Students completed both academic and practical weekly readings.
Academic readings typically were peer-reviewed articles related to the
week’s topic. Practical readings typically were applied guides and tools
for conducting YPAR. Prior to the graduate-student seminar, students
wrote a brief reflection on the readings and included questions. These
reflections were posted on Canvas and were to intended to help
facilitators create discussion topics.
Academic
Week 1
No readings (Course introduction)
Week 2
YPAR & positive youth development
Fuligni,
A. J. (2019). The Need to Contribute During Adolescence. Perspectives on
Psychological Science, 14(3), 331–343.
https://doi.org/10.1177/1745691618805437
Ozer,
E. J., & Piatt, A. A. (2018). Youth-led participatory action
research (YPAR): Principles applied to the US and diverse global
settings. In N. Wallerstein, B. Duran, J. G. Oetzel & M. Minkler
(Eds.), Community-based participatory research for health: Advancing
social and health equity (pp. 95–106). San Francisco, CA: John Wiley and
Sons.
Ozer,
E. J., Abraczinskas, M., Suleiman, A. B., Kennedy, H., & Nash, A.
(2024). Youth-Led Participatory Action Research and Developmental
Science: Intersections and Innovations. Annual Review of Developmental
Psychology, 6(1), 401–423.
https://doi.org/10.1146/annurev-devpsych-010923-100158
Week 3
Climate & high school partner topics
Bushover,
B., Mehranbod, C. A., Roberts, L. E., Gobaud, A. N., Fish, C., Gao, X.,
Zadey, S., & Morrison, C. N. (2024). Temperature and firearm
violence in four US cities: Testing competing hypotheses. Injury
Prevention, ip–2024–045248.
https://doi.org/10.1136/ip-2024-045248
Choi,
H. M., Heo, S., Foo, D., Song, Y., Stewart, R., Son, J., & Bell, M.
L. (2024). Temperature, Crime, and Violence: A Systematic Review and
Meta-Analysis. Environmental Health Perspectives, 132(10), 106001.
https://doi.org/10.1289/EHP14300
Thompson,
R., Lawrance, E. L., Roberts, L. F., Grailey, K., Ashrafian, H.,
Maheswaran, H., Toledano, M. B., & Darzi, A. (2023). Ambient
temperature and mental health: A systematic review and meta-analysis.
The Lancet Planetary Health, 7(7), e580–e589.
https://doi.org/10.1016/S2542-5196(23)00104-3
Uejio,
C. K., Wilhelmi, O. V., Golden, J. S., Mills, D. M., Gulino, S. P.,
& Samenow, J. P. (2011). Intra-urban societal vulnerability to
extreme heat: The role of heat exposure and the built environment,
socioeconomics, and neighborhood stability. Health & Place, 17(2),
498–507. https://doi.org/10.1016/j.healthplace.2010.12.005
Week 4
Behavior change theory & interventions
Albarracín,
D., Fayaz-Farkhad, B., & Granados Samayoa, J. A. (2024).
Determinants of behaviour and their efficacy as targets of behavioural
change interventions. Nature Reviews Psychology, 3(6), 377–392.
https://doi.org/10.1038/s44159-024-00305-0
Whitmarsh,
L., Poortinga, W., & Capstick, S. (2021). Behaviour change to
address climate change. Current Opinion in Psychology, 42, 76–81.
https://doi.org/10.1016/j.copsyc.2021.04.002
Falk,
E., Scholz, C., Cooper, N., & Gomes, V. (2025). Behavior change and
social influence. In D. T. Gilbert, S. T. Fiske, E. J. Finkel, & W.
B. Mendes (Eds.), The handbook of social psychology (6th ed.).
Situational Press. https://doi.org/10.70400/CGDA1887
Week 5
Communication theory & interventions
Kikut-Stein,
A., Givan, K., Branson, P., Fishman, J., Bailey, K., Paolicelli, M.,
Crockett, T., Morris, T., Adesipo, A., Allen, D., Blanco-Liz, A., Bonds,
L.-F., Brooks, N., Carriker, M., Francis, K., Jean Pierre, M., Konner,
H., Myers, R., Newkirk, N., … Tan, A. (2024). Youth Participatory Action
Communication Research: A Model for Developing Youth-Driven Health
Campaigns. Health Communication, 1–16.
https://doi.org/10.1080/10410236.2024.2386713
Malloy,
J., Partridge, S. R., Kemper, J. A., Braakhuis, A., & Roy, R.
