project was funded in part by a grant from the Ministry of Science and Innovation of Spanish Government (PSI2011-25554). We would like to express our gratitude to both the young people who participated in this study and Sergio Cruz-Pozuelo for his valuable collaboration as art therapist during the intervention process. Correspondence concerning this article should be addressed to Giulia Guariso, Department of Psychology, Università Cattolica del Sacro Cuore. Largo Gemelli, 1. 20123 - Milano, Italy. E-mail: [email protected] Global Journal of Community Psychology Practice Volume 7, Issue 3 September 2016 Global Journal of Community Psychology Practice, http://www.gjcpp.org/ Page 3 Photovoice as a Research-Intervention Tool for Youth Neighborhood Activism in Societally Vulnerable Contexts Abstract Teenagers who live in vulnerable neighborhoods have a higher probability of entering into a vicious circle where they suffer the consequences of an unfair structure and, at the same time, contribute to the maintenance of it. A researchintervention with photovoice was carried out with youth from a vulnerable multicultural neighborhood on the outskirts of Seville (Spain). The objective was to increase the teenagers’ neighborhood activism through an increase in their psychological sense of community, forecast of future participation, and empowerment. Young girls with different cultural roots, between the ages of 13 and 18 years old participated. After the photographs were taken by the participants, a space was opened for reflection on the strengths and challenges of the neighborhood. The photographs were worked on using artistic techniques to express the desired changes and then the group discussed how to make effective changes. Lastly, the extended community was involved through a photography exhibition. We measured the variables of interest through a prepost questionnaire given to the participant group and to a comparison group. Complementary, narratives which emerged during the meetings were analyzed. Participants increased their level of psychological sense of community and their wish to participate in the future, but continued with the same level of empowerment. Theoretical contributions and useful suggestions for researchintervention with photovoice are discussed. Although people’s daily lives today are more frequently spent in dispersed settings, neighborhoods maintain an important role as a point of reference for the construction of the inhabitants’ personal and social identities and for satisfying their need for a sense of belonging (Tartaglia, 2006). Furthermore, neighborhood conditions significantly impact the level of activism and well-being of their inhabitants. Vulnerable neighborhoods characterized by the insufficient provision of resources and services limit the wellbeing and endanger the identity construction process carried out by teenagers (Rankin & Quane, 2002). Communities with high levels of crime, drug dealing, and other indicators of low quality of life are indeed typically characterized by minimal neighborhood activism among youth (Kelly, 2009). It appears therefore necessary to find appropriate research-intervention methods to prepare teenagers with the ability to increase their neighborhood activism in order to change those elements of their environment which impede their well-being. Using the photovoice methodology, this research-intervention experience aimed to increase the level of youth neighborhood activism in a multicultural societally vulnerable neighborhood in the outskirts of Seville (Spain). This study defines neighborhood activism as the process in which teenagers work towards change in neighborhood conditions (Gilster, 2012). Photovoice is a researchintervention strategy whereby the participants take photographs that are later used as stimulus for group reflection on the strengths and challenges of their neighborhood for promoting both an individual and a social change (Nicotera, 2007). This study understands that the environment Global Journal of Community Psychology Practice Volume 7, Issue 3 September 2016 Global Journal of Community Psychology Practice, http://www.gjcpp.org/ Page 4 in which everyone lives exercises significant influence over individual behavior. At the same time, the individual can change the environment in which he/she is placed, in a relationship of reciprocal influence (Balcazar et al., 2012; Paloma & Manzano-Arrondo, 2011). From this perspective, photovoice emerges as a strategy to facilitate the youth’s awareness about the influence the neighborhood exerts on their life and to fuel youth neighborhood activism for the transformation of the environmental conditions. In what follows, we contextualize this study by showing the situation of “Su Eminencia” neighborhood in southern Spain as a vulnerable context for young people. We then expose the theoretical basis upon which this study is constructed. Later, we present the methodology carried out and the results obtained. We conclude by discussing the main theoretical contributions that emerge from this pilot study and useful suggestions for future researchintervention with photovoice. An Overview of Su Eminencia as a Vulnerable Neighborhood The neighborhood “Su Eminencia” is located in the capital of Andalusia (Seville), the southernmost region of Spain. The neighborhood originated in the 1940s, a time when a strong influx of