Principles of Community Engagement (Second Edition)

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the West Virginia PRC, the North Carolina PRC, and the North Carolina Commission on Indian Affairs Each organization had monetary control over its resources In addition, all grants included monies to be distributed to community members and tribes for their participation This statewide initia- tive served as a springboard for localized planning and action for tobacco control and prevention across North Carolina tribes (Horn et al , 2005b) Take-Home Messages • Act on the basis of value-driven, community-based principles, which assure recognition of a community-driven need • Build on the strengths and assets of the community of interest. • Nurture partnerships in all project phases; partnership is iterative. • Integrate the cultural knowledge of the community. • Produce mutually beneficial tools and products. • Build capacity through co-learning and empowerment. • Share all findings and knowledge with all partners. References Centers for Disease Control and Prevention Cigarette smoking among adults— United States, 2006 Morbidity and Mortality Weekly Report 2007;56(44):1157-1161 Horn K, Dino G, Goldcamp J, Kalsekar I, Mody R The impact of Not On Tobacco on teen smoking cessation: end-of-program evaluation results, 1998 to 2003 Journal of Adolescent Research 2005a;20(6):640-661 Horn K, McCracken L, Dino G, Brayboy M Applying community-based participatory research principles to the development of a smoking-cessation program for American Indian teens: “telling our story” Health Education and Behavior 2008;35(1):44-69 121
Horn K, McGloin T, Dino G, Manzo K, McCracken L, Shorty L, et al Quit and reduction rates for a pilot study of the American Indian Not On Tobacco (N-O-T) program Preventing Chronic Disease 2005b;2(4):A13 Johnston L, O’Malley P, Bachman J Monitoring the future national survey results on drug use, 1975–2002. NIH Publication No 03-5375 Bethesda (MD): National Institute on Drug Abuse; 2002 B. How do you work with a community when there are educational or sociodemographic differences between the community and the researchers? Marc A. Zimmerman, PhD, E. Hill De Loney, MA Challenge University and community partners often have different social, historical, and economic backgrounds, which can create tension, miscommunication, and misunderstanding These issues were evident in a recent submission of a grant proposal; all of the university partners had advanced degrees, came from European-American backgrounds, and grew up with economic security In contrast, the backgrounds of the community partners ranged from two years of college to nearing completion of a Ph D , and socioeconomic backgrounds were varied All of the community partners were involved in a community-based organization and came from African American backgrounds Despite extensive discussion and a participatory process (e g , data-driven dialogue and consensus about the final topic selected), the communityuniversity partnership was strained during the writing of the proposal Time was short, and the university partners volunteered to outline the contents of the proposal, identify responsibilities for writing different parts of the proposal, and begin writing The proposal details (e g , design, contents of the intervention, recruitment strategy, and comparison community) were discussed mostly through conference calls 122
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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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a mission statement written in the
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2. HEALTH-E-AME Background: The Med
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3. PROJECT SUGAR Background: Gullah
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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
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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 and 122: These challenges do not compare, ho
Page 123 and 124: halted its efforts to collect data
Page 125 and 126: mechanisms for communication, the c
Page 127: The researchers and the community b
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
Page 171 and 172: Several institutions have identifie
Page 173 and 174: Planning Defining and identifying s
Page 175 and 176: Once the positive outcome of a prog
Page 177 and 178: 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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