Principles of Community Engagement (Second Edition)

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including the collection of biospecimens against the advice of the CCHN but in response to the needs of Lake County, the CACHÉ program exemplifies Principle 6, which stresses that all aspects of community engagement must recognize and respect community diversity, and Principle 8, which cautions that an engaging organization must be prepared to release control of actions or interventions to the community and be flexible enough to meet the changing needs of that community Finally, by responding constructively to perceptions that the academic team had an unfair advantage in writing grants, CACHÉ is using Principle 2, which acknowledges that the initiator of community engagement, in this case researchers, must become knowledgeable about the community’s experience with engagement efforts and the community’s perceptions of those initiating the engagement activities References Illinois Poverty Summit 2005 report on Illinois poverty. 2005 Retrieved Mar 25, 2010, from http://www heartlandalliance org/maip Shalowitz M, Isacco A, Barquin N, Clark-Kauffman E, Delger P, Nelson D, et al Community-based participatory research: a review of the literature with strategies for community engagement Journal of Developmental and Behavioral Pediatrics 2009;30(4):350-361 Websites www northshore org/research/priorities www nichd nih gov/research/supported/cchn cfm 62
2. HEALTH-E-AME Background: The Medical University of South Carolina (MUSC) and the African Methodist Episcopal (AME) church had worked together on several health-related projects prior to this initiative A needs assessment completed in 2002 with a sample of AME members revealed that physical activity (PA) was low The AME Planning Committee, a group comprising AME members, pastors, and presiding elders as well as members of academic institutions, identified PA as an important target for reducing health disparities MUSC, the University of South Carolina, and the AME Planning Committee then collaborated on a proposal to CDC All three organizations participated actively in the proposal and the subsequent project, although the church opted to have the two universities handle the grant funds Methods: A CBPR approach using a randomized design with a delayed intervention control group The Health-e-AME Faith-Based PA Initiative was a three-year project funded through a CDC CBPR grant Because a traditional randomized controlled design was not acceptable to AME church leaders, a randomized design with a delayed-intervention control group was chosen instead Results: More than 800 volunteers from 303 churches participated in the program Among survey respondents as a whole, PA did not increase significantly over time However, 67% of respondents were aware of the program, and program awareness was significantly related to PA outcomes and to consumption of fruits and vegetables Pastoral support was significantly associated with increased PA Comments: The successful partnership between the researchers and the AME church continues to this day through the newly formed FAN (Faith, Activity, and Nutrition) initiative Those wishing to participate in partnerships between academic and faith-based organizations can glean useful information from Health-e-AME, including the process partnerships can use to develop, implement, and evaluate PA interventions PA interventions that actively engage faith-based organizations in decision making and program implementation are rare, making this approach and the lessons learned unique The successful partnership between the researchers and the AME church continues to this day through the newly formed FAN (Faith, Activity, and Nutrition) initiative. 63
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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
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 and 70: 59 TABLE 3.1. MATRIX OF CASE EXAMPL
Page 71: a mission statement written in the
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
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halted its efforts to collect data
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mechanisms for communication, the c
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The researchers and the community b
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Horn K, McGloin T, Dino G, Manzo K,
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Take-Home Messages • Be explicit
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At meetings of the CAB, decisions w
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3. WORKING WITH NONTRADITIONAL COMM
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B. How do you engage a state as a c
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to those applying for funds The eva
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4. INITIATING A PROJECT WITH A COMM
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B. How do you set up and maintain a
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References Blumenthal DS A communit
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parties grew frustrated The partner
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5. O VERCOMING COMPETING PRIORITIES
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Reference Reifsnider E, Hargraves M
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Take-Home Messages • “Splitting
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Although the CTSA sites in the Bost
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Chapter 6 The Value of Social Netwo
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Social networks can also play an im
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engagement effort, relationships mu
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engagement Furthermore, social medi
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REFERENCES Arthur T The role of soc
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Program Evaluation and Evaluating C
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approaches to evaluation that are p
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Several institutions have identifie
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Planning Defining and identifying s
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Once the positive outcome of a prog
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The major goal of empowerment evalu
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Table 7.1. Types of Evaluation Ques
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The evaluation of community engagem
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for understanding a community and i
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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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