migration was reported from diverse provinces in Andalusia and from Portugal towards the Andalusian capital. Following those changes, the urbanization of the city’s periphery grew in a rapid and disorganized manner, creating a labyrinth of narrow streets built from recycled materials, without any hydraulic, sewer, or electricity systems (Torres, 2005). Not until the 1960s, and thanks to a strong mobilization of the inhabitants, did local administration provide connections to the city’s sewer and electricity systems. In the last few years this neighborhood has received a high percentage of migrants coming mainly from Bolivia, Colombia, China, Morocco, and Romania (Torres, 2011). In fact, the neighborhood can be recognized by the diverse number of commercial activities that migrants manage in this area of the city. Eighteen percent of households in the “Su Eminencia” neighborhood are in a situation of exclusion (Ayuntamiento de Sevilla, 2012). Among the most relevant problems in the neighborhood are the lack of economic resources, unemployment, an uneducated population, widespread drug dealing, drug addiction, and crime (Torres, 2011). These conditions are associated with a psychosocial profile in which teenagers often perceive themselves as victims of uncontrollable superior forces, lack confidence and the ability to gain competence to achieve success in life (Moane, 2003). Furthermore, this experience usually produces conformist behavior, passivity, and a life based on the present moment (Martín-Baró, 1987). Thus, the experiences lived in disadvantaged neighborhoods can become naturalized and interiorized by the younger generations, undermining their membership in community organizations (Wilson, 2000). Accordingly, Putman (2000) notes that “people with lower incomes and those who feel financially strapped are much less engaged in all forms of social and community life than those who are better off” (p. 193). As a consequence, the inactive behavior of teenagers contributes to the maintenance of the neighborhood’s vulnerability, thus hindering their ability to leave this vicious cycle of oppression. These circumstances require researchintervention processes that break this vicious circle through a transformative process where teenagers become active agents of change in their environments. Given the relationship between neighborhood inequity and well-being, neighborhood activism presents an important form of participation to Global Journal of Community Psychology Practice Volume 7, Issue 3 September 2016 Global Journal of Community Psychology Practice, http://www.gjcpp.org/ Page 5 address neighborhood problems (Gilster, 2012). We propose the photovoice strategy to fuel the involvement of youth in vulnerable neighborhoods. Photovoice to Promote Youth Neighborhood Activism Photovoice is a research-intervention strategy whereby, through the use of photographs taken by the participants, group reflection on the challenges and the strengths of their community is promoted with the goal of setting in motion individual and social change (Nicotera, 2007). Wang and Burris (1997) define photovoice’s main objectives as: to allow people to understand the strengths and challenges of their community, to encourage group dialog and reflection about the challenges identified, and to favor processes of change in the community through the involvement of participants. Photovoice has been used in different contexts, involving participants from different genders, ages, nationalities, and cultural backgrounds (Baker & Wang, 2006; Killion & Wang, 2000; Oliffe & Bottorff, 2007). Photovoice allows the collection of important data on how places are experienced by people, thanks to the group reflections on the dynamics of life in these spaces. Furthermore, photovoice can increase the involvement and the collective interest in the community’s issues by inviting people to become advocates for their own and the community’s well-being (Wang & Burris, 1997). Overall, photovoice helps to find out and activate the youth’s awareness of their community and to give them the possibility of making their voice heard and to take action in their environment. For these reasons, community researchers have used the photovoice methodology as a research-intervention tool (e.g., Wang, Morrel-Samuels, Hutchison, Bell, & Pestronk, 2004; Wilson et al., 2007; Strack, Magill, & McDonagh, 2004). To our knowledge, only one other study implemented in southern Spain has used photovoice methodology among young people (Soriano & Cala, 2014). Different from that study, our work uses photovoice methodology with art therapy technique, showing how different art practices can be combined in an innovative way to achieve the goal of promoting youth neighborhood activism. Neighborhood activism is defined as the process by which teenagers work to bring change to the conditions of their neighborhood (Gilster, 2012). The importance of this process for youth goes beyond the immediate impact of their actions, as it provides them with opportunities to acquire significant civic and social skills critical to navigating and transforming their environment in adulthood as well (Kelly, 2009). Many studies have confirmed that neighborhood activism is related to the concepts of psychological sense of community, community participation, and empowerment (Garcia, Giuliani, & Wiesenfeld, 1999; Prezza et al., 