Publications
Abraczinskas, M., Kornbluh, M., Golden, A. R., Glende, J., Velez, V., Vines, E., & Ozer, E. J. (2022). Preventing bullying and improving school climate through integrating youth participatory action research into school-wide positive behavioral interventions and supports: An illustration using a multiple case study approach. Journal of Prevention and Health Promotion, 3(2), 166-194.
Bullying is a persistent problem in schools today, with developmental and socioemotional consequences. Multi-tiered interventions, such as School-wide Positive Behavioral Interventions and Supports (SW-PBIS), have been developed to decrease bullying by improving school climate. However, effects of SW-PBIS are stronger in elementary school than middle and high school, and effects are weaker for marginalized student groups. Aligning SW-PBIS with adolescent developmental needs and promoting systems change through youth participatory action research (YPAR) may improve the developmental fit of SW-PBIS for middle and high school students and strengthen its equity impact. In YPAR, youth conduct research on areas that are important to them and take data-driven action to improve their lives. In this paper, we utilize a qualitative instrumental multiple case study approach to identify similarities between YPAR and SW-PBIS and the value added of YPAR to SW-PBIS implementation. The two cases are from school districts chosen for their unique implementation of YPAR with SW-PBIS in middle and high schools. We used a general inductive approach to analyze field notes, documents, and interviews with school and district staff. We found that YPAR enhanced SW-PBIS implementation at the middle and high school level through alignment with adolescent developmental needs. Youth participatory action research also promoted equity through youth-led or youth–adult partnered assessment and data-driven decisionmaking, providing YPAR with the opportunity to improve the challenges SW-PBIS faces in decreasing disproportionality in academic outcomes for marginalized students. We provided examples to integrate YPAR with SW-PBIS at Tiers One through three.
Abraczinskas, M., & Zarrett, N. (2020). Youth participatory action research for health equity: Increasing youth empowerment and decreasing physical activity access inequities in under‐resourced programs and schools. American Journal of Community Psychology, 66(3-4), 232-243.
To address gaps in the youth participation and adolescent physical activity (PA) promotion literature, we examined the feasibility of youth participatory action research (YPAR) in (a) general aftercare (YPAR only) and (b) with a physical activity intervention, (YPAR + PA) to reach marginalized youth and impact individual empowerment and second-order change for equitable PA access. We intervened during middle school, a developmental stage conducive to changing health habits. We used a concurrent, mixed-method triangulation design. Participants were students (94% non-Hispanic Black/African American, 75% free/reduced lunch) in the southeastern United States. YPAR was adapted from online modules. Youth conducted photovoice, capturing and analyzing social/environmental factors contributing to inequities in their schools/programs. PA inequities emerged for girls. Findings indicated feasibility of YPAR with systems supports. Changes occurred at the individual and systems level in the YPAR + PA program. Sociopolitical skills, participatory behavior, and perceived control empowerment subdomains increased pre–post, and youth qualitative responses aligned. A follow-up interview with the director revealed all youth-proposed changes occurred. A feedback loop was developed for continued youth input. Youth-led changes to increase PA access have potential to decrease health disparities by generating unique solutions likely missed when adults intervene alone.
Abraczinskas, M., Adams, B. L., Vines, E., Cobb, S., Latson, Z., & Wimbish, M. (2022). Making the Implicit Explicit: An Illustration of YPAR Implementation and Lessons Learned in Partnership With Young Adults Who Have Experienced Family Member Incarceration. Journal of Participatory Research Methods, 3(3, Youth-themed Special Issue).
Youth Participatory Action Research (YPAR) involves a youth-adult partnered or youth-led process of inquiry, critical reflection, and action to reduce inequities in areas important to youth with lived experience. YPAR has been linked to multi-level benefits, such as increased school connectedness, enhanced relationships between youth and adults, and policy changes. Most YPAR projects are conducted as electives in schools or afterschool programs, meaning that youth opt in and are likely already interested in social change. Less is known about the YPAR implementation process in more informal community settings with young adults who are not being served by traditional systems (e.g., public schools) and YPAR with specific populations, such as youth who have experienced family member incarceration. To fill this gap, we provided a step-by-step implementation guide of our curriculum, stages of research, and adaptations to YPAR with young adults who experienced family member incarceration, graduated from an alternative school, and worked in the community. We also provided lessons learned from both facilitator and young adult researcher perspectives to aid youth workers, facilitators, and others engaged in community practice with youth in the implementation of YPAR with this unique population and setting.
