TITLE

Social Action with Youth: a beginning to empowerment and well-being

AUTHOR
Julie Morsillo <morsillo@bigpond.net.au> <www.goodshepherd.com.au/gsyfs/say/>

PUBLICATION
Chapter in Courageous Research book edited by Elaine Martin & Judith Booth, 2003 [Published by Common Ground Publishing and Victoria University.]

SAY Project Julie Morsillo

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TITLE
Social Action with Youth: a beginning to em owe!ment an" well#being

ABSTRACT
Social Action with Youth is about youth having a SAY in the community. his SAY !roject is a multi-site action research !roject" base# on the !rinci!le that young !eo!le can be em!o$ere# to use their youth%ul !assions to $or& as a grou! to im!rove their local community an# thereby im!rove their !ersonal" relational an# collective $ell-being. he SAY has been #evelo!e# by the 'ommunity Psychology" (ellness Promotion )nit o% *ictoria )niversity in !artnershi! $ith the local community service agency" +oo# She!her# Youth an# ,amily Service" St Albans. he researcher is $or&ing $ith grou!s o% young !eo!le to encourage them to e-!ress their !assions an# interests in li%e an# use these interests an# concerns to engage in !ositive activities to im!rove their local community. he researcher invites the young !eo!le in gui#e# grou! #iscussions to become critically a$are o% the !roblems in their local community an# #iscover $ays to actively an# creatively become !roblem solvers together" enhancing their sense o% control an# their belie% in being able to change as!ects o% their o$n lives. he !artici!ants lin& u! $ith local community services o% their choice to $or& together to !romote a !roject o% social change. he researcher" along $ith the grou!.s youth lea#er or teacher" %acilitate the young !eo!le to actively !lan an# carry out social actions o% their choice in the local community. he young !eo!le themselves are evaluating their social actions that $ill contribute to a !ro!ose# Handbook for Social Change %or other youth grou!s an# youth lea#ers. his article #ocuments the initial em!o$ering !rocesses an# outcomes" #eriving %rom the %irst intervention grou! o% Year /0 secon#ary school stu#ents" o% this multi-site action research !roject.

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Int!o"uction
Youth can be em!o$ere# to use their !assions" $or&ing $ith their !eers to ma&e a !ositive contribution to their local community 0Pretty" 20021. 2t is !ro!ose# that this social em!o$erment o% young !eo!le can im!rove their o$n !ersonal an# relational $ell-being $hile !romoting the $ellbeing o% the community. Youth can be engage# to e-!ress their o$n interests an# belie%s in relation to their community. hey also can be strongly in%luence# by their !eers 03arris" /4441. 5ur society o%ten encourages youth%ul !assions on a !ersonal an# relational level an# e-!en#s many resources on #ealing $ith the !ersonal !roblems o% !assions gone astray or the lac& o% !assion sho$n by #isturbe# youth 06amon" /4471. Yet" these youth%ul !assions can be encourage# in a !ositive $ay to $or& $ith their !eers to have a role in the $ell-being o% their local community 08ohler" /4921. Young !eo!le o%ten %eel !o$erless to a##ress the social issues con%ronting their communities" yet they have enormous !otential to contribute to community $ell-being an# social justice. his !roject is about enabling youth to realise their !otential %or a social contribution to the community. Youth" !articularly %rom #isa#vantage# communities may re:uire su!!ort to contribute !ositively to the collective $ell-being o% their %amily" %rien#s an# neighbours 0Yates ; Youniss" /444< =e$is" /449< Prilleltens&y" >elson" ; Peirson" 200/a< ,orcey ; 3arris" /4441. he youth o% St Albans" in north-$est Melbourne $here this !roject is locate# ten# to be #isa#vantage#. hey live in a !rimarily lo$ socio-economic community $ith %e$ resources %or youth. St Albans has a high !ro!ortion o% youth %rom culturally #iverse bac&groun#s $ith very %e$ o% them gra#uating %rom secon#ary college to university an# $ith a high rate o% unem!loyment 0*ictorian +overnment" 2000< ?rimban& 'ity 'ouncil" 20001. his research $ill use a community !sychology social justice a!!roach 0Prilleltens&y ; >elson" /44@< Prilleltens&y" 200/1 $ith the !romotion o% !artnershi!s $ith local community agencies to a#vance youth !artici!ation in social action. he *ictoria )niversity Wellness Promotion Unit has #evelo!e# a value-base# !artnershi! $ith a &ey !rovi#er o% youth services in St Albans" +oo# She!her# Youth an# ,amily Service. his !artnershi! is base# on community !sychology values o% caring" com!assion" goo# health" sel%-#etermination" !artici!ation" !o$er-sharing" human #iversity an# social justice 0>elson" Prilleltens&y" ; Mac+illivary" 200/1.