(2023). Co-design of digital health interventions with young people: A
scoping review. DIGITAL HEALTH, 9, 20552076231219117.
https://doi.org/10.1177/20552076231219117
Yzer,
M. (2012). The integrative model of behavioral prediction as a tool for
designing health messages. In R. L. Parrott (Eds.), Health communication
message design: Theory and practice (pp. 20–40). Thousand Oaks, CA: Sage
Publications.
Week 6
Ethical considerations
Cullen,
O., & Walsh, C. A. (2020). A Narrative Review of Ethical Issues in
Participatory Research with Young People. YOUNG, 28(4), 363–386.
https://doi.org/10.1177/1103308819886470
Guttman,
N., Lev, E., & Khazen, M. (2021). Ethical Issues in Health
Communication in Clinical and Digital Settings and in Health
Communication Campaigns. In T. L. Thompson & N. G. Harrington, The
Routledge Handbook of Health Communication (3rd ed., pp. 507–521).
Routledge. https://doi.org/10.4324/9781003043379-42
Week 8
Formative research
Cubilla-Batista,
I., Andrade, E. L., Cleary, S. D., Edberg, M. C., Evans, W. D., Simmons,
L. K., & Sojo-Lara, G. (2017). Picturing Adelante: Latino Youth
Participate in CBPR Using Place-Based Photovoice. Social Marketing
Quarterly, 23(1), 18–35.
https://doi.org/10.1177/1524500416656586
Theis,
R. P., Pilla, J., Okker-Edging, K., Pluta, K., LeLaurin, J. H., Hanby,
E., Zulkiewicz, B. A., Clark, D., Bteddini, D., Wright, S. E.,
Fahnlander, A. M., Katz-Wise, S. L., Lydon-Staley, D. M., Maziak, W.,
Charlton, B. M., Scout, N. F. N., Machado, A. M., Gordon, B., Applegate,
J. M., … Tan, A. S. L. (2025). Perspectives of Sexual and Gender
Minority Youth on Anti-Vaping Messages in Social Media. Nicotine and
Tobacco Research, 27(2), 291–299.
https://doi.org/10.1093/ntr/ntae203
Week 9
No readings (Spring break)
Week 10
Message co-design
Kikut-Stein,
A., Givan, K., Fishman, J., Blanco-Liz, A., Alvarez-Sanchez, D.,
Fletcher, J., Gambrell, R., Hernandez, A., Richardson, C., Shaw, A.,
& Von Oiste, J. J. (2024). Integrating youth participatory action
research and health communication to inform youth and young adult
covid-19 vaccine communication research. Health Education Research,
39(5), 411–425. https://doi.org/10.1093/her/cyae026
Thorn,
P., Hill, N. T., Lamblin, M., Teh, Z., Battersby-Coulter, R., Rice, S.,
Bendall, S., Gibson, K. L., Finlay, S. M., Blandon, R., De Souza, L.,
West, A., Cooksey, A., Sciglitano, J., Goodrich, S., & Robinson, J.
(2020). Developing a Suicide Prevention Social Media Campaign With Young
People (The #Chatsafe Project): Co-Design Approach. JMIR Mental Health,
7(5), e17520. https://doi.org/10.2196/17520
Week 11
Dooley,
L., Sheats, J., Hamilton, O., Chapman, D., & Karlin, B. (2021).
Climate change and youth mental health: Psychological impacts,
resilience resources, and future directions. Los Angeles, CA: See Change
Institute.
Lewandowski,
R. E., Clayton, S. D., Olbrich, L., Sakshaug, J. W., Wray, B., Schwartz,
S. E. O., Augustinavicius, J., Howe, P. D., Parnes, M., Wright, S.,
Carpenter, C., Wiśniowski, A., Ruiz, D. P., & Van Susteren, L.
(2024). Climate emotions, thoughts, and plans among US adolescents and
young adults: A cross-sectional descriptive survey and analysis by
political party identification and self-reported exposure to severe
weather events. The Lancet Planetary Health, 8(11), e879–e893.
https://doi.org/10.1016/S2542-5196(24)00229-8
Week 12
Climate communication & action
Maibach,
E. W., Uppalapati, S. S., Orr, M., & Thaker, J. (2023). Harnessing
the Power of Communication and Behavior Science to Enhance Society’s
Response to Climate Change. Annual Review of Earth and Planetary
Sciences, 51(1), 53–77.
https://doi.org/10.1146/annurev-earth-031621-114417
Sinclair,
A. H., Cosme, D., Lydic, K., Reinero, D. A., Carreras-Tartak, J., Mann,
M., & Falk, E. B. (2024). Behavioral Interventions Motivate Action
to Address Climate Change. PsyArXiv.
