YOUTH PARTICIPATORY ACTION RESEARCH (YPAR) TEACHER’S TOOLKIT

CreatedforPadresyJóvenesUnidos(PJU)bytheResearchHubforYouthOrganizingandEducationPolicy

aprojectofCUEngageandNEPC

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Table of Contents

WHY YOU SHOULD USE THIS TOOLKIT ........................................................................................................................ 3

HOW YOU CAN USE THIS TOOLKIT .............................................................................................................................. 5

UNDERLYING BELIEFS ............................................................................................................................................ 6

YOUR ROLE ........................................................................................................................................................... 6

EXAMPLES FROM PJU ............................................................................................................................................ 7

KEY DEFINITIONS .................................................................................................................................................. 8

THINGS TO CONSIDER BEFORE GETTING STARTED ................................................................................................. 10

THIS TOOLKIT ......................................................................................................................................................... 11

PLANNING A MEETING OR WORKSHOP AGENDA ..................................................................................................... 12

ACTIVITIES IN THE YPAR CYCLE ............................................................................................................................... 13

BUILD COMMUNITY ............................................................................................................................................ 14

SELECT A PROBLEM ............................................................................................................................................. 14

COLLECT AND ANALYZE DATA ............................................................................................................................... 15

DEVELOP POLICY ARGUMENTS AND SHARE WITH PUBLIC AUDIENCES .................................................................... 15

ADDITIONAL RESOURCES ........................................................................................................................................ 16

LessonsonYPARHubdevelopedbyUCBerkeleyandSanFranciscoPeerResources.

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WHY YOU SHOULD USE THIS TOOLKIT

Padres&JóvenesUnidosPrinciplesofUnityPadres&JóvenesUnidosemergedfromthestrugglesoftheChicanoandMexicanopeoplesintheSouthwestincludingtheUnitedFarmworkersUnion,immigrantrightsandtheChicanomovement.Fromthisfoundation,weworktobuildpowerandamovementtocreateatruedemocracywitheconomicequityandracialjusticeatitscore.ThefollowingarePrinciplesofUnityforP&JU.Theyarethefoundationtoourworkandshouldbesharedwithmembers,supportersandfriendstoexplainwhoweareandwhatwedo.WebelieveweliveinasocietywithinstitutionalandstructuralracismthatisrootedintheoppressionandexploitationofpeoplesofcolorintheU.S.Racismisembeddedinallthemajorinstitutionsthattouchourlivessuchaseducation,employment,housing,lawenforcement,andhealth.Theideologyofracismwasdevelopedtojustifytheexploitationandoppressionofpeoplesofcolor.

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Webelievethatoursocietyisdividedbyclass,afundamentalfeatureofcapitalism.ClassintheUShasthewealthoftheentirecountryheldby1%ofpeopleatthetop(i.e.,multi-billionaires).Itisintegraltoallthemajorinstitutionsthattouchourlivessuchastheinequalityofschools,income,housing,lawenforcement,andhealth.

Webelievethatthepeoplewhoarethemostdirectlyimpactedbyaninjusticemustbeintheleadtochangeit.IntheUnitedStates,peopleofcolormustbeintheleadershipoffightingfortheirfreedomandrights.Whitefolksshouldstandinsolidaritywithpeopleofcolorandtheirmovements.

Webelievethatwemustbuildorganizationsofthepeople–fromwhichpeoplecanfightback,todefendandexpandtheirrightsandorganizemassesofpeopletorealizedignityandpeace.Withoutorganization-weareatthemercyofthosewhoareorganized.

Webelieveinremovingbarrierstowomen’sequalityandleadership.Wemustmakeourorganizationasafeandsupportiveplaceforwomentoleadonallfronts.Inaddition,wearecommittedtoendingallformsofoppressionforwomeninsocietybyadvancinginstitutionalchangeandreformforwomen’srights.

WebelieveinthehumanrightsofLGBTQpeopleandstandinsolidaritywiththeirstrugglesforequityandjustice.Inparticular–LGBTQwomenofcolor–mustbedevelopedasleaders.Theycontinuetoplayaleadingroleinmanyemergingeffortstodismantleracialinequityandoppressionthroughoutthenation.