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he aim o% this collaborative research is to critically evaluate the community !sychology a!!roach o% !romoting the $ell-being o% youth through em!o$erment e#ucation an# active !artici!ation in social action. he researcher $ill $or& $ith several local youth grou!s in various settings in St Albans to #evelo! social action !rojects. he researcher has begun $or&ing $ith the %irst grou!" a secon#ary school elective class" $here stu#ents !artici!ate in grou! #iscussion an# action aime# at changing as!ects o% their community" enhancing their sense o% control an# their belie% in being able to change as!ects o% their o$n lives 0(allerstein ; ?ernstein" /499< ,air$eather ; 6avi#son" /49A1. he researcher is assisting the young !eo!le to become co-researchers using action research cycles o% grou! !roblem-solving throughB i#enti%ying a !roblem" !lanning a social change strategy" un#erta&ing the actions" an# re%lecting on the !rocesses 0(a#s$orth" /44@1. he social actions $ill be evaluate# by the researcher an# young !eo!le involve#" #ocumente# in creative $ays an# %ormulate# into case stu#ies %or a han#boo& on em!o$erment an# social action !rocesses an# outcomes" %or use by youth" youth $or&ers" e#ucators an# !olicy analysts. here are three main areas o% research in%orming this !rojectB 0a1 conce!tions o% $ellness base# on the synergy o% !ersonal" relational an# collective $ell-being< 0b1 !romoting an a$areness o% social justice $ith young !eo!le in a #isa#vantage# community< 0c1 success%ul strategies %or engaging young !eo!le in social action. he mo#el o% $ell-being in%orming this research has been #evelo!e# by 2saac Prilleltens&y an# colleagues. he mo#el states that $ell-being is achieve# by the simultaneous an# balance# satis%action o% !ersonal" relational" an# collective nee#s 0Prilleltens&y" >elson" ; Peirson" 200/b< Prilleltens&y ; >elson" 20001. his mo#el begins %rom a !osition o% strength o% the in#ivi#ual" rather than !ersonal an# relational #e%icits. 2t %ocuses on the in%luence o% the collective as!ects o% $ell-being an# the nee# to a##ress collective issues o% #isa#vantage. Prilleltens&y argues that Ctoo much attention to !ersonal nee#s is o%ten at the e-!ense o% social values such as justice" %airness an# e:uality< resulting in !oorly e:ui!!e# communities. 0Prilleltens&y" 20021. See 'hart / %or !ersonal" relational an# collective nee#s.

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Table $: Pe!%onal& Relational ' Collecti(e Nee"%

1. Personal well-being Physical ; mental health 2. Relational well-being Partici!ation an# collaboration 3. Community well-being Social justice
! "odel from Prilleltensk #$%%$&

