The Institute For Community Research's YOUTH Action Research Curriculum
2014The Institute for Community Research’sYOUTH PARTICIPATORYAction Research CurriculumADAPTED FOR OREGONPUBLIC HEALTH DIVISIONAdolescent and School Health Program
Table of contentsPREFACE.gHistory of curriculum development.gYouth PAR to promote positive youth development in Oregon.hHow to use the curriculum. jEndnotes. lMODULE 1: Promoting positive youth development: youth participatory action researchand youth-adult partnerships.1Figure 1: Ladder of youth participation .6Figure 2: Three processes of youth participation.6Figure 3: Spectrum of adult-driven and youth-driven work.7Activity: What were you like at 15 years old?.8Handout: What Were You Like at 15 Years Old?. 11Endnotes. 13MODULE 2: Laying the foundation of the action research team . 17Section 1Building relationships and a learning community. 18Unit 1: Introductions to members.20Activity 1: Tell your story.21Activity 2: As the wild wind blows/Thunder!.22Activity 3: Who am I?.23Activity 4: Skittles game. 24Activity 5: Name game.25Activity 6: Best friend.26Activity 7: Peer Bingo.27Handout: Human Bingo.29Unit 2: Cooperation. 31Activity 1: Puzzle piece game. 31Activity 2: Starburst shuffle.32Activity 3: Hula hoop.33Unit 3: Group problem solving.34Activity 1: Human knot.34Activity 2: Circle to circle.35Unit 4: Trust.36Activity 1: Blindfold tour.36Activity 2: Apples and oranges.37Activity 3: People in my life.38Unit 5: Self-esteem.39Activity 1: Pat my back.39Activity 2: Alphabet game.40a
Unit 6: Group identity activities. 41Section 2Working with diversity and differences.43Unit 1: Culture and ethnicity.44Activity 1: Circle of differences.44Handout: Circle of Differences.45Activity 2: What is culture?.46Activity 3: Stereotyping . 47Activity 4: What do you know or what have you heard?.48Unit 2: Gender differences.50Activity 1: Gender roles and relationships.50Section 3Unit 2: Sexuality.53Activity 1: Terms of sexuality.53Section 4Unit 2: Communication across the ages.55Activity 1: Youth/adult stereotypes.55Activity 2: Offieville Town Meeting.56MODULE 3: Introduction to youth participatory action research .59Section 1Why do research?.61Activity 1: What is research?.61Handout: The Scientific Method.63Handout: What Is Action Research?.65Handout: Ethical Principles in Action Research.67Section 2Research stations.69Activity 1: Research stations.70Handout: Research Stations. 71Handout: Research Station 2: Visual Documentation.75Handout: Research Station 3: Introduction to Surveys.79Handout: Research Station 4: Types of Interviews.83Section 3Levels of influence and ecological modeling.85Activity 1: Creating an ecological model.85Handout: Ecological Modeling.87Handout: The Ecological Model.89Section 4Internet and literature search.91Activity 1: Surfing the Net for information.91Handout: Internet Scavenger Hunt.93Activity 2: Finding information.95b
Handout: Searching the Literature.97MODULE 4: Identifying the issue and selecting a research question. 101Section 1Issue identification — the dependent variable domain. 103Activity 1: Identifying the issue. 103Handout: What Makes a Good Research Question?. 105Handout: Identification of the Issue. 109Section 2Research modeling and hypothesis development. 112Activity 1: Horizontal modeling and the independent variable domains. 112Handout: Factors Influencing the Issue. 113MODULE 5: Methodologies. 119Activity 1: Selecting research methods.120Handout: Methods Chart.121Handout: Which Method Works Best for Me?.123Handout: Approaches to Data Collection.125MODULE 6: Developing a research plan.129Section 1Goal and objectives.130Section 2Target audience.131Section 3Methodology.132Handout: My Research Plan.135Handout: Example 1: Interview Consent Form (for parents/guardians).137Handout: Example 2: Survey Consent Form (for students).139Handout: Example 3: Interview Consent Form (for students). 141Handout: Example 4: Interview Consent Form (for people 18 years old and older). 143Handout: Example 5: Participant Screening Sheet. 145Handout: Example 6: Focus Groups. 147MODULE 7: Developing research instruments. 149Section 1Interviewing and focus groups. 151Handout: Interviewing Selection Guide. 155Section 2Survey development. 157Activity 1: Survey sampling. 158Activity 2: Types of information. 159Handout: Types of Information that Can Be Gathered from Surveys. 161Activity 3: Formatting questions. 163Handout: Survey Question Reference Sheet. 165c
Section 3Geographic mapping. 167Section 4Visual documentation. 170Activity 1: Peep this. 171Activity 2: Photo album. 172Activity 3: Show and tell. 174Handout: Manipulation of Images. 175Activity 4: Movie critic. 177MODULE 8: Data collection. 179Data collection . 180Handout: Survey Tally Sheet . 183MODULE 9: Data analysis. 187Section 1Analyzing the data. 188Unit 1: Focus group interviewing — analysis. 189Activity 1: Transcribing: Preparing the focus groups for analysis. 189Activity 2: Identifying themes. 190Unit 2: In-depth interview — analysis. 191Activity 1: Transcribing — Preparing the interviews for analysis. 191Activity 2: Identifying themes. 193Unit 3: Geographic mapping — analysis. 194Activity: Analyzing and interpreting mapped data. 194Unit 4: Visual documentation — analysis. 195Activity: Reading the pictures. 195Section 2Unit 1: Interpreting the results. 196Activity: What are the data saying?. 196Handout: Results Interpretation Guide Example. 199MODULE 10: Presenting key findings.203Handout: Elevator Pitch: Key Findings Worksheet. 207Handout: Stakeholder Chart.209Handout: Oral Presentations: Do’s and Don’ts. 211Handout: 10 Tips for Successfully Making a Presentation. 213Handout: Teach-back Critique Form. 215Handout: So what? Presenting Action Research Findings. 217MODULE 11: Using the data for social change.221Activity: Planning for action .225Handout: Using the Data for Change.227Handout: Example: Using the Data for Change.229d