Ozer, E. J., Sprague Martinez, L., Abraczinskas, M., Villa, B., & Prata, N. (2022). Toward integration of life course intervention and youth participatory action research. Pediatrics, 149(Supplement 5).
We provide an overview of diverse forms of youth participation, with a focus on youth participatory action research (YPAR) and its synergies with life course intervention research to promote healthier development for young people and across the life span. We analyze why YPAR matters for research, practice, and policies related to the systems and settings in which young people develop. We also illustrate how young people perform YPAR work to improve the developmental responsiveness and equity of school and health systems, including descriptions of an innovative youth-led health center in Rwanda and a long-standing and evolving integration of YPAR into public high schools in the United States. We then briefly consider the adult capacities needed to do this work well, given that YPAR challenges typical youth-adult power relationships and broader assumptions about who can generate expert knowledge. We consider the alignment and potential challenges for integration of life course intervention research as well as YPAR and next steps for research and practice at this intersection.
Full Publication List
Abraczinskas, M., Adams, B. L., Vines G, E., CobbY, S., LatsonY, Z., & WimbishY, M. (2022). Making the implicit explicit: An illustration of YPAR implementation and lessons learned in partnership with young adults who have experienced family member incarceration. Journal of Participatory Research Methods, 3(3, Youth-themed Special Issue). https://doi.org/10.35844/001c.38762
Abraczinskas, M., Kornbluh, M., Golden, A. R., Glendec, J., Velezc, V., Vines G, E., & Ozer,
E. J. (2022). Preventing bullying and improving school climate through integrating Youth Participatory Action Research into School-wide Positive Behavioral Interventions and Supports: An illustration using a multiple case study approach. Journal of Prevention and Health Promotion, 3(2), 166-195. https://doi.org/10.1177/26320770221092148
Doty, J., Gabrielli, J., Abraczinskas, M., Girón, K., Yourell g, J., & Stormshak, E. (2022). Parent-based prevention of bullying and cyberbullying during COVID-19 social distancing: A pilot intervention using the MOST Framework. Journal of Prevention, 43(5), 719-734. https://doi.org/10.1007/s10935-022-00696-x
Ozer, E.J., Sprague Martinez, L., Abraczinskas, M., Villa g, B., & Pratai, N. (2022). Towards integration of Life Course Intervention Research and Youth Participatory Action Research. Pediatrics, 145(Suppl.5). https://doi.org/10.1542/peds.2021-053509H
Abraczinskas, M., Rumala, B. B., & Turk, Ac. (2021). Engaging women with lived experience of homelessness: Using the Community of Solutions Framework. Progress in Community Health Partnerships: Research, Education, and Action, 15(4), 541-551. https://doi.org/10.1353/cpr.2021.0044
Abraczinskas, M. & Zarrett, N. (2020). Youth participatory action research for health equity: Increasing youth empowerment and decreasing physical activity access inequities in under-resourced programs and schools. American Journal of Community Psychology, 66, 267-278. https://doi.org/10.1002/ajcp.12433
Ozer, E., Abraczinskas, M., Duarteg, C., Matheri, R., Ballard, P., Gibbsi, L…Afifi, R. (2020). Youth participatory approaches and health equity: Conceptualization and integrative review. American Journal of Community Psychology, 66, 232-243. https://doi.org/10.1002/ajcp.12433
Ozer, E., Abraczinskas, M., Voight, A., Kirshner, B., Cohen, A, Zion, S., … Freiburgerg, K. (2020). Use of research evidence generated by youth: Conceptualization and applications in U.S. K-12 educational settings. American Journal of Community Psychology, 66, 81-93. https://doi.org/10.1002/ajcp.12425