developing a sense of control

developing respect for self & others

developing a sense of communit support

'ommunity !sychologists have #evelo!e# various mo#els o% em!o$ering !rocesses an# outcomes o% the in#ivi#ual" organisational an# community levels o% analysis that can be use# in this critical a$areness !rocess 08ie%%er" /49D< Per&ins ; Eimmerman" /447< Fich" G#elstein" 3allman" ; (an#ersman" /447< Eimmerman" 20001. hese mo#els have !rimarily been #evelo!e# $ith a#ult grou!s. 3o$ever" young !eo!le" !articularly in #isa#vantage# areas" may nee# to be e#ucate# in their a$areness o% social justice issues an# em!o$ere# to begin to a##ress these issues o% ine:uality 0Mullaly" 2002< >elson" Amio" Prilleltens&y" ; >ic&els" 20001. Youth can be invite# to engage in critical thin&ing $ith the !otential %or critical consciousness o% social justice issues. his is a !o$er%ul strategy %or un#erstan#ing social %orces an# the #ynamics o% o!!ression 0(atts" Ab#ul-A#il" ; Pratt" 200/< Pancer" /44@< Mullaly" 20021. Gngaging young !eo!le in social action" involves using !artici!atory action research techni:ues o% researching with !eo!le" not research on or about them 0=e$in" /4DA1. Social action $ith young !eo!le involves $or&ing $ith them toB i#enti%y a !roblem" collect an# analyse in%ormation" an# act u!on the !roblem in or#er to %in# solutions an# to a##ress the social nee#s o% their community 0Feason ; ?ra#bury" 200/< (a#s$orth" /449< Fa!!a!ort ; Sei#man" 20001. Youth !artici!ants can become active co-researchers on youth-%ocuse# research in !artnershi! $ith the !ro%essionals 0Al#er ; San#or" /440< Yates ; Youniss" /444< *an Moorst" /493< 8ohler" /492< ?erman" /444< 6e*itis" Johns" ; Sim!son" /4491. Young !eo!le can become !art o% this em!o$ering !rocess" by !ersonally e-!eriencing their o$n s&ills an# $orth" as $ell as e-hibiting these to the general !ublic" #uring the research !rocess an# in the !resentation o% their $or&. Youth co-researchers in recent stu#ies" have commente# that the !rocess o% grou! !roblem-solving $as one o% the things they value# most about the research 0Al#er ; San#or" /440< =e$is" /449< (estern Fegion Youth A%%airs 'ommittee" /49@1.
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he research consists o% three se!arate !hasesB Phase 2 o% !lanning the intervention< Phase 22 o% the intervention< an# Phase 222 o% !ublication ; #issemination o% han#boo& %or social action $ith youth.

PHASE I ) Planning the Inte!(ention

A consultation !rocess $ith community !artners $as use#" to create a !lan to $or& $ith several youth grou!s in the local area o% St Albans" Melbourne. his community consultation !rocess has being un#erta&en by the researcher $ith other )niversity colleagues" through the !artner agency" +oo# She!her# Youth an# ,amily Service" an# their net$or&s o% other youth $or&ers in St Albans. he !artnershi! $ith +oo# She!her# $as begun in 200/ $ith an initial 'ommunity (ellness Project to begin to un#erstan# i#eas o% in#ivi#ual" relational an# collective $ell-being using %ocus grou!s o% culturally #iverse !eo!le o% the local community. his initial !roject rein%orce# the !erceive# nee# %or the !romotion o% collective $ell-being in this community 0 oti&i#is ; Fobertson" 20021. he !artner agency" +oo# She!her#" contributes to the community consultation !rocess by hosting the research steering committee. he committee is com!rise# o% &ey management an# !olicy $or&ers o% the !artner organisation" along $ith community !sychology an# social $or& university re!resentation. he grou! meets monthly" !rovi#ing the researcher $ith both aca#emic an# !ractical community #evelo!ment e-!ertise an# net$or&s o% su!!ort. +oo# She!her# also has establishe# a strong net$or& o% youth $or&ers in St Albans $ho meet an# $or& regularly together. he researcher has been involve# in this central youth net$or& $hich !rovi#es rea#y access %or the community consultation !rocess. he conce!ts o% the !roject have been !resente# to local youth $or&ers an# several youth grou!s have e-!resse# initial interest.

PHASE II ) The Inte!(ention

he aim o% the intervention is to $or& $ith u! to %ive youth grou!s o% St Albans to !artici!ate in this social action em!o$erment !roject. he researcher $ill $or& $ith the !artici!ants o% several youth grou!s %or several months each. he youth grou!s i#enti%ie# to be involve# areB 0a1 secon#ary school stu#ents Year /0 (or&ing 'ommunity Program 0/7-/A years ol#1< 0b1 a gay ; lesbian social