2001). These are strongly interrelated through ties of mutual influence and are essential elements for ensuring the well-being of individuals and communities. A psychological sense of community refers to “a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together” (McMillan & Chavis, 1986, p. 9). Several studies have underlined the importance of a psychological sense of community related to the neighborhood in the transitional adolescent stage (Pretty, Conroy, Dugay, Fowler, & Williams, 1996). Cicognani, Zani and Albanesi (2008) concluded that psychological sense of community showed a positive correlation with the youngsters’ involvement in the community. Photovoice promotes the reflection and expression of the teenagers’ points of view about their neighborhood, allowing Global Journal of Community Psychology Practice Volume 7, Issue 3 September 2016 Global Journal of Community Psychology Practice, http://www.gjcpp.org/ Page 6 the respective challenges to be heard, and increasing awareness of the strengths available in the community. Sharing experiences in the group facilitates the creation of a sense of emotional closeness and a stronger sense of belonging to the neighborhood. Community participation is defined as people “actively belonging to formal and informal groups and making use of community organizations” (Cotterell, 1996). That is, community participation is a deliberate process, free and collective, which generates new relations aimed at achieving goals shared by the different actors involved. Community participation is considered the engine of change and transformation for individuals and communities (Montero, 2006). In such contexts, friendships and social networks stimulate the development of competencies and resources, which cannot be acquired from familial or domestic environments (Cotterell, 1996). Dumont and Provost (1999) observed that participation in the community prevents negative effects of stress and is correlated with reduced involvement in violent acts at school. Moreover, it can also moderate the effects of poor family relationships by providing a structure for increased supervision (Vieno, Nation, Perkins, & Santinello, 2007). Community participation seems to be an important mechanism for empowerment development as participants can gain experience organizing people, identifying resources, and developing strategies for achieving goals (Aguiar, 2013; Zimmerman, 2000). Photovoice creates a space for collective reformulation of problems and possible solutions, being a vehicle to favor critical awareness and to increase community participation in order to enact positive change in the neighborhood. Empowerment is defined as a multidimensional process which increases the power of individuals, by using the abilities they already have in their lives, in the groups to which they belong, in the community of which they are part, to react and act in the most appropriate way relative to what they define as important (Rappaport, 1987). Zimmerman and Rappaport (1988) stated that being involved in the decision-making process about neighborhood’s issues or participating in grassroots organizations could develop a sense of efficacy in the context and foster growth in personal and community empowerment. Gilster (2012) suggests that working for the good of the neighborhood is associated with having a sense of control over one’s life and the social context in which one lives. During the photovoice process, teenagers participate in activities addressed to the extended community where they have the opportunity to communicate their ideas to improve the neighborhood. Participants tend to have an active role, taking a first step in experiencing the power of action and modifying their environment. This type of experience usually has an effect on the level of empowerment in teenagers. Method Participants Eight young women between the ages of 13 and 18 from a low socioeconomic status participated in the researchintervention’s participant group. Five of them were Spanish, two Moroccan, and one Peruvian. Eight young people also participated in the researchintervention’s comparison group. Participants in the comparison group had similar age and socioeconomic status as participants in the intervention group. All participants attended a grassroots youth organization called “El Escalón Salesiano” in the Su Eminencia neighborhood. On the basis of what emerged from the organization’s staff during the planning phase, we decided to focus on the point of view of young womenas this group seems to have fewer opportunities to influence their Global Journal of Community Psychology Practice Volume 7, Issue 3 September 2016 Global Journal of Community Psychology Practice, http://www.gjcpp.org/ Page 7 neighborhood, despite their higher chance of living permanently in the community. The organization primarily targets children and teenagers between the ages of 4 and 18 and offers them a vast portfolio of educational and leisure activities with a high participation rate, ensuring the existence of a wellestablished connection with the community. Our research team developed a strategy to access potential participants based on showing attractive announcements on the organization’s walls and asking the organization’s leaders about their collaboration in accessing interested young people in our project. Participants were rewarded with certificates of