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Sed eu officiis maiestatis, qui ne saepe detracto referrentur. Id agam dolorum appetere nec, ex dicant officiis cum, justo persequeris at sed. Ullum persecuti pri eu, solum meliore intellegam sed eu. Velit tibique suscipiantur sed in, ne eum nemore delicatissimi. Alia facilisi duo ne, aeque impedit ea est, an vis agam praesent postulant. Qui paulo aliquam blandit an, id nam aeque voluptatum reprehendunt. Mea noster voluptatibus ea, ut tamquam oportere neglegentur sed. Dissemination Strategy for the Research Project by Jones et al. (2020)

The research project by Jones et al. (2020) explored the impact of labeling young people as “looked after” on their identity and sense of belonging. The study utilized participatory approaches in a qualitative research design conducted in northern England. To ensure that the findings of this study reach a wide audience and have a significant impact, an appropriate dissemination strategy needs to be developed. This strategy should include various methods of dissemination and target different audiences, including academics, policymakers, practitioners, and the general public.

The following table of content can guide the development of a dissemination strategy for this research project:

Introduction

Jones et al. (2020) conducted a qualitative study exploring the experiences of young people who are “looked after” in northern England. The study investigated the impact of the label on their sense of identity and belonging, and how it affected their relationships with peers, teachers, and society at large. The findings revealed that the label “looked after” can have negative consequences on the young people’s emotional and social wellbeing, as it reinforces feelings of “otherness” and stigmatization.

The issue of labeling young people who are in care is not new, but it continues to be a topic of concern for academics, policymakers, and practitioners. The term “looked after” is used to refer to children and young people who are in the care of the local authority, either because they were removed from their birth families or because their families were unable to care for them adequately. In some cases, the label is also used to refer to young people who are in foster care or residential care.

The label “looked after” can be problematic as it can reinforce negative stereotypes and perceptions of young people in care. The label can also create a sense of shame and stigma, which can affect the young people’s sense of identity and belonging. Previous studies have found that young people who are “looked after” are more likely to experience mental health problems, academic underachievement, and social exclusion compared to their peers who are not in care (Parry & Andrews, 2015).

Therefore, Jones et al. (2020) aimed to explore the experiences of young people who are “looked after” and understand how the label affects their sense of identity and belonging. The study used participatory approaches, which involved working closely with young people in care to co-create the research questions, methods, and analysis. The study recruited 15 young people aged between 14 and 18 years old who were in foster care or residential care. The participants were involved in individual interviews, focus groups, and creative activities, such as drawing and storytelling, to explore their experiences.

The study findings revealed that young people who are “looked after” often experience a sense of “otherness” and stigmatization. The label can create a sense of shame and embarrassment, which can affect their relationships with peers and teachers. The participants also reported feeling disconnected from their birth families and communities, which further reinforced their sense of “otherness.” However, the study also highlighted the resilience and agency of the young people, who found ways to challenge the negative perceptions and stereotypes associated with being “looked after.”

The research findings have significant implications for policy and practice related to young people in care. The study highlights the need to recognize the impact of labeling and stigmatization on young people’s sense of identity and belonging. It also emphasizes the importance of involving young people in care in decision-making processes and providing them with opportunities to voice their experiences and perspectives. The study findings can inform the development of policies and practices that promote the inclusion and wellbeing of young people in care.

In conclusion, the study by Jones et al. (2020) highlights the impact of labeling on young people’s sense of identity and belonging. The study findings emphasize the importance of recognizing the experiences and perspectives of young people in care and involving them in decision-making processes. The research has significant implications for policy and practice related to young people in care and can contribute to positive changes in the care system.

Dissemination to Academics

Disseminating research findings to academics is an essential aspect of the research process as it allows for the exchange of knowledge and ideas within the academic community. Jones et al. (2020) used a qualitative approach to explore the experiences of young people who are “looked after” in northern England. The study used participatory methods, which involved working closely with young people in care to co-create the research questions, methods, and analysis. Therefore, the study has the potential to contribute to the growing body of literature on participatory research methods with vulnerable populations.