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youth grou! $ith +oo# She!her# 0/7-2/ years ol#1< 0c1 recent young re%ugees in an e#ucational bri#ging !rogram 0/7-2D years ol#1. he young !eo!le are !artici!ating by #evelo!ing an a$areness o% social justice issues" an# $ith su!!ort" ac:uiring an enhance# sense o% control in relation to their community" an# being em!o$ere# to ta&e action. he young !eo!le !artici!ating $or& through a series o% !ositive em!o$erment e#ucation grou! !rocesses" creatively #esigning" researching" evaluating an# #ocumenting their chosen social action. he %inal sessions involve a re%lective !rocess o% evaluation" chec&ing ho$ the young !eo!le e-!erience# the !rocess" $hat they learnt an# $hat coul# be change# or im!rove# %or %uture !rograms. 2n the grou! $or&" the researcher encourages the youth to #iscuss their community values an# assessment o% their !ersonal" relational an# collective $ell-being" using a !ositive strengths %ocus rather than a #e%icit mo#el" as #esigne# by the su!ervisor" 2saac Prilleltens&y 0Prilleltens&y" 20021. he youth are encourage# to $or& together to solve !roblems" #evelo! s&ills" an# become critically a$are o% their social an# !olitical environment" $ith the mutual su!!ort o% the grou! members an# researcher 08ie%%er" /49D< Eimmerman" /4471. he researcher $or&s $ith the youth to assist them to become co-researchers an# #evelo! their o$n social action strategies. he !artici!ants learn to use the action research cyclic mo#els o% !lanning strategies %or social change" carrying out the research actions" an# re%lecting on the !rocesses" be%ore !lanning %urther strategies an# actions. 2n the !rocess" the young !eo!le #evelo! s&ills an# e-!erience as co-researchers" in #esigning" im!lementing an# evaluating their o$n research. he youth !artici!ants themselves are encourage# to contribute to the #ocumentation o% these !rocesses.

*i!%t Inte!(ention
he %irst intervention grou! consiste# o% stu#ents %rom 8eilor 6o$ns Secon#ary 'ollege Year /0 class" !artici!ating in a !ilot !roject elective subject" calle# (or&ing 'ommunity Program. his !rogram is about connecting stu#ents to their local communities" an# #ovetails very $ell $ith the !ro!ose# research. he researcher $or&e# collaboratively $ith the teacher" %or one semester. he !rogram consiste# o% three sessions $ee&ly" $ith a total o% %our hours !er $ee& %or t$elve $ee&s. he class consiste# o% 2D stu#ents" $ith /2 %emales an# /2 males" all /7 to /A years o% age" %rom a $i#e

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#iversity o% ethic bac&groun#s inclu#ingB Anglo-Sa-on" 2n#ian" 2talian" +ree&" Mace#onian" Maltese" S!anish an# *ietnamese. he researcher #ocumente# the !rocesses an# outcomes o% this grou!" at a !ersonal" grou! an# community level. A summary o% these !rocesses is outline# belo$" using the em!o$erment analysis mo#el" as sho$n in the chart belo$.

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Table +: Em owe!ing E"ucation P!oce%%e% ' Action Outcome%

Level of Analysis Empowering Processes (focus on efforts) Learning about self & community Reflecting on perception of self Engaging in social critique Learning how some social systems work in the local community Learning how to go about obtaining resources in the local community Developing skills to access resources in the community Empowerment Outcomes (results of efforts) Discovering social justice issues Redefining some aspects of selfimage Instrumental empowerment: gaining some socio-political awareness Relational empowerment: gaining some sense of control over certain situations Taking action to influence events: gaining some participatory competence

Personal

Group

Experiencing supportive group work Participating in a group with initial encouragement from researcher and youth leader/teacher Learning how to work together as a group Participating in group decision making Learning to take some leadership roles Experiencing the value of peer support Learning to collaborate with community service providers Experiencing the benefits of collective action

Campaigning together Experiencing the results of actions taken by group participants Development of some local networks Gaining some lobbying power Securing some community resources Enhancing of a group vision, ideology, values, and culture Improved concept of group work Enhanced group effectiveness Instrumental empowerment

Communit y

Acquiring community connections Develop some community coalitions Involvement with some stakeholders from across levels of social system Gaining some institutional support

Solving community problems Development of more or better community resources A sense of how to improve collective lives Substantive empowerment: improved community outcomes

Adapted from Zimmerman (2000) and other models, see (Butterworth, 1999).

