Research That Matters (January 17 - 20, 2008)

Purpose: There is a growing interest in incorporating youth perspectives in social services programming, research, and policy (Foster, Gieck, & Dienst, 2005; Hohenemser & Marshall, 2002). However, engaging youth in research can present numerous challenges, including obsolete contact information, scheduling difficulties, and skepticism about the value of participation (Petrie, Fiorelli, & O'Donnell, 2006). This is particularly true for vulnerable TAY (Vander Stoep, 1999), who may be involved in multiple social service systems, lack the personal and financial resources available to their peers, and be at risk of experiencing significant and enduring problems in the transition to adulthood. A longitudinal qualitative research project will be presented as a case example of a study that successfully engaged and retained TAY.

Methods: Eleven TAY ages 18-25 participated in one screening meeting and four in-person semi-structured interviews over an average of 3.8 months each as they made a transition to school or work. The participant-driven method, an adaptation of Sixmith and Sixmith's Multiple Sorting Task (1987), used in the first interview will be highlighted in this presentation, as its unique design facilitated rapport and was well received by the participants. The interview involved selection and prioritization of topics written on index cards such as work, school, family, and friends. The interviewer then invited the participant to discuss each topic selected.

In addition to the participant-driven first interview, the researcher employed a variety of other methods for engaging and retaining youth. These included: 1) a research approach that emphasized sensitivity to the participants and their unique life situations; 2) the interviewer's use of self; 3) easy entry to the study with a brief screening meeting for which the participant was paid; 4) frequent contact with youth by phone, email, or in-person; and 5) a large bonus stipend for youth who completed all five meetings.

Results: All 11 youth who enrolled in the study completed it. The average length of participation was 3.8 months with a range of 2.3 to 8.6. Many participants' life situations changed dramatically during their brief time in the study. The changes observed encompassed multiple domains, including employment, education, romantic relationships, living situation, financial status, and identity development. Despite these transitions, youth remained engaged with the research project.

Implications: This study demonstrates that it is possible, necessary, and rewarding to engage youth in research. Sensitivity to the participants, an empowering interview protocol, and the judicious use of self by a trained interviewer are necessary components for successful engagement of TAY. Research budgets should allocate sufficient time and resources for interviewer training, maintenance of frequent contact with youth, and generous stipends for participation. Additionally, the dramatic changes observed over such a brief time suggest that multiple meetings are necessary for understanding the life situations of TAY. Greater involvement of vulnerable youth in research is critical to increasing our understanding of the strengths and needs of this population, and will facilitate development of programs and policies that can respond effectively.