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Open Access Publications from the University of California

Scholarly Works (2 results)

  • Thesis
  • Peer Reviewed
UCLA Electronic Theses and Dissertations (2018)

This dissertation study contributes to the research on restorative conferencing with youth offenders by exploring the ways digital storytelling provided unique opportunities for participants in the Young New Yorkers program to engage in restorative justice values and critically reflect on their crime. Using narrative identity theory as a theoretical lens, and multimodality as an analytic framework, findings suggest that the YNY program's curriculum scaffolds restorative justice values through a narrative identity work to assist participants in the deconstruction of their crimes. Analysis of participant digital stories demonstrated participants took personal responsibility for their crimes and were able to identify the individual and environmental factors which promoted their criminal behavior. Further, participants were able to critically reflect on their offense and enhance their capacity to contribute to and work in collaboration with others in their community. Findings from this study highlight the affordances of digital storytelling as a practice for engaging youth in re-storying their offender identities promoting the development of a prosocial identity.

    Cover page: (Re) Constructing Youth Offender Identities through Digital Storytelling in a Restorative Conferencing Program
    • Article
    • Peer Reviewed
    UCLA Previously Published Works (2014)
    A field experiment examined whether increasing opportunities for face-to-face interaction while eliminating the use of screen-based media and communication tools improved nonverbal emotion-cue recognition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television, computers and mobile phones were not allowed; this group was compared with school-based matched controls (n = 54) that retained usual media practices. Both groups took pre- and post-tests that required participants to infer emotional states from photographs of facial expressions and videotaped scenes with verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media use, and age as covariates. After five days interacting face-to-face without the use of any screen-based media, preteens' recognition of nonverbal emotion cues improved significantly more than that of the control group for both facial expressions and videotaped scenes. Implications are that the short-term effects of increased opportunities for social interaction, combined with time away from screen-based media and digital communication tools, improves a preteen's understanding of nonverbal emotional cues. © 2014 The Authors. Published by Elsevier Ltd.
      Cover page: Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues
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