Youth Participatory Action ResearchSession #3 Training

August 18, 2020

Elizabeth Weybright, Ph.D.

• Take it Home (and Bring it Back!)• Diving in and diving deeper

• Collecting and managing data• Making sense of it all• Sharing your story• Taking action• Reflection and evaluation

Session #3 Overview

Take it Home (and Bring it Back!)

• Remember your cake!• Check out: Tables in the Ozer

and Douglas article• Apply: How will you ensure you

retain the key elements of YPAR (our cake mix)?

Curriculum Components

Building a Team

Asking Questions

Collecting Data

Making Sense of it All

Reflection, Evaluation, & Celebration

Taking Action Sharing Your Story

• What data should we collect?• Purpose: To identify what data should be collected to best

answer the research question. • Activities:

• So… You want to do Research• Seeing is Believing• Three-Step Interviews• Creating an Effective Story• Digging Deeper: Focus Groups

Collecting and Managing Data

• Example:• So… You want to do Research

• Some could be done outside of meeting• Select those most appropriate:

• Seeing is Believing• Three-Step Interviews• Creating an Effective Story• Digging Deeper: Focus Groups

Collecting and Managing Data

Collecting and Managing Data• How do we match research methods to the question we

want to answer? • Activity: So… You Want to Do Research!

• What kind of data should we collect?• Activity: Seeing is Believing!• Activity: Three-Step Interviews• Activity: Creating an Effective Survey• Activity: Digging Deeper: Focus Groups

• How do we match research methods to the question we want to answer?

• Purpose: To help youth learn about research methods and determine which methods will be most helpful for gathering the data they need to answer their research questions.

• Skills developed:• Knowledge of research methods• Critical thinking about design,

implementation, and analysis of research• Communication• Teamwork/collaboration

So… You Want to Do Research! (p.35)

This Photo by Unknown Author is licensed under CC BY-SA-NC

• What kind of data should we collect?

• Purpose: This activity gives participants an opportunity to take turns interviewing each other and exploring the strategies and techniques that make an interview successful.

• Skills developed:• Social skills• Communication and listening• How to accept differences• Ability to define questions• Data collection• Data analysis

Three-Step Interviews (p.39)

This Photo by Unknown Author is licensed under CC BY-NC

• What kind of data should we collect?• Purpose: If you are looking to assess the

thoughts, opinions, and feelings of a lot of people, a survey may be the research tool you need. This activity introduces general concepts about surveys and gives participants a change to design survey questions and test their surveys on their peers.

• Skills developed:• Survey development• Critical thinking• Teamwork• Communication• Data collection

Creating an Effective Survey (p.41)

This Photo by Unknown Author is licensed under CC BY

Let’s practice. • Creating a surveyhttps://www.polleverywhere.com• Activity: Program and test survey

items• Prompt: What would you change

about your survey now that you have tested it? Was there anything that surprised you about the responses you got?

Curriculum Components

Building a Team

Asking Questions

Collecting Data

Making Sense of it All

Reflection, Evaluation, & Celebration

Taking Action Sharing Your Story

Making Sense of it All • How do we understand and interpret the data we have

collected?• Activity: Table Top Graffiti: Analyzing Qualitative Data

• Padlet; Virtual post-it notes• Activity: Numbers Don’t lie…Or Do They? Analyzing Quantitative

Data• Google sheets

• How do we understand and interpret the data we have collected?

• Purpose: This activity introduces content analysis as one way to analyze qualitative data in a fun creative way.

• Skills developed:• Planning and organizing• Decision-making• Critical thinking• Problem solving

Table Top Graffiti (p.47)

• How do we understand and interpret the data we have collected?

• Purpose: This activity introduces the process of turning raw data into information that is more easily understood by others.

• Skills developed:• Quantitative data management• Descriptive analysis• Teamwork in data analysis• Critical thinking

Numbers Don’t Lie…Or Do They (p.49)

Curriculum Components

Building a Team

Asking Questions

Collecting Data

Making Sense of it All

Reflection, Evaluation, & Celebration

Taking Action Sharing Your Story

• How do we communicate what we found to the community in formal and informal ways?

• Purpose: To summarize and communicate process and results.

• Activities• Producing a Research Report• Say It In 60 Seconds! Creating a Great Elevator Speech• Other Ways to Share Your Story

Sharing your Story

• Example:• Producing a Research Report

• Canva• Say it in 60 Seconds• Other Ways to Share Your Story

• Tiktok, Canva, Instagram, etc.

