What Par(cipa(on Means To Me! Modelling Knowledge Transfer (KT) With The Use Of Videos To Promote Par;cipa;on Uzma Williams, MSc PhD Student; Mary Law, PhD; Rachel Teplicky, MSc; Laura Turner, OT MSc McMaster University, Hamilton ON OBJECTIVES METHODS RESULTS -­‐  the Par;cipa;on Knowledge Hub bridged the benefits of par;cipa;on and mo;va;ng youth to par;cipa;on hSp://par;cipa;on-­‐environment.canchild.ca -­‐  videos created for the Par;cipa;on Knowledge Hub presented outcomes and informa;on from Par;cipa;on studies in a way that are accessible to youth and their families -­‐  encouraging meaningful change based on knowledge-­‐aWtudes-­‐skills model -­‐  KTA framework guided ini;a;ve -­‐  sets of interview ques;ons for youth, parent and researchers and recorded the interviews -­‐  four videos created focusing on the experiences of youth, advice from parents, and research outcomes DISCUSSION Evalua(on Ques(ons Did you like the video(s)? Did you find the video(s) engaging? Did you find the video(s) beneficial? Did the video(s) you to set encourage par;cipa;on goals? CONCLUSION -­‐  scored highly among service providers -­‐  scored lower by youth—videos cannot allow prac;ce of skills Responses /28 Yes, a lot Yes, a liSle No, not really No, not at all 24 4 0 0 20 8 0 0 21 6 1 0 18 9 1 0 -­‐  videos are an effec;ve medium to share knowledge among service providers -­‐  skills component required for change Graham, 2006 Snyder, 2007 [email protected] [email protected] (587) 416 – 7276