Principles of Community Engagement (Second Edition)

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• Values improvement in people, programs, and organizations to help them achieve results • Community ownership of the design and conduct of the evaluation and implementation of the findings • Inclusion of appropriate participants from all levels of the program, funders, and community • Democratic participation and clear and open evaluation plans and methods. • Commitment to social justice and a fair allocation of resources, opportuni- ties, obligations, and bargaining power • Use of community knowledge to understand the local context and to inter- pret results • Use of evidence-based strategies with adaptations to the local environment and culture • Building the capacity of program staff and participants to improve their ability to conduct their own evaluations • Organizational learning, ensuring that programs are responsive to changes and challenges • Accountability to funders’ expectations. Potential Disadvantages of Participatory and Empowerment Evaluation The potential disadvantages of participatory and empowerment evaluation include (1) the possibility that the evaluation will be viewed as less objective because of stakeholder involvement, (2) difficulties in addressing highly tech- nical aspects, (3) the need for time and resources when involving an array of stakeholders, and (4) domination and misuse by some stakeholders to further their own interests However, the benefits of fully engaging stakeholders throughout the evaluation outweigh these concerns (Fetterman et al , 1996) 173
Table 7.1. Types of Evaluation Questions by Evaluation Phase TYPES OF EVALUATION QUESTIONS Evaluation Stage Quantitative Qualitative Planning What is the prevalence of the problem? What are the values of the different stakeholders? What are the expectations and goals of participants? Implementation How many individuals are participating? What are the changes in performance? How many/what resources are used during implementation? Outcome Is there a change in quality of life? Is there a change in biological and health measures? Is there a difference between those who were involved in the intervention and those who were not? References: Holland et al , 2005; Steckler et al , 1992 EVALUATION METHODS 174 How are participants experiencing the change? How does the program change the way individuals relate to or feel about each other? To what extent is the intervention culturally and contextually valid? How has the culture changed? What themes underscore the participant’s experience? What metaphors describe the change? What are the participant’s personal stories? Were there any unanticipated benefits? An evaluation can use quantitative or qualitative data, and often includes both Both methods provide important information for evaluation, and both can improve community engagement These methods are rarely used alone; combined, they generally provide the best overview of the project This section describes both quantitative and qualitative methods, and Table 71 shows examples of quantitative and qualitative questions according to stage of evaluation Quantitative Methods Quantitative data provide information that can be counted to answer such questions as “How many?”, “Who was involved?”, “What were the outcomes?”, and “How much did it cost?” Quantitative data can be collected by surveys or questionnaires, pretests and posttests, observation, or review of existing documents and databases or by gathering clinical data Surveys may be
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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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milestones in child development, ch
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Chapter 4 Managing Organizational S
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engagement is not limited to coalit
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Practice Element 1: Know the Commun
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each capacity component for this pr
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REFERENCES Butterfoss FD. Coalition
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Table 4.1. Know the Community, Its
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Table 4.3. Build and Sustain Networ
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Challenges in Improving Community E
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ecommended public health practices
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community setting can be just as ri
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These challenges do not compare, ho
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halted its efforts to collect data
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mechanisms for communication, the c
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Page 129 and 130: Horn K, McGloin T, Dino G, Manzo K,
Page 131 and 132: Take-Home Messages • Be explicit
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Page 135 and 136: 3. WORKING WITH NONTRADITIONAL COMM
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Page 141 and 142: 4. INITIATING A PROJECT WITH A COMM
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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: The major goal of empowerment evalu
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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