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he researcher #evelo!e# a range o% activities to initially ins!ire the young !eo!le to critically thin& about their o$n !assions an# their o$n community concerns" inclu#ing gui#e# #iscussions to raise consciousness o% social-!olitical thin&ing. he researcher encourage# the !artici!ants to $or& as small grou!s $ith those o% similar !assions an# interests" to i#enti%y a share# vision to im!rove the local community. he small grou!s $ere encourage# to #evelo! a mission statement o% $hat they ho!e# to achieve an# $hy. he grou! #iscussions encourage# all !artici!ants to share their i#eas to i#enti%y community !roblems" an# analyse issues in or#er to !lan %or community involvement %or social change. he small grou! #iscussions" later !resente# to the $hole grou!" !rovi#e# an o!!ortunity %or the !artici!ants to share their i#eas an# insights %or community action together an# thus gain a sense o% grou! em!o$erment. he s!eci%ic !rojects chosen an# success%ully carrie# out by this %irst grou! o% multicultural stu#ents $ereB 0a1 a youth %estival o% a !ublic un#erage #ance !arty #with local hotelier&< 0b1 a youth %estival o% a school battle o% the ban#s #with school music teacher&' 0c1 a ne$ local community theatre grou! #with local council&< 0#1 chil#ren.s activities at a re%ugee cultural %estival #with local "igrant (esource Centre&' an environment !roject o% #esigning an aboriginal gar#en #with local Aboriginal park ranger&) he youth !artici!ants through su!!ortive grou! $or& an# ma&ing connections $ith local community grou!s" $or&e# out $ays to solve !roblems an# im!rove their local community" through these community buil#ing !rojects. hese stu#ent !rojects have all success%ully been achieve#. ,or each o% the !rojects" the young !eo!le have receive# high !raise %rom the $i#er community %or their !assion" their goo# organisation s&ills" an# their $orth$hile contribution to the local community. Some !roject grou!s are e-!eriencing some #i%%iculties an# %rustrations at %irst" es!ecially $ithin the tight timelines o% less than three months %or the $hole !rogram. 3o$ever" each !roject grou! has learnt valuable s&ills in !ersonal" grou! an# community em!o$erment. he metho#s use# %or these em!o$ering !rocesses an# outcomes are outline# in the table belo$.

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Table 3: Methods of Analysis of Empowerment

METHODS

Personal empowerment
PARTICIPANTS & CONTROLS complete Sense of empowerment survey Quest 1-6 (pre & post)

Group empowerment
PARTICIPANTS & CONTROLS complete Sense of empowerment survey Quest 7-12 (pre & post)

Community empowerment
PARTICIPANTS & CONTROLS complete Sense of empowerment survey Quest 13-18 (pre & post)

,ue%tionnai!e%

Group discussions & activities

RESEARCHER guides participants in group discussions on learning about self & the community

PARTICIPANTS plan community work and RESEARCHER & TEACHER/WORKER plan appropriate skill development & group activities for community work PARTICIPANTS encouraged to share personal stories & evaluations with group of the experience of working together

PARTICIPANTS undertake community work with RESEARCHER & TEACHER/WORKER organising appropriate community contacts

Personal stories & evaluations

PARTICIPANTS encouraged to share personal stories & evaluations with group on learning about self & the community PARTICIPANTS encouraged to engage in group evaluations on learning about self & the community RESEARCHER documents activities & observations of participants learning about self & the community INDEPENDENT person interviews PARTICIPANTS on learning about self & the community COMMUNITY CONTACTS evaluate participants learning about self & the community

PARTICIPANTS encouraged to share personal stories & evaluations with group of the experience of making community connections PARTICIPANTS encouraged to engage in group evaluations on experience of working for the community RESEARCHER & PARTICIPANTS document community activities of the group for the HANDBOOK INDEPENDENT person interviews PARTICIPANTS on experiences of working to improve the community COMMUNITY CONTACTS evaluate participants community work

Group evaluations

PARTICIPANTS encouraged to engage in group evaluations on experience of working together RESEARCHER documents activities & observations of participant group discussions and group work INDEPENDENT person interviews PARTICIPANTS on experiences of group community work COMMUNITY CONTACTS evaluate participants group work

Observations

Interviews

External evaluations

//

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2n the $ritten evaluations %rom the school stu#ents" !artici!ants generally sel%-re!orte# !ositive e%%ects %rom the !roject $ith increase# em!o$erment at all levelsB 0a1 !ersonal level" $ith an im!rove# sense o% sel%-em!o$erment in un#erstan#ing socio-!olitical issues an# !ositive res!onses in relation to the community< 0b1 organisational level by $or&ing e%%ectively $ith their !eers an# #evelo! organisational s&ills< 0c1 community level by #evelo!ing meaning%ul connections an# creatively ma&e a !ositive contribution to the community. he table belo$ !rovi#es a summary some o% the $ritten evaluations %rom the !artici!ants.