MODULE 12: Celebration!.231Resources.233Acknowledgements.245e
PREFACEHistory ofcurriculum developmentdiverse urban youth followed. The ConnecticutDepartment of Mental Health and AddictionThe Institute for Community Research (ICR)Services (DMHAS) supported year-roundis an independent nonprofit research center.activism through Center for Substance AbuseICR is committed to creating change throughPrevention (CSAP) block grants.participatory and collaborative research. Itsmission is to conduct research in partnershipwith marginalized communities and theorganizations and institutions that serve themto address justice and equity in a diverseworld. Participatory action research (PAR)makes it possible for communities to conducttheir own research to advocate for changeto reduce health, cultural, educational andenvironmental inequities.In 2000, ICR published the curriculum’s firstedition. In 2002, ICR received CSAP fundingto evaluate the youth PAR approach as anevidence-based prevention strategy. Theevaluation incorporated research on substanceuse issues affecting program youth andactions taken to reduce the structural inequitiescontributing to them. Results were positive.Youth involvement in changing the structureof youth employment led to improved schoolIn 1989 ICR began developing youth-ledattachment, reduced marijuana and alcohol usePAR as an approach to positive youthover time, optimism and collective efficacy. ICR’sdevelopment, service learning, civicPAR approach is now being used with diverseengagement and social justice for urbanurban and peri-urban youth in Connecticut, Newyouth. It strives to recognize and build theYork and Michigan after-school programs. ICRstrengths and skills of youth by researchingis currently expanding use of PAR into publicissues that affect them, and empowering themschool settings.1,2,3,4 The curriculum was revisedto use the results to transform individuals,again in 2004 (2nd edition.5 See ICR website atgroups and communities.www.incommunityresearch.org). It is intendedThe National Institute of Mental Health fundedfor youth workers, educators and social justicethe first formal youth PAR curriculum’sactivists who want to learn PAR and use it withdevelopment in 1998. Five years of summeradolescents. It has also been adapted for useaction research experiences for up to 40with younger children and adults.g
Youth PAR to promote positiveyouth development in OregonThe Adolescent and School Health Programbrainstormed and selected their researchwithin the Oregon Public Health Division wasquestion within the broad domain offirst introduced to youth PAR as a method toadolescent sexuality, presented theirmore explicitly embed youth development andresearch findings and recommendations toyouth engagement in what was then knownkey stakeholders within each community,as the Oregon Teen Pregnancy Preventionand ultimately informed the development ofPlan. First crafted in 1994, the Oregon Teenthe Oregon Youth Sexual Health Plan. ThePregnancy Prevention Plan is an example ofshift from teen pregnancya statewide strategy for young people thatprevention to youth sexualwas not always crafted with young people.health exemplified a greaterWhile student focus groups had been a wayshift from one of riskto collect data on youth, youth remainedreduction to positive youthpassive information givers rather than activedevelopment that focusesinformation gatherers. In 2005, as the newon the physical, social andstate planning process commenced, youthenvironmental factors thatPAR emerged as a method to bring youthsupport all youth in Oregon.into the strategic planning process, whileAfter the initial youth PAR pilotstill operating within an evidence-drivenpublic health framework. The Adolescentand School Health Program contracted withSarah Schulman, founder of Youth Infusion(www.youthinfusion.com), to develop ayouth action research curriculum. The initialdraft of the curriculum was based on the“Youth Engaged in Leadership and LearningResearch Handbook and Guide to FacilitatingAction Research for Youth.”6 In-housetraining was conducted for staff and adultfacilitators. Three counties were selectedto implement the youth PAR pilot projects.Young people from allthree sites independentlyhproject, several more action research projectsused the curriculum in student settings toaddress health topics from nutrition to mentalhealth and bullying. See “Module 11: Using thedata for social change” for brief descriptionsof each project.In 2012, the Adolescent and School HealthProgram partnered with the Portland StateUniversity Regional Research Institute toevaluate the strengths, challenges andlessons learned from past experiences withthe youth PAR curriculum. They also revisedthe curriculum to use action research thatincorporates new activities and best practices