One potential dissemination strategy for the research project is to publish the study findings in a peer-reviewed journal, such as Children and Society, where the original article was published. The journal publishes research on children’s issues and has a readership that includes academics, policymakers, practitioners, and researchers. The article could also be submitted to other relevant journals, such as Child and Family Social Work, Journal of Social Work, and British Journal of Social Work, to reach a broader audience.

In addition to publishing the study findings in academic journals, the research team could also present their findings at relevant conferences, workshops, and seminars. Presenting at academic conferences provides an opportunity for the research team to share their findings with a wider audience, receive feedback, and engage in discussions with other academics. The research team could present at conferences such as the British Association for Adoption and Fostering Conference, the European Society for Traumatic Stress Studies Conference, and the Society for Social Work and Research Conference.

Another dissemination strategy is to engage in collaborations and partnerships with other researchers and academics who are working on similar issues. This could involve developing joint research projects, co-authoring articles, and organizing workshops and symposiums. Collaborations and partnerships can increase the visibility and impact of the research project and contribute to the development of new research agendas.

Furthermore, the research team could disseminate their findings through social media platforms such as Twitter, Facebook, and LinkedIn. Social media provides a platform for academics to share their research with a wider audience and engage in discussions with other researchers and practitioners. The research team could use social media to share key findings, links to published articles, and updates on ongoing research projects.

In conclusion, disseminating research findings to academics is an essential aspect of the research process. Jones et al. (2020) used participatory research methods to explore the experiences of young people who are “looked after” in northern England. The study has the potential to contribute to the growing body of literature on participatory research methods with vulnerable populations. Dissemination strategies could include publishing in peer-reviewed journals, presenting at academic conferences, engaging in collaborations and partnerships, and using social media to share research findings.

Dissemination to Policymakers

In addition to disseminating research findings to academics, it is also important to share research findings with policymakers who can use the evidence to inform policy decisions. Jones et al. (2020) study on the experiences of young people who are “looked after” in northern England has the potential to inform policy decisions related to the care and support of young people in care.

One dissemination strategy for the research project is to create a policy brief summarizing the study’s key findings and recommendations. The policy brief should be written in a language that is accessible to policymakers and include clear and concise recommendations for policy changes that could improve the care and support of young people in care. The policy brief could be disseminated to relevant policymakers, such as members of the Department for Education, Department of Health and Social Care, and other relevant governmental and non-governmental organizations.

Another dissemination strategy is to engage in policy advocacy efforts by directly meeting with policymakers and presenting the research findings to them. This could involve arranging meetings with relevant policymakers, sharing the research findings, and discussing potential policy changes that could improve the care and support of young people in care. The research team could also participate in relevant policy-focused events and conferences, such as parliamentary committee hearings and policy roundtables.

Furthermore, the research team could engage in collaborations and partnerships with policymakers and policy-focused organizations to increase the visibility and impact of the research project. This could involve developing joint policy-focused research projects, co-authoring policy briefs, and organizing policy-focused workshops and symposiums.

It is also important to consider the role of the media in disseminating research findings to policymakers. The research team could engage with the media to raise awareness of the study’s findings and recommendations among policymakers and the wider public. This could involve sharing key findings and recommendations with relevant journalists, issuing press releases, and providing media interviews.

In conclusion, disseminating research findings to policymakers is essential for informing policy decisions related to the care and support of young people in care. Dissemination strategies could include creating a policy brief, engaging in policy advocacy efforts, collaborating with policymakers and policy-focused organizations, and engaging with the media. These dissemination strategies can increase the visibility and impact of the research project and contribute to positive policy changes that can improve the lives of young people in care.

Dissemination to Practitioners
Practitioners play a crucial role in the care and support of young people in care. Therefore, it is important to disseminate research findings to practitioners who work directly with young people in care. Jones et al. (2020) study on the experiences of young people who are “looked after” in northern England has the potential to inform and improve the practice of practitioners working with young people in care.

