Working in a research context with young people in their late adolescence and early adulthood presents challenges of engagement and co-operation which are often less obvious in other age groups (Valentine, 2003). Young people in their late teen years and early adulthood—in transition from child to adult—create a characteristically demanding dynamic which can test the skills, eventual outcomes (and patience) of the researchers facilitating a research group. Individuals in this age group can be very articulate when feeling assured, but also they can tend to be vulnerable, self-conscious and consequently less prepared to share thoughts and ideas. Furthermore, the young person may wish to be perceived and responded to as a fully fledged adult whilst being susceptible to childish (mis) behaviour, which in turn demands parental (and disciplining) responses from those adults in charge of the group. Thus, the emphasis in the interaction between researcher and the young person, whether individually or in a group is often infused with their need to achieve adulthood and autonomy in the eyes of older adults, but for a variety of reasons they may still be subject to resorting to various challenging behaviours, including exhibiting boredom and lack of interest in the task (see Juckes Maxey, 2004). Within this context, a young participant can find it difficult to engage with or prioritise the agenda of a research project, however relevant the topic. Hence, as Alan France (2000) observed, there are enormous benefits in engaging young people actively in ‘youth-friendly’ approaches where the research design and method recognises and ‘speaks the language’ of the young people involved. Identifying and responding to such specific needs and challenges through use of appropriate methodology, such as participatory and practical techniques, is essential if the research is to be successful and meaningful for both researchers and the young participants (O’Kane, 1998).