https://doi.org/10.31234/osf.io/x3wsb
Week 14
Climate communication, policy and equity; integration with students’
research programs
Lewis,
N. A., Green, D. J., Duker, A., & Onyeador, I. N. (2021). Not seeing
eye to eye: Challenges to building ethnically and economically diverse
environmental coalitions. Current Opinion in Behavioral Sciences, 42,
60–64. https://doi.org/10.1016/j.cobeha.2021.02.025
Song,
H., Lewis, N. A., Ballew, M. T., Bravo, M., Davydova, J., Gao, H. O.,
Garcia, R. J., Hiltner, S., Naiman, S. M., Pearson, A. R.,
Romero-Canyas, R., & Schuldt, J. P. (2020). What counts as an
“environmental” issue? Differences in issue conceptualization by race,
ethnicity, and socioeconomic status. Journal of Environmental
Psychology, 68, 101404.
https://doi.org/10.1016/j.jenvp.2020.101404
Practical
Week 1
No readings (Course introduction)
Week 2
YPAR & positive youth development
CFCL
Stepping Stone 1 (Erbstein, N., Louie, B., Zimmerman, K., & London,
J. (2020). Community Futures, Community Lore: Stepping Stone Guides.
University of California, Davis. ypar.cfcl.ucdavis.edu)
Rodríguez,
L. F., & Brown, T. M. (2009). From voice to agency: Guiding
principles for participatory action research with youth. New Directions
for Youth Development, 2009(123), 19–34.
https://doi.org/10.1002/yd.312
Week 3
Climate & high school partner topics
CFCL
Stepping Stone 2 (Erbstein, N., Louie, B., Zimmerman, K., & London,
J. (2020). Community Futures, Community Lore: Stepping Stone Guides.
University of California, Davis. ypar.cfcl.ucdavis.edu)
Winer,
E., Bruehlman-Senecal, E., Lara, E., Weinstein, E., & Green, A.
(2024). Demystifying Youth-Engaged Research: Practical Insights and
Lessons Learned from Two Case Studies. San Francisco, CA, USA:
Hopelab.
Week 8
Formative research
CFCL
Stepping Stone 6 (Erbstein, N., Louie, B., Zimmerman, K., & London,
J. (2020). Community Futures, Community Lore: Stepping Stone Guides.
University of California, Davis. ypar.cfcl.ucdavis.edu)
Ajzen,
I. (2006). Constructing a theory of planned behavior
questionnaire.
Krueger,
R. A., & Casey, M. A. (2014). Overview of focus groups. In Focus
groups: A practical guide for applied research (5th ed., pp. 25-42).
Thousand Oaks, CA: Sage Publications Inc.
Krueger,
R. A., & Casey, M. A. (2014). Developing a Questioning Route. In
Focus groups: A practical guide for applied research (5th ed.,
pp. 62-95). Thousand Oaks, CA: Sage Publications Inc.
Krueger,
R. A., & Casey, M. A. (2014). Analyzing Focus Group Results. In
Focus groups: A practical guide for applied research (5th ed.,
pp. 151-174). Thousand Oaks, CA: Sage Publications Inc.
Week 9
No readings (Spring break)
Week 10
Message co-design
CFCL
Stepping Stone 6 (Erbstein, N., Louie, B., Zimmerman, K., & London,
J. (2020). Community Futures, Community Lore: Stepping Stone Guides.
University of California, Davis. ypar.cfcl.ucdavis.edu)
Orygen,
The National Centre of Excellence in Youth Mental Health. (n.d.).
Co-designing with young people: The fundamentals.
https://www.orygen.org.au/Training/Resources/Service-knowledge-and-development/Guidelines/Co-designing-with-young-people-The-fundamentals/Orygen-Co-designing-with-YP-the-fundamentals?ext=
Week 14
Climate communication, policy and equity; integration with students’
research programs
CFCL
Stepping Stone 9 (Erbstein, N., Louie, B., Zimmerman, K., & London,
J. (2020). Community Futures, Community Lore: Stepping Stone Guides.
University of California, Davis. ypar.cfcl.ucdavis.edu)
Social Needs
Session 5
Agenda
Youth-led Initiative Examples
Session 6
Agenda
Interpreting Photos
Project Ideas
Photovoice in Action
Session 7
Agenda
Photovoice Data Analysis
Session 8
Agenda
Survey Questions