One dissemination strategy for the research project is to develop a practitioner-focused report that summarizes the study’s key findings and recommendations in a language that is accessible to practitioners. This report could be disseminated to relevant practitioners, such as social workers, foster carers, residential care workers, and other professionals working in the care and support of young people in care.

Another dissemination strategy is to deliver training and workshops to practitioners based on the research findings. The training could be designed to provide practitioners with an in-depth understanding of the experiences of young people in care and equip them with practical tools and strategies for working with these young people. The training could also be used to facilitate a discussion among practitioners about the implications of the research findings for their practice.

Furthermore, the research team could engage in collaborations and partnerships with practitioner-focused organizations to increase the visibility and impact of the research project. This could involve developing joint practitioner-focused research projects, co-authoring practitioner-focused reports, and organizing practitioner-focused workshops and symposiums.

It is also important to consider the role of the media in disseminating research findings to practitioners. The research team could engage with the media to raise awareness of the study’s findings and recommendations among practitioners and the wider public. This could involve sharing key findings and recommendations with relevant journalists, issuing press releases, and providing media interviews.

In conclusion, disseminating research findings to practitioners is essential for improving the practice of professionals working with young people in care. Dissemination strategies could include developing a practitioner-focused report, delivering training and workshops, collaborating with practitioner-focused organizations, and engaging with the media. These dissemination strategies can increase the visibility and impact of the research project and contribute to positive changes in the care and support of young people in care.

Dissemination to the General Public

Disseminating research findings to the general public is essential for raising awareness about the experiences of young people who are “looked after” and the potential policy and practice changes that could improve their care and support. Jones et al. (2020) study on the experiences of young people who are “looked after” in northern England has the potential to inform and engage the wider public in conversations about the care and support of young people in care.

One dissemination strategy for the research project is to create a public-facing report that summarizes the study’s key findings and recommendations in a language that is accessible to the general public. The report could be disseminated through various channels, such as social media, websites, and community events. The report could also be made available in different formats, such as audio and video, to increase accessibility.

Another dissemination strategy is to engage in public outreach activities, such as community presentations and town hall meetings, to share the research findings and engage the public in conversations about the care and support of young people in care. These activities could be designed to reach a wide range of audiences, such as parents, caregivers, educators, and community leaders.

Furthermore, the research team could engage with the media to raise awareness of the study’s findings and recommendations among the general public. This could involve sharing key findings and recommendations with relevant journalists, issuing press releases, and providing media interviews. The research team could also write opinion pieces for newspapers and online publications to engage the public in conversations about the care and support of young people in care.

It is also important to consider the role of advocacy and public campaigns in disseminating research findings to the general public. The research team could collaborate with relevant advocacy and public campaigns focused on improving the care and support of young people in care. This could involve developing joint campaigns, co-authoring reports, and organizing public events and protests.

In conclusion, disseminating research findings to the general public is essential for raising awareness and engaging the public in conversations about the care and support of young people in care. Dissemination strategies could include creating a public-facing report, engaging in public outreach activities, collaborating with advocacy and public campaigns, and engaging with the media. These dissemination strategies can increase the visibility and impact of the research project and contribute to positive changes in the care and support of young people in care.

In addition to the above methods, the research team can also consider collaborating with young people who have experienced being “looked after” and involve them in the dissemination process. This can include co-authorship of papers, participation in conferences and workshops, and the development of videos or podcasts to share their experiences and perspectives on the issue.

Overall, an effective dissemination strategy should consider the different audiences, their needs, and the most appropriate methods to reach them. By doing so, the research findings can have a broader impact and contribute to positive changes in policy and practice related to young people’s care and education.

Sources:

Nutley, S. M., Walter, I., & Davies, H. T. O. (2007). Using Evidence: How Research Can Inform Public Services. Bristol: The Policy Press.
Gough, D., Oliver, S., & Thomas, J. (2017). An Introduction to Systematic Reviews. Sage.
Bryman, A. (2016). Social Research Methods. Oxford University Press.
Newman, I., & Benz, C. R. (1998). Qualitative-Quantitative Research Methodology: Exploring the Interactive Continuum. SIU Press.