Principles of Community Engagement (Second Edition)

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• Employ a variety of participation strategies. • Allow extra time for building relationships and trust. • Seek approval from tribal or other local review groups. • Include local customs in interventions. • Demonstrate respect and inclusion to the fullest extent possible (Davis et al , 1999; Gittelsohn et al , 2003) References Davis SM, Reid R Practicing participatory research in American Indian communities American Society for Clinical Nutrition 1999;69(4 Suppl):755S-759S Gittelsohn J, Davis SM, Steckler A, Ethelbah B, Clay T, Metcalfe L, et al Pathways: lessons learned and future directions for school-based interventions among American Indians Preventive Medicine 2003;37(6):S107-S112 C. How do you maintain community engagement throughout the research? Deborah Bowen, PhD Challenge The comedian Woody Allen once said, “Eighty percent of life is showing up ” That is true in community engagement as well as in life Add to that formula the idea of showing up for the right events — those that are important to community priorities — and engagement takes place For example, the author’s research group was funded to conduct a feasibility study of using rural farm granges as health promotion sites in ranching country Granges are rural community organizations that support learning, information exchange, social events, and political action for farming and ranching communities The feasibility study progressed from initial discussions to collection of formative data These data collection efforts were by telephone, and, at first, response rates from the actual membership were relatively poor The research group 115
halted its efforts to collect data and conducted some qualitative research to better understand the issues Action Steps The researchers found that lack of familiarity with the author’s research institute and the people involved might be one barrier to full participation of the rural residents and grange members. The researchers found that lack of familiarity with the author’s research institute and the people involved might be one barrier to full participation of the rural residents and grange members Over the next six months, the research institute staff began to attend community and farming events, getting to know residents and families and learning what the community’s important issues were Research institute staff asked about these issues and attended events or supported efforts in the farming communities that were not necessarily related to health promotion but were key to the farm families in the granges Several farm family members became part of the project’s community advisory board, giving both advice and direction to the new plans for surveys After six months, the research group, together with the community advisory board, reinstated the telephone data collection efforts, which then achieved a much higher response rate This kind of community engagement continued for the three-year project These same connections with farm families in granges are still fueling health promotion efforts in this area Take-Home Messages • Engagement needs to occur as the ideas for research are being formed and the procedures are being identified • Taking the community’s priorities into account increases the opportunity for engagement • Being a regular presence in the community may enhance research efforts. D. How do you engage a community organization as a partner in exploratory health research? Lori Carter-Edwards, PhD, Ashley Johnson, Lesley Williams, Janelle Armstrong- Brown, MPH 116
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PRINCIPLES OF COMMUNITY ENGAGEMENT
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TABLE OF CONTENTS CTSA Community En
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Editorial and Research Staff Mina S
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For further information on the CTSA
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FOREWORD As Surgeon General, I am p
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Executive Summary
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of Veterans Affairs, and other fede
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REFERENCES Ahmed SM, Palermo AG Com
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Chapter 1 Community Engagement: Def
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clinics, agencies, after-school pro
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The eligibility criteria that scien
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2 Design and delivery—Improvement
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There is no question that culture a
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oot causes of problems while at the
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• Know the community, its constit
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• Coalitions require that each pa
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studies demonstrate that IRBs gener
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action at those levels This approac
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• S o c i e t y : Advocate for th
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According to Rogers, the characteri
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is the added value of CBPR to the r
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• It is important to understand c
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Butterfoss FD, Kegler MC (2002) Tow
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Flicker S, Travers R, Guta A, McDon
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Jones MR, Horner RD, Edwards LJ, Ho
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Minkler M Community organizing and
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Shore N Community-based participato
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Yale Center for Clinical Investigat
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Chapter 2 Principles of Community E
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• Ask community members to specif
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trust for a true partnership Such m
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that affect health and health dispa
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difference in the health of the pop
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Chapter 3 Successful Examples in th
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59 TABLE 3.1. MATRIX OF CASE EXAMPL
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Page 73 and 74: 2. HEALTH-E-AME Background: The Med
Page 75 and 76: 3. PROJECT SUGAR Background: Gullah
Page 77 and 78: Websites http://academicdepartments
Page 79 and 80: of the community context, developme
Page 81 and 82: 5. HEALING OF THE CANOE Background:
Page 83 and 84: 6. FORMANDO NUESTRO FUTURO/SHAPING
Page 85 and 86: 7. IMPROVING AMERICAN INDIAN CANCER
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Page 91 and 92: 9. THE DENTAL PRACTICE-BASED RESEAR
Page 93 and 94: 10. DIABETES EDUCATION & PREVENTION
Page 95 and 96: 11. PROJECT DULCE Background: Diabe
Page 97 and 98: References Gilmer TP, Philis-Tsimik
Page 99 and 100: milestones in child development, ch
Page 101 and 102: Chapter 4 Managing Organizational S
Page 103 and 104: engagement is not limited to coalit
Page 105 and 106: Practice Element 1: Know the Commun
Page 107 and 108: each capacity component for this pr
Page 109 and 110: REFERENCES Butterfoss FD. Coalition
Page 111 and 112: Table 4.1. Know the Community, Its
Page 113 and 114: Table 4.3. Build and Sustain Networ
Page 115 and 116: Challenges in Improving Community E
Page 117 and 118: ecommended public health practices
Page 119 and 120: community setting can be just as ri
Page 121: These challenges do not compare, ho
Page 125 and 126: mechanisms for communication, the c
Page 127 and 128: The researchers and the community b
Page 129 and 130: Horn K, McGloin T, Dino G, Manzo K,
Page 131 and 132: Take-Home Messages • Be explicit
Page 133 and 134: At meetings of the CAB, decisions w
Page 135 and 136: 3. WORKING WITH NONTRADITIONAL COMM
Page 137 and 138: B. How do you engage a state as a c
Page 139 and 140: to those applying for funds The eva
Page 141 and 142: 4. INITIATING A PROJECT WITH A COMM
Page 143 and 144: B. How do you set up and maintain a
Page 145 and 146: References Blumenthal DS A communit
Page 147 and 148: parties grew frustrated The partner
Page 149 and 150: 5. O VERCOMING COMPETING PRIORITIES
Page 151 and 152: Reference Reifsnider E, Hargraves M
Page 153 and 154: Take-Home Messages • “Splitting
Page 155 and 156: Although the CTSA sites in the Bost
Page 157 and 158: Chapter 6 The Value of Social Netwo
Page 159 and 160: Social networks can also play an im
Page 161 and 162: engagement effort, relationships mu
Page 163 and 164: engagement Furthermore, social medi
Page 165 and 166: REFERENCES Arthur T The role of soc
Page 167 and 168: Program Evaluation and Evaluating C
Page 169 and 170: approaches to evaluation that are p
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Planning Defining and identifying s
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Once the positive outcome of a prog
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The major goal of empowerment evalu
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Table 7.1. Types of Evaluation Ques
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The evaluation of community engagem
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for understanding a community and i
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REFERENCES Anderson RM, Funnell MM,
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Patton MQ Qualitative evaluation an
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Chapter 8 Summary Donna Jo McCloske
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• Know the extent to which the fo
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Appendix A: Acronyms
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CDC Centers for Disease Control and
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NIH Publication No. 11-7782
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