Principles of Community Engagement (Second Edition)

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egarding health promotion activities and various ways that communities can be empowered to improve their health Other benefits have been the creation or expansion of jobs and health promotion programs through grants for community-led health initiatives Critical to maintaining the CCB are established bylaws that provide a blueprint for the governing body As much as possible, board members should be people who truly represent the community and its priorities Agency staff (e g , health department staff, school principals) may not live in the community where they work, and so they may not be good representatives, even though their input has value In the case of the Morehouse PRC, agency staff are included on the board, but residents of the community are in the majority, and one always serves as the CCB chair All projects and protocols to be implemented by the PRC must be approved by the CCB’s Project Review Committee, which consists of neighborhood representatives For more than a decade, critical research has been implemented and communities have sustained change The differing values of academic and community CCB representatives are acknowledged and coexist within an established infrastructure that supports collective functioning to address community health promotion initiatives (Blumenthal, 2006; Hatch et al , 1993) Take-Home Messages • Engagement in effective community coalition boards is developed through multi-directional learning of each partner’s values and needs • Community coalition boards are built and sustained over time to ensure community ownership through established rules and governance structures • Trust and relationship building are both central to having neighborhood and research experts work together to shape community-engaged research agendas • Maintaining a community coalition board requires ongoing communication and feedback, beyond formal monthly or quarterly meetings, to keep members engaged For more than a decade, critical research has been implemented and communities have sustained change. 137
References Blumenthal DS A community coalition board creates a set of values for community-based research Preventing Chronic Disease 2006;3(1):A16 Hatch J, Moss N, Saran A, Presley-Cantrell L, Mallory C Community research: partnership in black communities American Journal of Preventive Medicine 1993;9(6 Suppl):27-31 C. How do you launch a major community-engaged research study with a brandnew partnership that brings together diverse entities and individuals? Mina Silberberg, PhD, Sherman A. James, PhD, Elaine Hart-Brothers, MD, MPH, Seronda A. Robinson, PhD, Sharon Elliott-Bynum, PhD, RN Challenge As described in an earlier vignette, the African-American Health Improvement Partnership was launched in October 2005 in Durham, North Carolina, with a grant from the National Center for Minority Health and Health Disparities AAHIP built on the prior work of participant organizations and individuals, but it created new relationships and was a new entity The lead applicant on the grant was the Duke Division of Community Health (DCH), which had been working with community partners for seven years to develop innovative programs in care management, clinical services, and health education to meet the needs of underserved populations, primarily in Durham Until that point, research in the DCH had been limited to evaluation of its own programs, although some faculty and staff had conducted other types of research in their earlier positions The AAHIP research team included Elaine Hart-Brothers, head of the Community Health Coalition (CHC), a communitybased organization dedicated to addressing health disparities by mobilizing the volunteer efforts of Durham African American health professionals The DCH had just begun working with the CHC through a small subcontract Because the AAHIP was an entirely new entity, it had no community advisory board (CAB), and although the DCH and other Duke and Durham entities were engaged in collaborative work, no preexisting coalitions or advisory panels had the scope and composition required to support the AAHIP’s proposed work 138
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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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6. FORMANDO NUESTRO FUTURO/SHAPING
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7. IMPROVING AMERICAN INDIAN CANCER
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and the mistreatment of some Americ
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access to resources for healthy eat
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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 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: B. How do you set up and maintain a
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
Page 181 and 182: The evaluation of community engagem
Page 183 and 184: for understanding a community and i
Page 185 and 186: REFERENCES Anderson RM, Funnell MM,
Page 187 and 188: Patton MQ Qualitative evaluation an
Page 189 and 190: Chapter 8 Summary Donna Jo McCloske
Page 191 and 192: • Know the extent to which the fo
Page 193 and 194: 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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