"The authors should be commended for shedding light on the passion and desire to address social inequalities of marginalized youth through civic engagement and popular culture while embracing a multidisciplinary approach to critical literacy practices of contemporary youth."
Narrative engagement is a fundamental factor in understanding the enjoyment of narratives and their effects. This study seeks to develop a measure of engagement for youngsters and to gather evidence of validity and reliability for a sample of European adolescents. After watching a dramatic film, 310 European high school students (68.71% Italian, 17.74% Spanish and 13.55% German) responded to the proposed narrative engagement scale. The results confirmed the existence of a common factorial model of four factors for Germans and Italians and invariance measurement between samples. The mean score comparison shows that German adolescents have a greater understanding of the narrative than Italians. Also, Germans demonstrated greater emotional understanding than Spaniards. These results contribute to the comprehension of the narrative engagement and illuminate the conceptualization of the psychological phenomena related to the reception of dramatic narratives by youngsters of different cultures across Europe.
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Busselle, Rick W.; Bilandzic, Helena (2008). "Fictionality and perceived realism in experiencing stories: A model of narrative comprehension and engagement". Communication theory, v. 18, n. 2, pp. 255-280. -2885.2008.00322.x
De-Vinck, Sophie (2011). Revolutionary road? Looking back at the position of the European film sector and the results of European-level film support in view of their digital future. A critical assessment. Doctoral dissertation. Brussels: Vrije Universiteit Brussel. -road-looking-back-position-european-film-sector-and-results-european-level
Igartua-Perosanz, Juan-Jos; Muiz, Carlos (2008). "Identification with the characters and enjoyment with features films. An empirical research". Comunicacin y sociedad, v. 21, n. 1, pp. 25-52. -52
Sukalla, Freya; Bilandzic, Helena; Bolls, Paul D.; Busselle, Rick W. (2016). "Embodiment of narrative engagement. Connecting self-reported narrative engagement to psychophysiological measures". Journal of media psychology, v. 28, n. 4, pp. 175-186. -1105/a000153
Virtual in-depth interviews were conducted with stakeholders (n = 31) (aged 15 to 54 years) engaged in the implementation of the RKSK and peer education programme at state, district, block, and village levels in Madhya Pradesh and Maharashtra (India). These interviews were thematically coded and analysed to address the research objectives.
PEs with support from community health workers are able to play a crucial role in meeting the needs of the communities during a pandemic. There is a need to further engage, involve and build the skills of PEs to support the health system. PEs can be encouraged by granting more visibility and incorporating their role more formally by paying them within the public health system in India.
Participants shared that PE sessions and information dissemination via in-person methods at the village level were put on hold due to COVID-19 restrictions. However, some communication, through mobile phones (via calls, WhatsApp, videos/ films) with PEs, related to COVID-19 and peer education programmes existed during the lockdown. Pre-existing WhatsApp groups for RKSK related activities, between ASHAs and PEs, were used for this communication. This informal and unplanned communication was evidence of the pivot, from the original guidelines [9] and shift from PE programme implementation pre-COVID to accommodate needs emerging due to the COVID context. This information was further shared with friends, family, and other adolescents.
Our findings indicate that there were some avenues of access to health care available to the adolescents despite the pandemic. They also highlight how RKSK health workers and PEs who were already working in the community were repurposed to engage with the COVID-19 response to not only the adolescents but also their communities as a whole. PEs along with the health workers navigated this challenging time and demonstrated their resilience in the face of an emergency. While their roles may have been very critical in responding to the pandemic, some additional support in the form of training, compensation, etc. could help strengthen this model for the future.
Like the concept of leadership, the meaning of citizenship is essentially controversial; however, this paper intends to discuss the awakening of youth civic engagement in present-day society, seeking to undo the controversy surrounding the idea that good citizenship is an integral part of what democracy in fact is. Our study seeks to demonstrate that citizenship must be understood as political identity, regardless of different points of view.