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HOW YOU CAN USE THIS TOOLKIT

Therelationshipbetweenteacher,schools,andstudentscreatesapowerdynamicthatplacesstudentsasrecipientsofknowledge.Thistoolkitchallengesthatpowerdynamicandviewsyouthasexpertsandteachersasguides;teachersandstudentscanactandlearntogether,createcriticalresearch,takecharge,andcreatechange!Theactivitiesinthistoolkitcanserveastemplatesforthechangeyouwishtoseeinyourschoolsandcommunities,butwehopethatyouandtheparticipantswillalsoexploreotherideas,whichyoucanaccessthroughvariouslinksinthistoolkitandontheResourcessectiontowardstheendofthisguidebook.Here,youwillfindguidanceinactivitiesusingcollaborativeresearch,education,andaction,andanideaofwhatthoseactivitiesmaylooklike.Theseactivitieswillhelpyouindevelopingthespace,time,andactivitiesforyouthandadultstoengageandfeelempoweredtocreatechange,tobuildmoresociallyjustschoolsandcommunities.

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Youcanusetheseactivitiesto:1. Worktogetherwithotherstoaddressbarrierstoqualityeducationthatexistforlow

incomecommunities,communitiesofcolor,andindividualswithdisabilities;2. Doresearchtounderstandorgatherevidenceaboutissuesthataffectyoudirectly;3. Learn,explore,andanalyzepowerrelationsonissuesofraceandracismandhowthey

relatetoother–isms(gender,sexuality,age,class,ableism,nationalityorimmigrationstatus,language,etc.);

4. Developacriticalormorenuancedunderstandingofsocialinequitiesandcreatingchange;5. Acttowardscreatingchangeinyourpersonallives,school,andcommunity.

UNDERLYING BELIEFS Someunderlyingbeliefsbehindtheactivitiesinthisguidebookinclude:

● everyindividualand,orcommunityholdsknowledgethatislegitimate;● individualsand,orcommunitiescanandshouldbeincludedinresearchingtheissuesand

concernsintheircommunities/context;● individualand,orcommunityexperiencesandknowledgecanandshouldinformsolutions.

ThesebeliefsdrawonanapproachcalledParticipatoryActionResearch(PAR),sometimesalsocalledYouthParticipatoryActionResearch(YPAR)andCriticalParticipatoryActionResearch(CPAR).Forthisguidebook,wecallitYPAR.

YOUR ROLE AsateacherguidingaJóvenesUnidosClub,youwillhelpyouthtoidentifytheproblemstheywouldliketoaddressintheirschoolsandcommunities,andplayakeyroleintheco-constructionofknowledge.Youareguidingstudentsintoinquiryonissuesthathavemeaningandrelevancetotheirlivesandfuture.YouwillbeusingYouthParticipatoryActionResearch(YPAR)tolookatsocietythroughamorecriticallensandcreatingacriticalcommunitywithyouth,byidentifyingissues,complexcivicproblems,collectingandanalyzinginformationonthoseissues,identifyingsolutions,sharingyoursolutions,andcreatingchange.

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EXAMPLES FROM PJU

PJUparentandyouthmembershavecarriedoutresearchaspartofcampaignstoimproveschoolsandcommunities.Example1Highschoolstudentshavealsocompletedresearch.Forexample,aspartoftheirEndtheSchooltoJailTrackcampaign,PJUparentandyouthmembersconductedasurveythatexposedinflatedgraduationrates,a“jail-like”cultureatNorthHighSchool,andsexistandoppressivebehaviorbysomeSchoolResourceOfficers.ThisreportplayedapivotalroleindevelopingPJUstrategiestodisrupttheSchool-to-Prisonpipeline.ThisreportwastitledTheVoiceofOver700Students:NorthHighSchool.

Example2Parentsstudiedtheproblemswithpre-KeducationinSouthwestDenver.TheypublishedthefindingsfromtheirresearchinareportcalledTheGreatUnequalizer:HowDenver’sPre-KsystemfailsthechildrenofSouthwestDenverandotherlow-incomecommunitiesofcolor.Tocreatethereport,PJUParentandyouthmemberscompletedaresearchscan,conductedfocusgroupswithparents,interviewedavarietyofstakeholders,andconductedasurveyofSouthwestDenverresidentsthatrevealedthatpre-Kenrollmentratesforchildrenarelowduetothesubstantialbarriersimpedingtheiraccesstohigh-qualitypre-Kprograms.FormoreinformationortoobtaincopiesofanyPJUpublications,pleasecontactinfo@padresunidos.org.