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Table -: School %tu"ent% g!ou %el.)!e o!ting e(aluation%

Analysis
Personal

Empowering Processes (focus on efforts)

Learning about self & community Opened my eyes to the needs of our youths (sic) [Dance party group-D] Helps you get a better perspective of yourself [Cultural festival group-B] I have learned a lot about how the world works outside of school grounds [Park design group-A] I developed my awareness to community issues and helping out the community [Park design group-V]

Empowered Outcomes (results of efforts)

Discovering social justice issues I took on adult responsibilities [Dance party group-D] It gives you the freedom to let you go out into the community and see what you can come up with [Battle of the bands group-A] Working on different projects in the community gives you a sense of satisfaction that you were able to put something back into the community for once [Cultural festival group-T] I didnt realize how hard it was to change something in a public park [Park design groupA] It really opened my eyes and now I know I can still contribute to the community, making a small difference which sums up with other peoples efforts, to make a big difference overall [Park design group-V]

Group/ Organisational

Experiencing supportive group work Helped me become independent and able to organize with my group an event with hardly any assistance [Dance party groupM] I have developed confidence, communication, organizing and independents (sic). It has taught me that we can organize and do what we want if we really want it [Cultural festival group-B] I was involved with a very willing, helpful and dedicated team of people who, I think have made the most difference to me than any theory could ever do [Cultural festival group-J]

Campaigning together The highlight of my experience would have been the satisfaction we all felt when the night that we had been planning, stressing over and having sleepless nights about became a rip roaring success. I was a real adrenalin rush for all of us [Dance party group-D] The good part was our big day. It was a really good day which everyone really enjoyed. The worst part was the pressure that the project wouldnt be successful or that something had been forgotten [Cultural festival group-L]

Community

Acquiring community connections When working on your project in a small group you get to interact with other people in the community, which is a thing you wouldnt normally do [Cultural festival group-T] I attended ma meeting regarding government grants and informally spoke to a council member who gave us recommendations and told us she would be speaking to the mayor about our project [Community theatre-C]

Solving community problems The meetings with community service workers gave us the independence and presented us with problems that we had to tackle, not just as individuals, but as a group. These problems helped to strengthen our teamwork and leadership skills [Cultural festival group-J]

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PHASE III ) Publication an" "i%%emination o. han"boo/

he %inal aim o% the !roject is to !ro#uce an innovative" attractive" a!!ealing an# user %rien#ly !ublication on social action $ith young !eo!le" by young !eo!le. he researcher is e-!loring the most e%%ective means o% communication o% the gui#elines %or the establishment o% youth social action grou!s. his $ill inclu#e $or&sho!s $ith youth lea#ers an# e#ucators that have alrea#y begun. he researcher assists youth !artici!ants in the !roject to creatively evaluate their actions" to inclu#e their contributions in a han#boo& an# $ebsite on the research. 'ontributions %rom the youth $ill inclu#e" %or e-am!le" stories an# !hotogra!hs o% their grou! !rocesses in #esigning the research" various metho#s o% #is!laying the #ata analysis" an# innovative uses o% technology to !ortray their research accom!lishments. he researcher $ill #esign the !ublication as a han#boo& %or $or&ing $ith youth on social action. his $ill inclu#e the researcher.s an# !artici!ants. analysis o% the grou!s. em!o$ering !rocesses an# outcomes 0Fa!!a!ort ; Sei#man" 2000< ?utter$orth" /444< Eimmerman" 2srael" SchulH" ; 'hec&o$ay" /4421" noting common an# uni:ue themes %rom each grou!. he han#boo& $ill be ma#e user-%rien#ly by inclu#ing interesting e-am!les o% !artici!ants. contributions %rom each o% the grou!s throughout the han#boo& an# the %ull case stu#ies %rom each grou! in the a!!en#ices. 2t is antici!ate# that the han#boo& $ill be #isseminate# to the youth !artici!ants" their !eers" the !artner agency an# other youth service agencies %or comment an# %ee#bac& %or its relevance in the local setting an# its suitability in other settings" nationally or internationally. Youth !artici!ants $ill be invite# to have a %urther voice" by ta&ing !art in a !ublic %orum to !rovi#e an# receive %ee#bac& on their $or& an# celebrate their contribution to the em!o$erment o% youth.

