Principles of Community Engagement (Second Edition)

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As seats came open on the CAB, members were recruited with an eye to balancing representation in the group by various characteristics, including gender, age, socioeconomic status, and experience with diabetes (the outcome of interest) Overall, a change was seen in the level of participation at meetings, with more members participating and less dominance by a few Moreover, former participants in the type 2 diabetes intervention were invited to join the CAB and have now assumed leadership roles Take-Home Messages • Evaluate your process on an ongoing basis and discuss results as a group. • Assure recognition of a community-driven need through strong and fair leadership • Make concerted efforts to draw out and acknowledge the voices of all participants • Create specialized committees. • Engage participants in the choosing of new board members (especially former participants) Reference Kohut A, Taylor P, Keeter S Optimism about black progress declines: blacks see growing values gap between poor and middle class Pew Social Trends Report 2007;91 Retrieved from http://pewsocialtrends org/files/2010/10/ Race-2007 pdf 127
3. WORKING WITH NONTRADITIONAL COMMUNITIES As described in Chapter 1, communities vary greatly in their composition New communication technologies mean that increasingly there are communities that do not conform to geographic boundaries and that collaboration can occur across great distances These new kinds of communities and collaborations have their own unique challenges, illustrated in the follow- ing vignettes A. How do you maintain community engagement when the community is geographically distant from the researchers? Deborah Bowen, PhD Challenge Distance poses a sometimes insurmountable barrier to open and accurate communication and engagement People may feel left out if they perceive that distance is interfering with the connections between the research team and partners in the community Maintaining involvement in multiple ways can solve this problem The principal investigator (PI) of an NIH-funded project was located at an academic institution, whereas community partners (Alaskan Natives and American Indians) were scattered through 40 sites across a large region in the U S Before the project began, the PI knew that even with an initial positive response, participation in the project would be hard to maintain across a multiyear project She used two strategies to maintain contact and connection with the 40 community partners: refinements in organization and strategic personal visits Action Steps The PI identified each community organization’s preferred method for communication and used that method for regular scheduled contacts The methods were mostly electronic (telephone, email, or fax) Every scheduled contact 128
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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
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of the community context, developme
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5. HEALING OF THE CANOE Background:
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Page 93 and 94: 10. DIABETES EDUCATION & PREVENTION
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Page 97 and 98: References Gilmer TP, Philis-Tsimik
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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
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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 and 130: Horn K, McGloin T, Dino G, Manzo K,
Page 131 and 132: Take-Home Messages • Be explicit
Page 133: At meetings of the CAB, decisions w
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
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Page 163 and 164: engagement Furthermore, social medi
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Page 167 and 168: Program Evaluation and Evaluating C
Page 169 and 170: approaches to evaluation that are p
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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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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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