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KEY DEFINITIONS

YOUTHPARTICIPATORYACTIONRESEARCH(YPAR)InYPAR,peopledirectlyaffectedbyanissueworktogethertounderstandandstudyit.YPARinvolvesacycle,whichcantakeafewweeks,afewmonths,orafewyears!Thelengthjustdependsonyourgoalsandthescaleoftheissueyouareaddressing.Incommunityorganizing,weuseYPARbecauseitgivesteachers,youth,andcommunitymembersalensandmethodofdoingcriticalwork,buildingskillstoidentifyinequalityinoursociety,andmakeinformedchange.Thiscycle,depictedintheimagebelow,includesacombinationofcommunity-building,identificationofaproblem,research,developmentofapolicysolution,acalltoaction,andongoingreflection.BuildingcommunityisanimportantfirststepintheYPARcyclebecausecommunities—groupsofpeoplewhosharecommoninterests,social,orgeographicspace--canbeaffectedandcanaffecttheactionsandobjectivesofthiswork.Beingpartofacommunitythatistryingtomakechangecanbeasourceofempowermentandstrengthbuilding,andcanprovideasenseofpurposeandbelongingforparticipants.

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Itisimportanttoknowwhomakesupthemembersofyourcommunity,butalsotofindsomecommonunderstandingoftheissue(s)thatyouareinterestedinaddressing.Collectingdatameansthatyouaregatheringthatinformation,whichyoudeemnecessaryforunderstandingorlearningmoreaboutyourissue(s)ofinterest.Datacollectiongoesbeyondaninternetsearchesandinvolvesbuildingconnectionsbytalkingtopeople,conductingsurveys,andinterviews.Next,youwillwanttoanalyzeyourinformation,orexaminethedatainwaysthatrevealtherelationships,patterns,trends,orinherentkeyaspects.Thisisanopportunityforyouthtowritetheirownstories!Developingpolicyargumentsandcommunicatingyourpolicyideasisyouropportunitytoholdpeopleaccountableforrules,practices,andproceduresthataredirectlyassociatedwithyourissue(s)ofinterest.Hereiswhenyoucanadvocateforanewpolicy,suggestchangeinexistingpracticesandprocedures,orholdpeopleorsystemsresponsiblefortheiractions.Lastly,itisimportanttoreflectandreviseyourworkanditseffect(s).Ideally,youwillbeabletoreflectonyourworkthroughouttheYPARcycle,sothatyoucanaccomplishthechangeoroutcomesyouwishtocreate.

YPAR Cycle

Buildcommunityinthegroup

Communicatepolicyideasinapublicsetting

Collectandanalyzedata

Selectasharedproblemtoaddress

Reflectandrevise

Developpolicyproposals

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THINGS TO CONSIDER BEFORE GETTING STARTED

Dependingonthecontext(neighborhoodvs.school)youwillfindthateachsettingmaypresentuniquechallenges.WithinneighborhoodsorcommunitiesTheactivitiesinthishandbookcanbeadaptedtothecommunitysetting.Wewantarepresentativedemocracybybuildingthespaceforanactiveandengagedcommunity.Thatsaid,notallyouthandadultswillhavethesameavailability,time,oraccesstoparticipate.Insomecases,theremaybetimeconstraints,transportationissues,orlanguagebarriers.Trytobeawareoftheseasyouselectwhereyouwillmeetwithyourparticipants.Someideasforaccessible,publicspaceinclude:yourlocalpubliclibrary,acoffeeshop,anon-profitofficespace,orapark.WithintheschoolAllstudentscanbenefitfrombeingabletothinkcritically,analyzeinformation,expresstheirpointofview,andlistentotheopinionofothers.Theactivitiesthatyouwillbeexploringwithstudents

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willhelpstudentsunderstandcomplexissuesandnegotiatecontroversy;theywilllearntosearchforrootcausesofsocialinequitiesandenactsolutions.Thatsaid,studentsandschoolsaresubjecttocalendarconstraints(typically9monthsoutoftheyear)andtimeconstraints(moststudentsdohavetogohomeatsomepoint).Theremayalsobeawideagerangeinyourparticipants.Trytobeawareoftheseasyouselecttheproblems,issues,andactivitiesthatyouandyourparticipantswillundertake.

THIS TOOLKIT

Theexamplesonpagefourarefromprojectsthattookmorethanayeartocomplete.Theactivitiesinthistoolkitaremeanttoprovideasequenceofeachactivitythatcanbecompletedintimerangingfromonedaytoseveralweeks.Theseprojectsmayleadtolong-termcampaigns,butnotnecessarily.

