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Health Promotion Practice
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Article

Getting to Social Action: The Youth Empowerment Strategies (YES!) Project

Nance Wilson, PhD1*, Meredith Minkler, DrPH2, Stefan Dasho, MA3, Nina Wallerstein, DrPH4, Anna C. Martin, PhD5

1 coinvestigator and program director, Youth Empowerment Strategies (YES!), Center for Research on Adolescent Health and Development, Public Health Institute, in Oakland, California.
2 YES! project collaborator/consultant; professor, University of California, School of Public Health, Division of Community Health and Human Development, in Berkeley, California.
3 program evaluator, Youth Empowerment Strategies (YES!), Center for Research on Adolescent Health and Development, Public Health Institute, in Oakland, California.
4 YES! project coinvestigator, professor, Masters in Public Health Program, University of New Mexico, in Albuquerque, New Mexico.
5 Youth Empowerment Strategies (YES!), Center for Research on Adolescent Health and Development, Public Health Institute, in Oakland, California.

* To whom correspondence should be addressed. E-mail: nwilson{at}phi.org.


  Abstract

This article describes the social action component of the Youth Empowerment Strategies (YES!) project funded by the Centers for Disease Control and Prevention through its community-based prevention research (CBPR) initiative. YES! is designed to promote problem-solving skills, social action, and civic participation among underserved elementary and middle school youth. The after-school program focuses on identifying and building youths' capacities and strengths as a means of ultimately decreasing rates of alcohol, tobacco, and other drug use and other risky behaviors. The article discusses the conceptual models of risk and intervention and factors contributing to successful social action work, including group dynamics, intragroup leadership, facilitator skills, and school-community contexts. Attention is focused on how the nature of the projects themselves played a key role in determining the likelihood of experiencing success. Implications and recommendations for other youth-focused empowerment education projects are discussed, including the effective use of Photovoice in such projects.

Key Words: social action, empowerment education, Photovoice, youth work

First published on June 27, 2006, doi:10.1177/1524839906289072

Health Promotion Practice 2008;9:395.

A more recent version of this article appeared on October 1, 2008
 This version was published on July 17, 2006
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