participation and with the possibility of winning a camera for making the most representative photograph of their neighborhood. Instruments A self-report questionnaire was administered to both the participant and comparison group twice: before and after the photovoice was implemented in the participant group. The questionnaire was composed of the following variables. Personal profile. The following data were asked for in the beginning of the questionnaire: age, gender, cultural origin, and years of residence in the neighborhood. Psychological sense of community. This variable was measured through the Sense of Community Index (SCI-2; Chavis, Lee, & Acosta, 2008). The scale is composed of 24 items and is divided on four subscales: reinforcement of needs (“Being a member of this community makes me feel good”), membership (“I can trust people in this community”), influence (“I have influence over what this community is like”), and shared emotional connection (“I expect to be a part of this community for a long time”). The scale is a Likert-type response with five options (from 1, strongly disagree, to 5, strongly agree) and shows an internal consistency with a Cronbach's alpha value of .85. Forecast of future participation in the neighborhood. This variable was evaluated through a reformulation of the items of the sub-scale Community Participation from the Perceived Community Support Questionnaire (PCSQ; Herrero & Gracia, 2007). The subscale is composed of five items and measures the level of involvement in the neighborhood’s activities that people would like to do in a proximal future. Some items are “Among my plans in the short-medium term I hope to collaborate more in organizations and associations in my community” or “Among my plans in the short-medium term I wish to collaborate in some social or civic groups in my community.” The scale is a Likerttype response with five options (from 1, strongly disagree, to 5, strongly agree)and shows an internal consistency with a Cronbach's alpha value of .85. Empowerment. This variable was measured through the Perceived Control Scale (Israel, Checkoway, Schulz, & Zimmerman, 1994). The scale is composed of 12 items at the individual (“I have control over the decisions that affect my life”), organizational (“I can influence the decisions that this organization makes”), and community levels (“I can influence decisions that affect my community”). The scale is a Likert-type response with five options (from 1, strongly disagree, to 5, strongly agree) and shows an internal consistency with a Cronbach's alpha value of .85. Procedure For the implementation of this project, a collaborative relationship was established between community psychologists from both the Coalition for the Study of Health, Power, and Diversity from the Universidad de Sevilla (García-Ramírez, Albar, & Paloma, 2010) and the Università Cattolica del Sacro Cuore, and practitioners of the grassroots youth organization “El Escalón Salesiano.” The Global Journal of Community Psychology Practice Volume 7, Issue 3 September 2016 Global Journal of Community Psychology Practice, http://www.gjcpp.org/ Page 8 plan of the project was negotiated with the members of this organization, according to action-research guidelines and community psychology values (Suarez-Balcazar, Harper & Lewis, 2005). Photovoice was carried out through a research-intervention process over five months. Three formal meetings and multiple informal encounters with the participants were held as well as a final exhibition open to the entire community. The meetings, which took place at the youth organization, were led by two facilitators and one observer in charge of taking notes on salient events. The first meeting included administration of the pre-test, the research team members’ and participants’ introductions, and an explanation of the objectives and planned activities. A group walk was conducted throughout the neighborhood. While participants talked informally with research team members, each teenager used her own cellular phone equipped with a camera to take photos of the neighborhood. The choice to use an instrument owned by the participants was made based on the desire to make them aware of the resources in their possession. At the end of the meeting, the participants were invited to collect and send to the research team, via “What’s app” or e-mail, photos capturing the neighborhood’s strengths and challenges. Our purpose was to favor a deeper personal exploration of the aspects dealt with in group and to facilitate continuity in the second meeting. The second meeting aimed to gather the stories which were spring-boarded from the photos previously made, with the intention of developing individual and group critical thought regarding the neighborhood’s challenges, and at the same time reinforcing the participants’ awareness of their role in the community. A focus group was established for that purpose, guided by questions as proposed by the SHOWeD method (Wallerstein, 1987): “What do you see in the photo? What is really happening here? How do you think it influences your lives? Why do you think this situation (strength or challenge) exists? What do you think you can do about this situation?” Afterward, an initial selection of the most meaningful photos took place, and each participant gave them a title. The objective of the third meeting was to reflect on