The Use of Video with Young People
 The Use of Video with Young People.


 Recruitment access and entry.
Video
Complete your journal
This page is designed to look like two pages of a journal open in front of you. On the left, titled, The Work, we would like you to write a short description of the project you were involved in and the nature of the issue. On the right hand side we want you to record your reflections on this issue. First by re-calling how you felt at the time, The Issue, and then telling us how you view this issue now and if you have changed how you would approach it now, The Response.

 The Work
 The Issue
 The Response
Instructions
In this section write a brief description of the issue you faced while using video. This only needs to be a few paragraphs describing what project you were working on and how the issue affected what you were doing. You may want to put in a link to a project web page or to any writing or video product that arose from the project. This is space for a commentary about the issue described on the left. This is a space for 'free writing', unedited thoughts and feelings about what you experienced, what happened, how people acted and reacted to the situation and how you felt about it. This is where you think about how you have responded and made sense of your thinking at the time. You may have experienced several similar situations and you can draw your thoughts together here. Asking questions about what happened but also wondering about implications for future practice.
Confidentiality - We want to use the journal entries as a means of gaining a deeper insight into the issues faced by others in working with video and young people. If you would not like us to quote these in any reports or articles produced as a result of this research please state the entries are confidential and not to be shared outside of the project. In all instances the issues raised in the journal entries will only be used for illustrative purposes and no individual researcher or project will be identified.

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