The relationship between citizenship and political identity is naturally established since there is no neutrality in educating for citizenship. Internal aspects, such as world view, and external influences participate in that relationship. For that reason, we sought to understand the ideas preteens have about leadership, identifying the projections they make about civic engagement.
Our research consists of a prevalence study and its main objective is to discuss the awakening of civic engagement in preteens in present-day society through the conception they have of political leadership.
Based on fictional characters, it is believed that the symbolic element contained in the identities of the villains can provide the direct projection of adolescents. In addition, the films are attractive to young audiences who strive to see certain characters react as anyone in the same situation would.
Epic genres and superhero movies have reached their height over the last 15 years. Great productions of this genre, like Harry Potter and The Lord of the Rings, and more recently The Avengers, have become even more popular among the age group surveyed in our study. In this context, post-classical villains belong to three main film and television genres/subgenres: psychological horror, disaster, war and political fiction.
And at this point, we establish the relationship with civic engagement from the idea of civic skills, which are required in the participation of political and civic life and which we take to the field of education. There is great interest in civic engagement in the literature on human development, with regard to youth development, as civic skills go beyond political practice, extending between dialogue, interpersonal perspective and critical thinking, aspects that appear consistently in the profiles of anti-hero characters.
Ibiti, A. & Soto-Sanfiel, M. T. (2018). Prejudice and morality in responses to films about lesbians: From perceived realism to enjoyment and appreciation. Sexuality & Culture, 23, 585-604. -018-9575-6
Rieger, D., Frischlich, L., Hgden, F., Kauf, R., Schramm, K. & Tappe, E. (2015). Appreciation in the face of death: Meaningful films buffer against death-related anxiety: Meaningful media as death anxiety buffer. Journal of Communication, 65(2), 351-372.
Lines are also becoming blurred between media use for communication versus for entertainment. With the ability to message your opponent while engaging in a remote video game or tweet while watching a TV show, viewers and gamers often link their entertainment to social media. Modes of communication have become more fluid, with conversations jumping back and forth between text messages to social media sites. Text messages also may include links to media, such as personal videos, YouTube videos, and links to Web sites and social networking sites.
It is common for adolescents today to engage in more than 1 form of media at the same time, a practice referred to as media multitasking. This multitasking may include watching TV and using a computer9 or being online and engaging in more than 1 activity. In one study of older adolescents, approximately 50% of the time students were online, they were engaged in more than 1 activity.10
Many parents now use video-chat (eg, Skype, Facetime) as an interactive media form that facilitates social connection with distant relatives. New evidence shows that infants and toddlers regularly engage in video-chatting,30 but the same principles regarding need for parental support would apply in order for infants and toddlers to understand what they are seeing. Because video-chat episodes usually are brief,30 promote social connection, and involve support from adults, this practice should not be discouraged in infants and toddlers.
The interactive and selective components of social media may offset some of these traditional media drawbacks, because social media use in moderation can enhance social support and connection. However, use in moderation and the specific way in which social media are used may be the key. Previous research has suggested a U-shaped relationship between Internet use and depression, with increased risks for depression at both the high and low ends of Internet use.118,119 A recent study examined social media use and depression and found a positive association.120 Older adolescents who used social media passively by solely viewing content reported declines in well-being and life satisfaction, whereas those who used social media actively by interacting with others and posting content did not experience these declines.121 Another study found that teenagers who used Instagram to follow strangers and engage in social comparisons had higher depression symptoms, but others who followed friends and engaged in less social comparison had fewer depression symptoms.122 These studies illustrate that, beyond the number of hours spent on social media, a key factor is how an individual uses social media.
If challenges in implementing a media use plan are anticipated, pediatric health care providers can consider introducing motivational interviewing or engaging in problem solving with parents and children about possible solutions. The pediatrician has an opportunity to discuss specific tools to address identified family needs and concerns, including social services and community resources, if needed. Finally, the pediatrician may be able to provide families with referrals to educational and informational resources, such as vetted Web sites (eg, www.HealthyChildren.org). 589ccfa754
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