Leman Amy M, Dariotis Jacinda K, Markazi Daniela M, Kennedy Zachary, Tracy Mynda, Park Ye Rang, Griffith Aisha N
Agricultural Leadership, Education and Communications Program, The University of Illinois at Urbana-Champaign, Urbana, Illinois, USA.
Department of Human Development and Family Studies, The Family Resiliency Center, Carle Illinois College of Medicine, The University of Illinois at Urbana-Champaign, Urbana, Illinois, USA.
J Res Adolesc. 2025 Mar;35(1):e13007. doi: 10.1111/jora.13007. Epub 2024 Jul 28.
Rarely are youth voices incorporated into program and policy development. Youth participatory action research (YPAR) is an opportunity for adolescents to develop research skills by completing projects relevant to their lives and allows participation and decision-making at systems and organizational levels. Attention to YPAR implementation detail, especially a curricular focus, is lacking in the literature. Specifically absent is an all-encompassing YPAR framework, a gap the current study addresses. The current study includes a review of existing YPAR curricula to develop the Youth Researcher Empowerment Framework, including research components, social emotional competencies, and assumptions necessary for completing a YPAR project that centers youth voice and shared power. The study includes a quantitative assessment of the YPAR curricula and qualitative reviews by adult practitioners. In addition, focus group data from youth and teacher audiences across multiple settings confirmed and clarified terms and concepts related to the framework. The study provides empirical evidence to support a revised framework for YPAR curricular implementation. Implications are discussed in terms of aspects of the research process needed for YPAR projects, attention to specific youth developmental skills as outcomes, and underlying principles needed to create a welcoming, contextual space allowing for empowerment, youth voice, and choice.
青少年的声音很少被纳入项目和政策的制定过程中。青少年参与式行动研究（YPAR）为青少年提供了一个机会，通过完成与他们生活相关的项目来培养研究技能，并允许他们在系统和组织层面参与决策。然而，文献中缺乏对YPAR实施细节的关注，尤其是课程重点。具体而言，目前还没有一个全面的YPAR框架，而本研究正是为填补这一空白而开展的。本研究包括对现有YPAR课程的回顾，以制定青少年研究者赋权框架，该框架涵盖研究组成部分、社会情感能力以及完成以青少年声音和共享权力为核心的YPAR项目所需的假设。该研究还包括对YPAR课程的定量评估以及成年从业者的定性审查。此外，来自多个环境中的青少年和教师受众的焦点小组数据证实并澄清了与该框架相关的术语和概念。本研究提供了实证证据，以支持修订后的YPAR课程实施框架。我们将从YPAR项目所需的研究过程方面、对作为成果的特定青少年发展技能的关注以及创建一个允许赋权、青少年声音和选择的包容且贴合实际的空间所需的基本原则等方面来讨论其意义。
