| Course | DPH 820 Public Health Policy and Advocacy |
|---|---|
| Module | Module 3 |
| Paper type | Community power and participation plan |
| Length | About 1,138 words, 7 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | Doctor of Public Health |
| Updated | September 2026 |
Free sample paper for DPH 820 Module 3
Moving Up the Ladder: Giving Young People and Residents Real Power in a Tobacco Campaign
Student Name
Doctor of Public Health Program, Aspen University
DPH 820: Public Health Policy and Advocacy
Instructor Name
Month Day, Year
Moving Up the Ladder: Giving Young People and Residents Real Power in a Tobacco Campaign
A campaign can speak for a community or with it. The difference shows up in who sets priorities, who controls resources and whose voices reach decision makers. This paper plans how young people and residents will hold real power in a composite city's campaign to end flavored tobacco sales, and how that power will be protected against slipping into token consultation.
The Ladder of Participation
Arnstein (1969) described eight rungs of citizen participation, from manipulation and therapy at the bottom, through informing, consultation and placation in the middle, to partnership, delegated power and citizen control at the top. Her central point was that participation without power is an empty ritual that lets those in charge claim input while changing nothing.
Placing the Campaign on the Ladder
The table places planned activities on the ladder and names the rung each is designed to reach.
| Activity | Typical rung | Design to move higher |
|---|---|---|
| Public hearing before council | Consultation | Residents co-host and set the agenda |
| Youth survey on flavored products | Informing | Youth help write items and interpret results |
| Coalition steering group | Placation if advisory only | Voting seats for youth and residents |
| Youth advisory board | Partnership | Own budget and authority over youth media |
| Evaluation after adoption | Informing | Community members review and report findings |
A Youth Advisory Board With Power
A youth advisory board of 12 high school students from the neighborhoods with the highest retail density will hold two voting seats on the coalition steering group and control a media budget of $15,000. Members will be paid for their time, trained in public speaking and data interpretation and supported by an adult coordinator who facilitates rather than directs.
Community-Based Participatory Principles
Community-based participatory research treats community members as partners in defining problems, designing actions and interpreting results. Wallerstein and Duran (2010) argue that such partnerships improve the fit and uptake of interventions and advance health equity. The campaign adopts these principles: shared decisions, attention to power and a commitment to return benefits to the community.
Parent and Resident Voices
Parents in the target neighborhoods will be reached through schools, faith communities and tenant associations. Rather than being asked to endorse a finished ordinance, they will be invited to shape priorities, such as whether the ordinance should include stronger limits near schools. Every question they raise will be logged and given a public answer.
Retailer Voices
Small retailers are affected directly and deserve a hearing. Owners of convenience stores in the target neighborhoods, many of them immigrant families, will be invited to meetings with the health department on transition time, enforcement and alternative products. Including them does not mean giving them a veto, but it reduces surprise and resentment. Their concerns about inventory and lost sales will be recorded and answered in writing.
Barriers to Participation
Barriers include meeting times that conflict with work and school, language, transportation, distrust of government and the belief that decisions are already made. The campaign will hold meetings in the evening at neighborhood sites, provide interpretation in Spanish and Vietnamese, offer meals and child care and state openly which decisions remain undecided.
Safeguards Against Tokenism
Tokenism occurs when a young person is placed at a table to be photographed but not heard. Safeguards include written authority for the youth board, a budget it controls, a rule that the steering group records how youth input changed each decision and an annual review in which youth members rate their own influence.
Consumer Power Beyond the Campaign
Consumer power also means helping residents act as consumers and citizens. Young people will learn how to file complaints about sales to minors, request compliance data and testify. These skills outlast the ordinance and support future campaigns on other issues the community chooses.
Measuring Shared Power
Shared power will be measured through meeting records showing who proposed and decided items, a short survey of partners on perceived influence and the share of campaign spending controlled by community members. These measures will be reported to the steering group every six months.
Why Power Matters for Outcomes
Evidence suggests that policies shaped by those they affect are more likely to be accepted and enforced. New York City's evaluation found youth less likely to have tried flavored products after its sales restriction took effect (Farley & Johns, 2017). Durable results depend on community support for enforcement, which comes from genuine involvement.
Risks of Sharing Power
Sharing power carries risks: slower decisions, disagreement and choices professionals would not make. The campaign accepts these risks. When the youth board chose to feature local stories over statistics in its media, staff supported the decision while offering data for those who wanted it.
Training for Participation
Power without preparation can overwhelm new participants. Youth board members will receive six training sessions covering how the council works, how to read a survey table, how to speak at a hearing and how to respond to hostile questions. Residents joining the steering group will receive a shorter orientation and a mentor from an established partner.
Paying for Participation
Asking young people and low-income residents to volunteer their time assumes they can afford to. The campaign will pay youth board members $20 an hour and offer resident steering group members gift cards for each meeting. Paying participants treats their expertise as work and widens who can take part.
Conflict Among Community Voices
Communities are not uniform. Some parents want stronger penalties for young people caught with vapes, while the youth board opposes any penalty on youth. The steering group will hold these disagreements openly, weigh them against evidence and the campaign's equity commitments and explain its decision to both groups.
