Principles of Community Engagement (Second Edition)

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Action Steps The university partners began writing, collating what others wrote, and initiating discussions of (and pushing for) specific design elements Recruitment strategy became a point of contention and led to heavy discussion The university partners argued that a more scientifically sound approach would be to recruit individuals from clinic settings that had no prior connections to those individuals The community partners argued that a more practical and locally sound approach would be to recruit through their personal networks No resolution came during the telephone calls, and so the university partners discussed among themselves the two sides of the argument and decided to write the first draft with participants recruited from clinic settings (in accord with their original position) The university partners sent the draft to the entire group, including the county health department and a local health coalition as well as the community partners, for comments The community partners did not respond to drafts of the proposal as quickly as the university partners expected, given the deadlines and administrative work that were required to get the proposal submitted through the university This lack of response was interpreted by the university partners as tacit approval, especially given the tight deadline However, the silence of the community partners turned out to be far from an expression of approval Their impression, based on the fact that the plan was already written and time was getting shorter, was that the university partners did not really want feedback They also felt that they were not respected because their ideas were not included in the proposal The university partners, however, sincerely meant their document as a draft and wanted the community partners’ feedback about the design They thought there was still time to change some aspects of the proposal before its final approval and submission by the partnership The tight deadline, the scientific convictions of the university partners, the reliance on telephone communications, and the imbalance of power between the partners all contributed to the misunderstanding and miscommunication about the design This process created significant problems that have taken time to address and to heal 123
Take-Home Messages • Be explicit that drafts mean that changes can be made and that feedback is both expected and desired • Have more face-to-face meetings, especially when discussing points about which there may be disagreement, because telephone conferencing does not allow for nonverbal cues and makes it more difficult to disagree • Figure out ways to be scientifically sound in locally appropriate ways. • Acknowledge and discuss power imbalances. • Ensure that all partners’ voices are heard and listened to, create settings for open and honest discussion, and communicate perspectives clearly • Help partners understand when they are being disrespectful or might be misinterpreted • Discuss differences even after a proposal is submitted. • Improve communication by establishing agreed-upon deadlines and midpoint check-ins, using active listening strategies, specifically requesting feedback with time frames, and facing issues directly so that everyone understands them • Provide community partners with time and opportunity for developing designs for proposals, and provide training for community partners if they lack knowledge in some areas of research design • Set aside time for university partners to learn about the community partners’ knowledge of the community and what expertise they bring to a specific project • Acknowledge expertise within the partnership explicitly and take advantage of it when necessary 124
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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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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 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 and 128: The researchers and the community b
Page 129: Horn K, McGloin T, Dino G, Manzo K,
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
Page 179 and 180: 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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