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Activitiesinthistoolkitincludelessonsaboutengagingwithfamiliesandcommunityleaders,team-buildinglessons,lessonstoempower,thebasicsofresearch,understandingoppression,andlessonsthatcanhelpyoudecideontheissues/activitiesyouwanttoundertake.TheselessonsandmorecanbeaccessedthroughtheYPARHubatUCBerkeley.

PLANNING A MEETING OR WORKSHOP AGENDA

Belowaresomeelementsthatshouldbeconsideredwhenplanningameetingorworkshop.Thisstructureisfollowedthroughoutthelessonsandactivitiesinthishandbook.Withsomeminormodifications,thiscanalsoserveasatemplateformorecomplexPARprojects.Asyoubecomemorefamiliarwiththestructureanduniqueinterests/needsofyourgroup,youcanusethisstructuretodesignotherlesson/activityplansandprojectsofyourown.TITLE:Giveyourprojectatitlethatfitstheactivity.OBJECTIVES:Whatistheissue/problem/topic/lessonthatyouwillbeaddressingthroughthisactivity?Whatarethegoals?NECESSARYMATERIALS:Makingyourmeetingaccessibleisanimportantaspectofensuringthatyouhaveallnecessarymaterials.Everycommunityisdifferent,butyoushouldensurethatyourmeetingtimeandlocationareaccessibleandsafe.Also,itwillbehelpfultolistallpossiblematerials(money,information/data,equipment,tools).Itmayalsohelptoincludingamountsofmaterials,forhowlongthesematerialswillbeneeded,andthespecificpurposeofeachmaterial.PREPARE:Arethereadditionalpreparationsthatneedtohappenbeforetheactivity?Forexample,everymeetingshouldhaveanagendawithtimeallottedtoeachpartoftheactivity.Sharingtheagendainadvancewillgiveyourstudentparticipantstimetothinkandprepare.Listanyofthesehere.WARMUP/ICEBREAKER:Whatactivitycanyouusetogetpeopleparticipating,feelingcomfortablewitheachother,shiftinggearsfromwhatevertheyweredoingbefore?Youcanaccesssomeicebreakerideashere.MAINACTIVITY:Carryouttheactivity/lesson/workshopforthismeeting.REFLECT:Reflectonthecompletedmeeting/activity/workshop.Ifyouhadtodoitover,wouldyoudoitthesame?Istheresomethingyouwouldchange?

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SUMMARIZE/DISCUSSION:Afterthelessonisdone,inviteparticipantstodiscuss.Youshouldkeepnotesofthisdiscussion.CONCLUSION(thisisoptionalandmoreforaPARproject):Aftertheprojectisdoneandyou’vehadadiscussionwithparticipants,takesometimetoreflectonthisproject.Consideryourrole,theoriginalgoalsandfinalaccomplishments,theroleofparticipants,andanyissuesthatarose,orconcernsthatremainaftertheproject.

ACTIVITIES IN THE YPAR CYCLE

WhatfollowsareaseriesofsuggestedactivitiesthatfollowtheYPARcycleandthatshouldhelpinyourworkwithstudentparticipants—buildcommunity,selectaproblem,collectandanalyzedata,developpolicyargumentsandsharewithpublicaudiences.

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BUILD COMMUNITY1 TEAM-BUILDINGLessonsthatwillgiveparticipantsthechancetogettoknowhowbesttoworktogetherandunderstandoneanother.

VerbalCommunicationNon-verbalCommunicationTrust-BuildingUnderstandingRolesinTeamsDecisionMakingProcesses

COMMUNITYSUPPORTLessonsaboutengagingwithfamilies,communityleaders,andmore.SeekingAlliesSpeakingtoPowerfulPeopleEngagingYourSchoolPrincipal

YOUTH+ADULTSLessonstoempowerparticipantstounderstandtheirownvalue.Suggestionsonhowtofosterpositiveyouth-adultpartnerships.

Youth-AdultPowerSharing

SELECT A PROBLEM UNDERSTANDINGOPPRESSIONLessonsthatcanhelpparticipantsunderstandoppression,itsorigins,howitworks,andhowitisexperienced.

BustingStereotypesGovernment,Rights,andPower

CHOOSINGTHEISSUELessonsthatcanhelpyoudecideonyourquestion/problem/issuetoworkon.

DefiningtheResearchQuestionYourPersonalConnectionwiththeIssue

COMMUNITYSTRENGTHSANDPROBLEMSImaginingourDreamCommunityComparingYourNeighborhoodtoanIdealIdentifyingCommunityIssuesandAssets

1AlloftheselessonsandactivitieswereaccessedfromtheYPARHub.