Conclu%ion
his Social Action $ith Youth !roject is $ell un#er$ay" $ith the beginnings o% #ocumentation on the em!o$erment e#ucation !rocesses an# action outcomes o% the %irst grou! o% secon#ary stu#ents %rom multi-cultural bac&groun#s. 2nitial res!onses %rom the %irst grou! o% secon#ary stu#ents" $oul# suggest that the young !eo!le can #evelo! their %eelings o% connecte#ness to the local community an# thereby im!roving their !ersonal" relational an# community $ell-being. 5n a !ersonal level they can thin& more critically about

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local community issues. 5n a grou! level" they can learn to $or& co-o!eratively to achieve their community buil#ing !rojects. 5n a community level" they can ma&e connections $ith their local community an# ma&e a !ositive contribution to that community. 3o$ever" %urther evaluation an# analysis on com!letion o% all three interventions are yet to be com!lete#. An# so begins this e-citing !roject $ith young !eo!le. he youth themselves $ill ho!e%ully be em!o$ere# to go %or$ar# into their community" to $here their !assions gui#e" to $ho &no$s $here. 2n the $or#s o% a timeless Fussian %airytale" *oing + know not where, to find + know not what ) ) ) 3o$ever" 2 sus!ect the journey $ill be %ascinating.

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Bibliog!a h0
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Prilleltensky, I., Nelson, G., & Peirson, L. (2001a). The role of power and control in children's lives: An ecological analysis of pathways toward wellness, resilience and problems. Journal of Community & Applied Social Psychology, 11, 143-158. Prilleltensky, I., Nelson, G., & Peirson, L. (Eds.). (2001b). Promoting family wellness and preventing child maltreatment. Toronto: University of Toronto Press. Rappaport, J., & Seidman, E. (Eds.). (2000). Handbook of community psychology. New York; London: Kluwer Academic. Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: participative inquiry and practice. London: SAGE. Rich, R. C., Edelstein, M., Hallman, W. K., & Wandersman, A. H. (1995). Citizen participation and empowerment: The case of local environmental hazards. American Journal of Community Psychology. Totikidis, V., & Robertson, D. (2002). Interim Report: Phase-one of the Community Wellness Project. Melbourne: Victoria University and Good Shepherd Youth & Family Service. Van Moorst, H. (1983). Working with youth: A political process (Occasional Paper 8). Melbourne: Footscray Institute of Technology. Victorian Government. (2000). Suburbs in Time. Melbourne: Department of Infrastructure, Victorian Government. Wadsworth, Y. (1997). Do it yourself social research (2nd ed ed.). St. Leonards, N.S.W.: Allen & Unwin. Wadsworth, Y. (1998). What is Participatory Action Research? In I. Hughes (Ed.), Action Research Electronic Reader [online]. Sydney: University of Sydney. Wallerstein, N., & Bernstein, E. (1988). Empowerment education: Friere's ideas adapted to health education. Health Education Quarterly, 15, 379-394. Watts, R. J., Abdul-Adil, J. K., & Pratt, T. (2001). Enhancing critical consciousness in young African American men: A psychoeducational approach. Psychology of Men and Masculinity, 3(1), 4150. Western Region Youth Affairs Committee. (1987). Starting behind the eight ball: Youth participation 'how can it work' (Position Paper). Melbourne: Western Region Youth Affairs Committee. Yates, M., & Youniss, J. (Eds.). (1999). Roots of civic identity: international perspectives on community service and activism in youth. Cambridge, UK; New York: Cambridge University Press. Zimmerman, M. A. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23, 581-600. Zimmerman, M. A. (2000). Empowerment Theory: Psychological, organizational and community levels of analysis. In E. Seidman (Ed.), Handbook of community psychology (pp. 43-63). New York: Kluwer Academic/Plenum. Zimmerman, M. A., Israel, B. A., Schulz, A., & Checkoway, B. (1992). Further explorations in empowerment theory: An empirical analysis of psychological empowerment. American Journal of Community Psychology, 20, 707-727.

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