Principles of Community Engagement (Second Edition)

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members a letter requesting specific items in return for their participation A formal response to the letter was not provided by the university partner; instead, the requested changes were inserted into the proposal and a revised draft circulated to community partners with the assumption that it would address their requests This was not the understanding of the community partners, and this misunderstanding strained future relationships The CBO felt that it had not received the answers it had requested, and the university coinvestigator believed that revising the proposal addressed the CBO’s requests The miscommunication persisted for months and resulted in difficulty in establishing the operations of the CTSA once it was funded Action Steps The issue was finally addressed when the university coinvestigator approached the CBO for help in writing another NIH proposal At that time, it emerged that the CTSA-related issues had never been resolved and that the CBO felt its cooperation was being taken for granted A meeting was held with the CBO president, another member, and two university researchers who were dues-paying members of the CBO During this meeting, the misunderstanding was clarified and apologies were offered and accepted Both the CBO and the university members realized that in a rush to complete grant-writing assignments, shortcuts had been taken that should have been avoided Take-Home Messages • University partners should be clear in responding to written requests from a community for communication about specifics on research collaboration Communications can be easily misunderstood by well-intentioned individuals Asking for feedback should be routine practice • It is critical for partners to respect and include the input of the community they are trying to serve • The lines of communication must remain open until all issues are considered resolved by everyone involved • Transparency is always essential for all entities. 143
Reference Reifsnider E, Hargraves M, Williams KJ, Cooks J, Hall V Shaking and rattling: developing a child obesity prevention program using a faith-based community approach Family and Community Health 2010;33(2):144-151 B. How do you overcome differences in financial practices between the academic institution and the community? Karen Williams, PhD, Sally B. Coleman, John M. Cooks, Elizabeth Reifsnider, PhD Challenge Academic research institutions and community organizations often partner on research projects even though they may differ significantly in key ways… Academic research institutions and community organizations often partner on research projects even though they may differ significantly in key ways, including organizational capacity and the types of knowledge considered useful for social problem solving (Williams, 2009) Although evaluation tools exist for assessment of organizational capacity and for setting priorities (Butterfoss, 2007), tools for assessing the “fit” between partnering organizations are scarce This vignette describes the challenges faced by a CBPR partnership during the preparation and implementation of a joint grant proposal In October 2007, NIH announced the NIH Partners in Research Program Each application was required to represent a partnership between the community and scientific investigators Upon award, the grants were to be split into two separate but administratively linked awards A community health coalition and university health science center that had worked together for several years submitted a joint proposal Preparing the budget for the joint proposal highlighted power imbalances in the community-academic partnership The university-based investigators’ salaries were large relative to the salary of the community-based PI, which was based on what he earned as an elementary school music teacher To direct more funds to the community partner, the partnership minimized the university-based investigators’ time on the project and allocated all non-salary research funds to the budget of the community partner This resulted in a 144
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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
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10. DIABETES EDUCATION & PREVENTION
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11. PROJECT DULCE Background: Diabe
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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
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 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: 5. O VERCOMING COMPETING PRIORITIES
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
Page 195 and 196: CDC Centers for Disease Control and
Page 197: NIH Publication No. 11-7782
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