Principles of Community Engagement (Second Edition)

More documents

Recommendations

Info

1. COMMUNITY ACTION FOR CHILD HEALTH EQUITY (CACHÉ) Background: In 2002, the National Institute of Child Health and Human Development (NICHD) began funding a five-site Community Child Health Network (CCHN) to examine how community, family, and individual factors interact with biological causes to result in health disparities in perinatal outcomes and in mortality and morbidity during infancy and early childhood A large national cohort of families was recruited at the time of delivery with oversampling among African American and Latina women, women with preterm births, and low-income families The investigators periodically assessed mothers and fathers, measuring individual, family, community, and institutional stressors as well as resilience factors The three-phase study was designed to (1) develop academic-community partnerships and pilot studies; (2) conduct a longitudinal observational study to identify the pathways that lead to the disparities of interest, which would be informed by the initial developmental work; and (3) field a systematic study of sustainable interventions to eliminate these disparities, again informed by the observational study At the time of publication, Phase 1 had been completed and Phase 2, also funded by NICHD, was under way CACHÉ is a partnership between the NorthShore Research Institute Section for Child and Family Health Studies and the Lake County Health Department/ Community Health Center Women’s Health Services CACHÉ is a CCHN site in Lake County, located north of Chicago During Phase 1, the county had 702,682 residents, comprising a diverse mix of individuals from varied races, ethnicities, and socioeconomic status Even though Lake County had low unemployment between 2000 and 2005, 71% of the residents lived below the poverty line (Illinois Poverty Summit, 2005) Methods: Community-based participatory research (CBPR) approaches were used for this study Following a kickoff meeting, 27 community leaders volunteered to participate in a community advisory committee (CAC) that still shares in all program decision making Interviews with these leaders were analyzed and findings shared with the CAC Results: This initial process allowed the community members to come to a consensus about the issues facing the Lake County families The academic researchers and the community were able to create a vision for CACHÉ and 60
a mission statement written in the language of the CAC As CACHÉ transi- tioned from Phase 1 to Phase 2, the sustainability of the CAC was addressed through an open-door policy for CAC members Each member was asked to bring whoever they thought was “missing at the table” for the next meeting At the national level, community advisors informed academics that collecting saliva or whole blood spots from men in the community would be viewed suspiciously because of a legacy of distrust in this population and concerns regarding confidentiality In contrast, CACHÉ CAC members insisted that all clinically relevant testing be offered to fathers and mothers (with adequate explanation of the reasons for testing) and that clinical outreach and referral be offered in cases of abnormal findings CACHÉ found additional foundation funding to pay for biospecimen collection from fathers, as well as a clinical tracking system and a part-time clinical social worker to provide triage and referrals One challenge to a long-term relationship between academic researchers and community organizations is the perception that the academic team has an unfair advantage in writing grants to obtain scarce funds from local foundations CACHÉ attempts to overcome this challenge by offering technical assistance for preparing submissions for foundation grants to any agency that belongs to its collective Comments: Community wisdom brought to bear on the research process addressed local needs and moved CACHÉ to be highly innovative in both the collection of biospecimens from fathers and the communication of clinically relevant research findings to research participants in real time Applications of Principles of Community Engagement: The decisions and the decision-making roles that community members and academic members assumed during the initial development phase of CACHÉ exemplify many of the principles of community engagement The decision to form a partnership with the community by creating a CAC was in line with Principles 1–5 The CAC shared in the process of creating a mission statement, and the collaboration continued throughout this long-term program (Principle 9) One unique aspect of CACHÉ is its insistence that goals be consistent with the overall CCHN objectives but be modified for local conditions By 61
Page 1 and 2:
PRINCIPLES OF COMMUNITY ENGAGEMENT
Page 3 and 4:
TABLE OF CONTENTS CTSA Community En
Page 5 and 6:
Editorial and Research Staff Mina S
Page 7 and 8:
For further information on the CTSA
Page 9 and 10:
FOREWORD As Surgeon General, I am p
Page 11 and 12:
Executive Summary
Page 13 and 14:
of Veterans Affairs, and other fede
Page 15 and 16:
REFERENCES Ahmed SM, Palermo AG Com
Page 17 and 18:
Chapter 1 Community Engagement: Def
Page 19 and 20: clinics, agencies, after-school pro
Page 21 and 22: The eligibility criteria that scien
Page 23 and 24: 2 Design and delivery—Improvement
Page 25 and 26: There is no question that culture a
Page 27 and 28: oot causes of problems while at the
Page 29 and 30: • Know the community, its constit
Page 31 and 32: • Coalitions require that each pa
Page 33 and 34: studies demonstrate that IRBs gener
Page 35 and 36: action at those levels This approac
Page 37 and 38: • S o c i e t y : Advocate for th
Page 39 and 40: According to Rogers, the characteri
Page 41 and 42: is the added value of CBPR to the r
Page 43 and 44: • It is important to understand c
Page 45 and 46: Butterfoss FD, Kegler MC (2002) Tow
Page 47 and 48: Flicker S, Travers R, Guta A, McDon
Page 49 and 50: Jones MR, Horner RD, Edwards LJ, Ho
Page 51 and 52: Minkler M Community organizing and
Page 53 and 54: Shore N Community-based participato
Page 55 and 56: Yale Center for Clinical Investigat
Page 57 and 58: Chapter 2 Principles of Community E
Page 59 and 60: • Ask community members to specif
Page 61 and 62: trust for a true partnership Such m
Page 63 and 64: that affect health and health dispa
Page 65 and 66: difference in the health of the pop
Page 67 and 68: Chapter 3 Successful Examples in th
Page 69: 59 TABLE 3.1. MATRIX OF CASE EXAMPL
Page 73 and 74: 2. HEALTH-E-AME Background: The Med
Page 75 and 76: 3. PROJECT SUGAR Background: Gullah
Page 77 and 78: 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
Page 87 and 88: and the mistreatment of some Americ
Page 89 and 90: access to resources for healthy eat
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 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 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
Page 195 and 196:
CDC Centers for Disease Control and
Page 197:
NIH Publication No. 11-7782
show all

Principles of Community Engagement (Second Edition)

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?