Abraczinskas, M. Boryc, C. & Plantc, R. (2020). Predictors of behavioral health service utilization in a medicaid enrolled sample of emerging adults. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2019.104611
Abraczinskas, M., Winslow, E. B., Oswalt, K., Proulx, K., Tein, J. Y., Wolchik, S., & Sandler, I. (2020). A population-level, randomized effectiveness trial of recruitment strategies for parenting programs in elementary schools. Journal of Clinical Child & Adolescent Psychology, 1-15. https://doi.org/10.1080/15374416.2019.1703711
Berkel, C., Rudo‐Stern, J., Abraczinskas, M., Wilson, C., Lokey, F., Flanigan, E., ... & Smith, J. D. (2020). Translating evidence‐based parenting programs for primary care: Stakeholder recommendations for sustainable implementation. Journal of Community Psychology, 48(4), 1178-1193. https://doi.org/10.1002/jcop.22317
Cohen, A. K., Ozer, E. J., Abraczinskas, M., Voight, A., Kirshner, B., & Devinney, M. (2020). Opportunities for youth participatory action research to inform school district decisions. Evidence & Policy: A Journal of Research, Debate and Practice, 16(2), 317-329. https://doi.org/10.1332/174426419X15649816542957
Kaufman, J. S., Abraczinskas, M., & Salusky, I. S. (2020). Tell it to me straight: The benefits (and struggles) of a consumer‐driven assessment process. American Journal of Community Psychology, 65(1-2), 125-135. https://doi.org/10.1002/ajcp.12373
Lindquist-Grantz, R., & Abraczinskas, M. (2020). Using youth participatory action research as a health intervention in community settings. Health Promotion Practice, 21(4), 573-581. https://doi.org/10.1177/1524839918818831
Zarrett, N., Abraczinskas, M., Cook, B. S., Wilson, D., & Roberts, A. (2020). Formative process evaluation of the “Connect” physical activity feasibility trial for adolescents. Clinical Medicine Insights: Pediatrics, 14, https://doi.org/10.1177/1179556520918902.
Reid, A., Abraczinskas, M., Scott, V., Stanzler, M., Perry, G., Wandersman, A., & Romaswamay, R. (2019). Using collaborative coalition processes to advance community health, well-being, and equity: A multiple-case study analysis from a national community transformation initiative. Health Education and Behavior, 46 (1S), 100S-109S, https://doi.org/10.1177/1090198119838833
Lamont, A., Markle, R., Wright, A., Abraczinskas, M., Siddall, J., Wandersman, A… & Cook, B. (2018). Innovative methods in evaluation: An application of Latent Class Analysis to assess how teachers adopt educational innovations. American Journal of Evaluation, 39 (3), 364-382, https://doi.org/10.1177/1098214017709736
Zarrett, N., Abraczinskas, M., Cook, B., Wilson, D.K., & Ragaban, F. (2018). Promoting physical activity within under-resourced afterschool programs: A qualitative investigation of staff experiences and motivational strategies for engaging youth. Applied Developmental Science 22(1), 58-73, https://doi.org/10.1080/10888691.2016.1211482
Abraczinskas, M., Kilmer, R., Haber, M., Cook, J., & Zarrett, N. (2016). Effects of extracurricular participation on the internalizing problems and intrapersonal strengths of youth in a System of Care. American Journal of Community Psychology, 57 (3-4), 308-320, https://doi.org/10.1002/ajcp.12048
Hayes, H., Scott, V., Abraczinskas, M., Scaccia, J., Stout, S., & Wandersman, A. (2016). A formative multi-method approach to evaluating training. Evaluation and Program Planning, 58, 199-207, https://doi.org/10.1016/j.evalprogplan.2016.06.012
Scott, J. T. B., Abraczinskas, M., Johnson, V. A., Cook, J. R., Kilmer, R. P., & Daniels, E. N. (2014). Building capacity in child welfare to screen for mental health challenges: Lessons learned. Progress in Community Health Partnerships: Research, Education, and Action, 8, 187-195, https://doi.org/10.1353/cpr.2014.0024
Abraczinskas, M., Fisak, B., & Barnes, R. D (2012). The relation between parental influence, body image, and eating behaviors in a nonclinical female sample. Body Image, 9(1), 93-100, https://doi.org/10.1016/j.bodyim.2011.10.005