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COLLECT AND ANALYZE DATA RESEARCHBASICSLessonsandresourcesaboutYPARandhowyourgroupcangetinvolved.

SettingGroundRulesIntroductiontoResearchIntroductiontoParticipatoryActionResearchUsingResearchforChangeResearchMethodsRoundRobin

DEVELOP POLICY ARGUMENTS AND SHARE WITH PUBLIC AUDIENCES

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FROMRESEARCHTOCOMMUNITYIMPACTThissectionwillhelpyouwithdisseminationofyourresearch.

ApplyingYourResearchFindingsPublicSpeakingPracticePublicSpeaking:UsingHooksPresentationSkillsSharingYourStorywiththeMedia

ADDITIONAL RESOURCES AShortGuidetoCommunityBaseParticipatoryActionResearch

ThisisacommunityresearchlabguidewrittenbytheAdvancementProjectandHealthyCity.

TheCenterforEducationinLawandDemocracyTheCenterforEducationinLawandDemocracyisaColoradonon-profitnon-partisaneducationalorganizationthatpromotesandsupportsthedevelopmentofresponsiblecitizenscommittedtodemocraticprinciplesandactiveparticipationinrepresentativegovernment.

Theyaccomplishthisby:

• Enhancingcivicliteracyandcompetenceofstudentsbyprovidingopportunitiesforthemtostudy,practice,andengageinactivedemocraticcitizenship;

• Providingprofessionaldevelopmentforteacherswhoworkdirectlywithyoungpeopleastheylearntobesuccessful,activecitizens;

• Creatingtimelyresourcesforinstructionandassessmentoflearning;• Collaboratingwithotherorganizationstopromotecivicandlaw-relatededucation;and• Cultivatingpartnershipsbetweeneducatorsandlawyers,judges,lawenforcementofficers,

legislatorsandotherpublicofficials.

GenerationCitizenGenerationCitizenworkstoensurethateverystudentintheUnitedStatesreceivesaneffectiveactioncivicseducation,whichprovidesthemwiththeknowledgeandskillsnecessarytoparticipateinourdemocracyasactivecitizens.

Weofferpreliminarytrainingandongoingsupporttoteachersinterestedinimplementingouractioncivicscurriculumin-housewithoutaDemocracyCoachonthefollowingtopics:

● IntroductiontoGCandActionCivics● DemocraticClassroomPedagogy● LocalGovernmentGuidance

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● CivicsDayPrep● ActionPlanningExpertise

TheInstituteforCommunityResearchTheInstituteforCommunityResearchconductsresearchincollaborationwithcommunitypartnerstopromotejusticeandequityinadiverse,multiethnic,multiculturalworld.Oneoftheirareasofworkincludesparticipatoryactionresearch(PAR).

ParticipatoryActionResearch&OrganizationalChangeThiswasawebsitecreatedforaPh.D.researchmethodscourse.ItprovidessomeusefultheoreticalandpracticalresourcesonPAR.

Research Hub for Youth Organizing and Education Policy

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Participatory Action Research Toolkit: An Introduction to Using PAR as an Approach to Learning, Research and Action

AmplifyingStudentVoice:ResourcesforActionCivicsandYouthActivismThiswebsiteofferscurriculumandassessmentresourcesforstudentsdevelopingpolicyargumentsaspartofactioncivicsorYPARprojects.Therubric,inparticular,canbeavehicletohelpgroupspreparetomakehighqualitypublicpresentationsthatincludesproblemframingandcallstoaction.

ThePublicScienceProjectWebelievesocialsciencecanplayanimportantroleinthestruggleforsocialjustice.ParticipatoryActionResearch(PAR)providesacriticalframeworkformakingscience–systematicinquiryandanalysis–apublicenterprise.Alliedwithfeminist,criticalrace,andindigenoustheory,PARisanapproachtoresearchthatvaluesthesignificantknowledgepeopleholdabouttheirlivesandexperiences.PARpositionsthosemostintimatelyimpactedbyresearchasleadersinshapingresearchquestions,framinginterpretations,anddesigningmeaningfulresearchproductsandactions.Withthesecommitments,ThePublicScienceProjectcollaborateswithacademics,communityorganizations,schools,prisons,andpublicinstitutionstodesign,conduct,andsupportresearchandpracticeaimedatinterruptinginjustice.Clickhereforourmissionandmoreinformationonourhistory,research,projects,traininginstitutes,andworkshops.