changes participants would like to see in the neighborhood and what actions they could take to set those changes in motion. Two community arttherapists were involved in this phase, making it possible to integrate arttherapy techniques into the photovoice process. The participants were given the task of creating, on a poster board, the front page of a newspaper with articles related to positive changes happening in the neighborhood. Facilitators encouraged participants to use several clippings provided and their own photos about the neighborhood. They painted over their photos to better express the ideas they wanted to convey. At the end of the meeting, each participant showed the group her own piece and explained her ideas on how to enact the desired change. The proposals were then discussed by the group. The meeting ended with planning the final exhibition. The final exhibition took place during the youth organization’s party at the end year. The event was attended by more than 100 visitors, among them the participants’ families, local representatives of the area, and community neighbors. Using posters located at the sides of the photography exhibition, a space was created where the visitors could express their own opinions regarding changes they would like in the neighborhood and what they themselves could do to enact these changes. During the party the participants had the task of showing and explaining the photos to the visitors, and then inviting them to leave their opinions and vote for the most Global Journal of Community Psychology Practice Volume 7, Issue 3 September 2016 Global Journal of Community Psychology Practice, http://www.gjcpp.org/ Page 9 meaningful photo. This activity was planned in order to give the participants an opportunity to show their abilities to the extended community, to communicate to others their experiences and reflections, and to encourage these teenagers to become active agents of change in their own community. The high level of participation at the final exhibition gave the photographs great visibility and provided an intense exchange of opinions regarding the represented themes. Finally, the post-test was administered, and the awards were given to participants: certificates of participation to all participants and a camera to the teenager who earned the most votes for their photo from the community. The three formal meetings were audiorecorded, and the transcribed narratives were analyzed with Atlas-ti software (version 6) by the research team. With the purpose of evaluating the evolution of the variables of interest during the meetings, the verbatim transcripts were analyzed using the following categories: “psychological sense of community”, “future participation”, and “empowerment”. Additionally, the research team analyzed the 37 photographs produced by the participants as well as the impressions reported by the extended community during the final exhibition. The purpose of the analysis was to understand the community’s impressions about the neighborhood and the effect of the photovoice process at a community level. In addition, measurements through the questionnaire were taken before and after the photovoice implementation to evaluate the effects of the researchintervention on the grade of youth neighborhood activism. An experimental social innovation (Hazel & Onaga, 2003) was carried out through which the photovoice was implemented in the participant group and compared with a comparison group. This means that assignment to the comparison condition is nonrandom, but both the participant and comparison groups are similar in terms of socioeconomic status, race, gender, age, etc. Quantitative data were analyzed using the software SPSS (version 20), through a non-parametrical statistical contrast of pre-test and a posttest with a comparison group, specifically the Wilcoxon-Mann-Whitney test, which is more accurate than independent samples Student’s t-test for the characteristics of the sample. Results Results are ordered by the theoretical variables of interest related to youth neighborhood activism, i.e., psychological sense of community, forecast of future participation, and empowerment. Both the quantitative and qualitative data are shown, which bring light to participants’ experiences in relation to each of these variables during the photovoice process. Table 1 shows the descriptive and contrast analysis for each variable, in function of the group (participant or comparison), and the moment of evaluation (before or after the photovoice implementation). In a previous phase, the Wilcoxon-Mann- Whitney test confirmed how significant differences between the participant and comparison group in either variable of interest did not exist before the photovoice implementation (analysis are not shown). This indicates participants were similar in variables of interest before the intervention. Psychological Sense of Community Data related to psychological sense of community show significant differences between before and after the photovoice implementation in the participant group (see Table 1). This means that, while for the comparison group the mere passage of time does not generate any change, the members of the participant group reached a greater psychological sense of community during the program of intervention (from 2.60 to 3.08 points). 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