Sharing your Story

• How do we communicate what we found to the community in formal and informal ways?

• Purpose: This activity – which should be completed once you have collected your YPAR data – is designed to guide youth through the process of creating a research report to share with their communities.

• Skills developed:• Experience summarizing the process and

results of research• Analysis of appropriate audiences with whom

to share the report• Introduction to working with the media• Analysis of recommendations

Producing a Research Report (p.53)

Let’s talk.

• Activity: Producing a research report

• Prompt: What do the data mean to you? What conclusions have you drawn from the data and why?

• How do we communicate what we found to the community in formal and informal ways?

• Purpose: This activity gets youth thinking about how to present their ideas to others in 60 seconds – or less.

• Skills developed:• Communication• Critical thinking• Teamwork• Public speaking

Say It In 60 Seconds!

• How do we communicate what we found to the community in formal and informal ways?

• Purpose: Written reports are not the only option for presenting research results. The possibilities for how to share your YPAR story are endless—paintings to performances to social, print, and broadcast media, etc. Be creative!

• Skills developed:• Knowledge of options for presenting data• Analysis of audience• Creative expression• Teamwork

Other Ways to Share Your Story

Curriculum Components

Building a Team

Asking Questions

Collecting Data

Making Sense of it All

Reflection, Evaluation, & Celebration

Taking Action Sharing Your Story

Taking Action• What is our goal and how will we meet it? • Activities:

• Salmon and Dams• Games (https://www.mdba.gov.au/education/apps)

• Where to Start Chart

• What is our goal and how will we meet it?• Purpose: This visual activity helps teens think through facilitating

factors and barriers as they move into the action phase of their YPAR project. Teens will analyze resources, stakeholders, and problems that might arise as they pursue their goal.

• Skills developed:• Communication• Ability to identify resources or facilitating

factors• Ability to identify barriers that may slow or stop progress• Ability to identify stakeholders• Ability to identify new actions that will help accomplishing a goal

Salmon and Dams (p.61)

Project accomplished!

Planning begins for [your project]

Write your idea here!

Write your barriers here

• How do we set goals and identify priorities?• Purpose: This activity helps teams think through what they

want to accomplish and how they will make things happen.• Skills developed:

• Communication• Group decision-making• Strategic planning• Teamwork

Where to Start Chart (p.63)

Issues TotalAc

tions

The Doing of The Thing

Curriculum Components

Building a Team

Asking Questions

Collecting Data

Making Sense of it All

Reflection, Evaluation, & Celebration

Taking Action Sharing Your Story

Reflection and Evaluation• How do I figure out the impact we had on the community?

• Activity: Mapping Your Impact on the Community• How can we reflect on this experience?

• Activity: Clover Reflection• Activity: Reflection Circle

• How do we determine impact on youth participants? • Activity: YPAR Evaluation

• Example:• Mapping your Impact on the Community• Clover Reflection• Reflection Circle• Evaluation

Reflection and Evaluation

• How do I figure out the impact we had on the community? • Purpose: This activity is designed to explore community impacts

from the point of view of youth and adults who have worked on the project.

• Skills developed:• Analytical thinking• Knowledge of Community Capitals

Framework

Mapping Your Impact on the Community (p.67)

Step 1 – Identify Activities

Step 2 – Review Types of Capital

Step 3 – Brainstorm Changes

Step 4 – Connect to Capital

Step 5 – Who Benefits?

Step 6 – Connect Second Ripple

Step 7 – Connect Third Ripple

• How can we reflect on this experience?

• Purpose: To close the training and gather feedback from participants about the training.

• Prompts:• What is one thing that worked well

for you today?• What is one important thing you

learned?• What is one thing we could do better

tomorrow?

Reflection Circle (p.73)

• How do we determine impact on youth participants?

• Purpose: The purpose of the evaluations is to assess what participants learned and gather feedback to improve future YPAR trainings and projects.

• Skills developed:• Personal reflection• Critical awareness of learning• Critical awareness of intentions to use

what is learned

YPAR Evaluation (p.75)

Let’s pause.

(Virtual) Reflection Circle• Prompt #1: What questions do

you have after today?

Take it Home (and Bring it Back!)• How will I use this? • Apply: Brainstorm issues that could

create barriers to implementing YPAR.

• Bring this information with you to our next session

• Session #4 – Guest presenter Alison White• Be sure to have paper and pencil available

Wrap-Up