OneoftheirtraininginstitutesincludestheCriticalParticipatoryActionResearchInstitute(CPAR),designedtointroducethetheory,methods,andethicsofcriticalparticipatoryactionresearch(CPAR)tograduatestudents,faculty,andmembersofcommunitybasedorganizations.Throughseminars,roundtables,andhands-onworkshopswithexperiencedresearchers,participantsgainthenecessaryskillsandknowledgetointegrateacriticalPARapproachintotheirscholarship,research,and/ororganizing.

StanfordGraduateSchoolofEducationJohnW.GardnerCenterforyouthandtheircommunitiesAsacenterforrigorousresearch,deeplyrootedintheprinciplesofcommunityyouthdevelopment,ourinterdisciplinaryteamfocusesonquestionsourcommunitypartnersraiseaboutissuesthatmattertoyouth.Ourdiverseresearchstaffhavebackgroundsinanthropology,economics,education,informationsystems,politicalscience,psychology,publicpolicy,andsociology.Wecountamongourranksalawyer,achoreographer,anenvironmentalist,andanarchitect.Collectively,werepresentexpertiseinresearchdesignandmethods,community

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engagement,schoolsandschooldistricts,youthdevelopment,andeducationpolicy.Weshareastrongcommitmenttoyouth,families,andcommunities,andtofosteringacollaborativeyouth-sectorapproachtoresearchthatpractitionersandpolicymakerscanusetoeffectchange.Workingindeeppartnershipwiththecommunity,webuildcapacitytomakedata-drivenimprovementsinyouthservicesandoutcomes.

TheirpublicationYouthEngagedinLeadershipandLearning(YELL)isagoodresourceforprogramstaff,teachers,andcommunityleaders.

TheUCDavisCenterforRegionalChangeLaunchedin2007,theCRCisacatalystforinnovative,collaborative,andaction-orientedresearch.Itbringstogetherfacultyandstudentsfromdifferentdisciplines,andbuildsbridgesbetweenuniversity,policy,advocacy,business,philanthropyandothersectors.TheCRC'sgoalistosupportthebuildingofhealthy,equitable,prosperous,andsustainableregionsinCaliforniaandbeyond.

TheUniversityofMichiganPreventionResearchCenterThePreventionResearchCenterattheUniversityofMichiganSchoolofPublicHealth,establishedin1998,promotessafeandhealthyfuturesthroughpreventionresearch.OneoftheirkeyprogramsistheYouthEmpowermentSolutions(YES)

YESisanevidence-basedprogramthatempowersyouthtomakepositivechangesintheircommunitiesandtoworkwithadultswhosupporttheirefforts.ThegoalsoftheYESprogramareto:1)provideyouthwithopportunitiesformeaningfulinvolvementinpreventingyouthviolenceandcreatingcommunitychange;2)enhancetheabilityofadultstosupportyouthinanempowermentframework;and3)changethesocialandphysicalenvironmenttoreduceandpreventviolence(especiallyyouthviolence).YESincludesthreeessentialelements:1.Youthempowermentactivities;2.Trainingforadultstaffandvolunteers;3.Communitydevelopmentprojectsthatyouthdesignandimplementwithsupportfromadults.

YouthLeadershipInstituteYouthLeadingandCreatingEquitableCommunities,otherwiseknownasYLI,hasengagedyoungpeopleinincreasinghealthyfoodaccess,decreasingalcohol,tobacco,andotherdruguse,andcreatingopportunitiesforyouthcivicengagement,advocacy,andphilanthropy.Betweentheyear2000and20015youthleadersintheYouthLeadershipInstituteprogramscollectivelyorganizedandsuccessfullyadvocatedforthepassageofmorethan30ordinancestoreducesocialandretailaccesstotobaccoandalcohol,increaseparentaccountability,restrictpaydaylending,andincreasehighwayandpedestriansafety.

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YLI’sTrainingandConsultingServiceshasincreasedthenumberoftrainingsofferedandcurrentlyfacilitatestrainingsbothnationallyandinternationally.TopicsincludeBuildingYouthAdultPartnerships,EnvironmentalPrevention,CommunitiesMobilizingforChangeonAlcohol,Communitiesofpracticeforeducatorsbuildingyouthvoiceinschools,etc.

YouthParticipatoryActionResearchHub(YPARHub)ThiswebsitehastheresourcestohelpguideyouthroughYPARandprovidesseveralexamplesoftheprocessofYPARandYPARinaction.

YouthParticipatoryActionResearch:AReviewoftheLiterature