Information as Power
Participation depends on access to information. Residents will receive the same briefs council members receive, translated and summarized, and the youth board will have direct access to the health department's retailer map. Sharing information early prevents professionals from holding power simply by knowing more.
Accountability to the Community
At the end of the campaign, the coalition will return to each neighborhood to report what happened, what residents' input changed and what comes next. This closes the loop that consultation often leaves open.
Lessons From Participatory Research
Partnerships built on participatory principles tend to last when partners share credit, agree on data ownership in writing and make room for community priorities that differ from the funder's (Wallerstein & Duran, 2010). The coalition will sign a short partnership agreement covering these points before the campaign begins.
Conclusion
Consumer power and community voice will shape the flavored tobacco campaign through a paid youth advisory board with votes and a budget, participatory principles, outreach to parents and retailers and safeguards against tokenism. Measuring shared power keeps the campaign honest about where it sits on the ladder and pushes it toward partnership.
References
Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216-224. https://doi.org/10.1080/01944366908977225
Farley, S. M., & Johns, M. (2017). New York City flavoured tobacco product sales ban evaluation. Tobacco Control, 26(1), 78-84. https://doi.org/10.1136/tobaccocontrol-2015-052418
Wallerstein, N., & Duran, B. (2010). Community-based participatory research contributions to intervention research: The intersection of science and practice to improve health equity. American Journal of Public Health, 100(S1), S40-S46. https://doi.org/10.2105/AJPH.2009.184036
DPH 820 Module 3 instructions, in plain terms
DPH 820's catalog entry names strategies that give consumers more power, and since Aspen does not post the third module's prompt publicly, the sample below writes a plan for community voice. Participation plans generally ask for a framework, specific mechanisms that transfer power, attention to barriers and a way to check whether power was actually shared. Use a recognized model to judge each activity. Give participants authority and resources, not only invitations. Plan for language, time, cost and trust barriers. Include affected businesses as well as residents. Build in safeguards against tokenism and a way to report back to the community at the end. Describe how young participants will be protected from online harassment.
How the DPH 820 Module 3 example is put together
The example begins with the ladder of citizen participation and a three-column table that places five campaign activities on it and shows how each could climb. A youth advisory board with votes and a budget is described next, followed by participatory principles and parent and retailer voices. Barriers, tokenism safeguards and consumer power beyond the campaign follow, then measures of shared power, why power matters for outcomes and the risks of sharing it. Training, paying participants, conflict among community voices, information as power and lessons from participatory research come next. A side note explains why a classic framework sets the standard. Accountability to the community and a conclusion finish it.
DPH 820 Module 3 rubric: what earns full marks
Instructors assess participation plans on use of a credible framework, mechanisms that transfer real power, attention to barriers and honest measurement. This plan cites the ladder of citizen participation, a review of community-based participatory research and an evaluation of a flavored tobacco sales restriction in APA format. The ladder table shows where activities start and where they aim. Voting seats and a controlled budget are concrete. Paying participants and training them shows respect for their time. Measures of influence let the coalition test its own claims, which graders value. The paper also plans to return to each neighborhood with results, closing the loop that consultation usually leaves open.
Common DPH 820 Module 3 mistakes, and how to avoid them
A frequent weakness is describing hearings and surveys as empowerment when they are consultation at best. Another is ignoring the cost of participating. Place each activity on a ladder honestly. Give at least one group decision authority and money. Pay people for their time. Plan interpretation and child care. Write down how you will know power was shared. If your plan feels like a list of meetings, a tutor can help you redesign one activity so it moves up a rung. End with the single decision you will hand to the community. Ask the young people themselves which decisions they want; their answer may surprise you. Keep notes on every change their input causes, since those records become your evidence of shared power.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More DPH 820 and Doctor of Public Health sample papers
- DPH 820 Module 1: Advocacy Roles in Public Health
- DPH 820 Module 2: The Right to Health as a Framework
- DPH 820 Module 4: Framing a Public Health Issue
- DPH 820 Module 5: Stakeholders, Power and Politics
- DPH 820 Module 6: An Advocacy Plan With Target and Ask
- DPH 820 Module 7: Testimony to a City Council
- DPH 820 Module 8: Funding and Sustaining a Policy
- DPH 860 Module 3: Hypothesis Testing for Group Comparisons
- DPH 840 Module 4: Monitoring and Revising Strategy
- DPH 805 Module 7: Writing a Grant Proposal
- DPH 850 Module 7: Data Equity and Vulnerable Populations
DPH 820 Module 3 questions, answered
What does DPH 820 Module 3 usually ask for?
Aspen's DPH 820 covers strategies that give consumers more power in decisions, so a plan for community voice is a typical assignment. Follow your classroom prompt.
What is the ladder of citizen participation?
A model with eight rungs from manipulation to citizen control, used to judge how much power participants actually hold.
How do you avoid tokenism?
Give participants written authority, resources they control and records showing how their input changed decisions.
Where can I find a free DPH 820 Module 3 sample paper?
Read the community voice plan above, with a table placing campaign activities on the ladder of participation.
How do you give communities real power in DPH 820 Module 3?
By giving them decision authority, resources they control, training and pay, and by measuring whether their input changed decisions.