county health departments, youth-servingADAPTING THE ICR CURRICULUMFOR USE IN OREGONorganizations or schools. To accomplish thisThe Institute for Community Research (ICR)goal, an assessment of the curriculum was“Participatory Action Research Curriculumconducted with previous adult facilitatorsfor Empowering Youth” was identified asand youth participants. Findings indicateda useful model for our revised curriculum.supporting authentic youth engagement bythe following:With ICR’s agreement, we adoptedzz The curriculum has potential forthe approach and content of thepositive youth outcomes relatedto empowerment, sociopoliticaldevelopment and social change.zz Adult facilitators of the actionresearch process play anICR curriculum, modifying it toaccommodate the anticipated needsof users based on our assessmentwith previous youth participantsand adult facilitators. The overallICR curriculum was shortened toessential role in it. Focusingensure the process would meet the needsmore on developing quality youth-of various timeframes, such as one term ofadult partnerships wouldschool. Longer modules were broken upbe beneficial.and additional exercises were kept from ourzz The curriculum must be flexible andadaptable to meet the needs of varioussponsoring organizations that implementprevious curriculum and borrowed from othercurricula. We describe this process at thebeginning of each of the curriculum modules.the curriculum (such as county healthdepartments, community-based youthserving organizations, or schools).zz Sustained funding was a barrier toimplementation of action items beyondan initial presentation.zz Bureaucratic processes (suchas organizational rules regardingcompensation for youth participants)need to be transparent and flexible tomeet the needs of youth participantsand the sponsoring organization.i
How to use the curriculumThis curriculum in intended to be used as ato youth PAR as one means to support healthytool to support the authentic engagement ofadolescent development. It describes youthyoung people in decision-making processesPAR’s roots in social justice, systems thinkingthat affect their lives, while helping youth-and adolescent development. It includesserving organizations integrate youth voicea framework for considering the role ofinto their work in a meaningful way. Theadults as partners and describes theintended audience includes local publicspectrum of choices for establishinghealth departments, community-basedyouth-adult partnerships.youth-serving organizations, youth advisoryboards and schools. It is meant to beadapted and tailored to meet the needs of thesponsoring organization or entity where it isbeing implemented, the needs of the youthparticipants, timeframe, and the specificsocial issue or health topic of interest.Each module begins with an introduction oroverview that sets the stage for each stepin the action research process. Sampleactivities for each module are provided for theadult facilitator to pick and choose from oradapt as needed. Each activity requires thedevelopment of learning objectives; materials;developmental, group and communityMODULE 2Laying the foundation of the actionresearch team provides guidance andactivities for use at the beginning of the actionresearch journey. The module is divided intotwo sections: Section 1 includes activitiesto lay the foundation of the group’s workand support team building, and Section 2provides activities and guidance for workingwith diversity and difference within the actionresearch team and the community.MODULE 3outcomes; time and materials required. MoreIntroduction to youth participatory actioninformation on many of the topics presentedresearch orients the team to action researchin each of the modules can be found in theand sets the foundation for the process.“Resources” section.It draws a distinction between traditionalresearch and action research and introducesMODULE 1Promoting positive youth development:youth participatory action research andMODULE 4youth-adult partnerships provides the adultIdentifying the issue and selecting afacilitator with an overview of the positiveresearch question walks the team throughyouth development philosophy and orientationjresearch methods using research stations.
a process to identify the issue of interestthat youth most want to change (dependentMODULE 7variable), and factors that may affect theDeveloping research instruments providesissue of interest (independent variables)activities to help youth create strongcalled “research modeling.” The team worksassessment methods and suggestions forthrough activities to identify and, based ontesting their methods before administration.their model, write a set of research questionsThe adult facilitator will need to selectand hypotheses that will guide the rest of theiractivities and adapt them as necessaryresearch process.based on available research expertise andthe methods selected by the research team.MODULE 5We encourage working with partners in thecommunity or graduate research assistantsMethodologies build from the researchwith expertise in the methods the teamstations’ activity and guide the team through awould like to use.process to select research methods that canbest answer the research questions. The list ofresearch methods provided is not exhaustive.If adult facilitators have the expertise andresources needed to innovate with any ofMODULE 8and MODULE 9these approaches or introduce any other dataData collection and data analysis providecollection methods not included here, theyspecific activities and helpful tools toshould feel free to experiment.support the data collection and analysis.Adult facilitators must adapt each activityMODULE 6depending on the methods used by theaction research team.Developing a research plan helps the teamdevelop a blueprint for their entire researchtopic
youth action research curriculum. The initial draft of the curriculum was based on the "Youth Engaged in Leadership and Learning Research Handbook and Guide to Facilitating Action Research for Youth."6 In-house training was conducted for staff and adult facilitators. Three counties were selected to implement the youth PAR pilot projects.
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