Athena K. Ramos, Natalia Trinidad, Sonja H. Bickford, Nate Bickford, J. Torquati, Maria M. Mushi
Understanding residents’ perceptions and preferences regarding health promotion and community development strategies is vital. Community gardens, often collaborative community-engaged projects, are designed to be healthy places where neighbors gather; however, they have the potential to be much more. The purpose of the study was to gauge public support for a community garden in South Omaha and prioritize messaging strategies regarding the potential benefits of a garden. To that end, a bilingual online survey that assessed interest in, perceived benefits of, purposes for, and functional attributes to co-locate in a community garden was conducted. Through this process, we learned about the value of developing local data, importance of using an asset-based framework, understanding community perceptions about potential benefits, balancing community research endeavors, and developing partnerships to expand the reach of a project. Developing community research strategies and appropriate messaging in collaboration with community members and partners is critical to the success of community health promotion initiatives.
{"title":"Engaging Residents in Planning a Community Garden: A Strategy for Enhancing Participation Through Relevant Messaging","authors":"Athena K. Ramos, Natalia Trinidad, Sonja H. Bickford, Nate Bickford, J. Torquati, Maria M. Mushi","doi":"10.33596/COLL.24","DOIUrl":"https://doi.org/10.33596/COLL.24","url":null,"abstract":"Understanding residents’ perceptions and preferences regarding health promotion and community development strategies is vital. Community gardens, often collaborative community-engaged projects, are designed to be healthy places where neighbors gather; however, they have the potential to be much more. The purpose of the study was to gauge public support for a community garden in South Omaha and prioritize messaging strategies regarding the potential benefits of a garden. To that end, a bilingual online survey that assessed interest in, perceived benefits of, purposes for, and functional attributes to co-locate in a community garden was conducted. Through this process, we learned about the value of developing local data, importance of using an asset-based framework, understanding community perceptions about potential benefits, balancing community research endeavors, and developing partnerships to expand the reach of a project. Developing community research strategies and appropriate messaging in collaboration with community members and partners is critical to the success of community health promotion initiatives.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42546231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Latinos are the fasting growing minority in the United States, and among the least likely to access mental health services. Two reasons cited for the significant mental health disparities in the Latino community are: a lack of culturally responsive services and a lack of culturally competent mental health professionals. This manuscript describes the development of a community counseling training clinic constructed through a partnership between a community center and a counselor education and supervision program. Process and clinical outcomes data demonstrate that the program was successful in retaining clients and students had a positive experience at the training site.
{"title":"The Development of a Community Counseling Training Clinic for Latino Immigrants","authors":"D. Gutierrez, Keri E. Revens, M. DeHaven","doi":"10.33596/COLL.26","DOIUrl":"https://doi.org/10.33596/COLL.26","url":null,"abstract":"Latinos are the fasting growing minority in the United States, and among the least likely to access mental health services. Two reasons cited for the significant mental health disparities in the Latino community are: a lack of culturally responsive services and a lack of culturally competent mental health professionals. This manuscript describes the development of a community counseling training clinic constructed through a partnership between a community center and a counselor education and supervision program. Process and clinical outcomes data demonstrate that the program was successful in retaining clients and students had a positive experience at the training site.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47986942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Factor, D. Swain, R. Elias, Isaac C. Smith, Nicole N Capriola-Hall, K. Waldron, G. Clum
This multi-phased study assessed stakeholder needs and provided training for summer camp staff, a collaboration between a university and community organization. Phases I through III established the collaboration through trainings for 4-H extension agents and teen counselors. Phase IVa assessed the perceived training needs of 41 adult summer camp staff as they relate to interpersonal difficulties experienced in the camp setting. Phase IVb included adaptation of evidence-based practices to target the needs indicated by staff as well as training competencies required by 4-H policy. 4-H Center Staff completed pre-training, post-training, and follow-up questionnaires. Measurement of training efficacy was assessed using mixed-methods analyses to determine feasibility by measuring overall training satisfaction, changes in confidence, and knowledge of problem solving techniques. Results of Phase IVa informed the creation of a novel training paradigm (Phase IVb). Participants indicated high satisfaction in the training program and significantly improved on knowledge of problem solving techniques, willingness to approach difficult problems, and self-efficacy to implement problem solving techniques. Preliminary results from follow-up questionnaires revealed some continued use of training materials throughout camp experience. Implications for future trainings and continued collaborations are suggested.
{"title":"Feasibility of a Brief Problem-Solving Training for 4-H Center Summer Staff: Linking Needs to Implementation","authors":"R. Factor, D. Swain, R. Elias, Isaac C. Smith, Nicole N Capriola-Hall, K. Waldron, G. Clum","doi":"10.33596/COLL.47","DOIUrl":"https://doi.org/10.33596/COLL.47","url":null,"abstract":"This multi-phased study assessed stakeholder needs and provided training for summer camp staff, a collaboration between a university and community organization. Phases I through III established the collaboration through trainings for 4-H extension agents and teen counselors. Phase IVa assessed the perceived training needs of 41 adult summer camp staff as they relate to interpersonal difficulties experienced in the camp setting. Phase IVb included adaptation of evidence-based practices to target the needs indicated by staff as well as training competencies required by 4-H policy. 4-H Center Staff completed pre-training, post-training, and follow-up questionnaires. Measurement of training efficacy was assessed using mixed-methods analyses to determine feasibility by measuring overall training satisfaction, changes in confidence, and knowledge of problem solving techniques. Results of Phase IVa informed the creation of a novel training paradigm (Phase IVb). Participants indicated high satisfaction in the training program and significantly improved on knowledge of problem solving techniques, willingness to approach difficult problems, and self-efficacy to implement problem solving techniques. Preliminary results from follow-up questionnaires revealed some continued use of training materials throughout camp experience. Implications for future trainings and continued collaborations are suggested.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45517720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This descriptive paper addresses the issue of co-researcher voice suppression, among others, through disclosing my process of presenting the data of a participatory community-based research project at an academic conference. The project in discussion investigated the perceptions of women, who live in Toronto public housing, about what makes a community. Feminist participatory action research (FPAR) and narrative methods are briefly reviewed in this paper as they are influential to the trajectory of presenting this data. The voices of the women who engaged in the project of focus were heard, without compromise, vis-a-vis the approaches and method we used to conduct our research and to communicate their stories to the conference audience. As a doctoral student researcher, I aimed to present this project at the conference in a way that aligned with social justice principles of FPAR, particularly the notion of “power-with,” as discussed by Ponic, Reid, and Frisby (2010). In disclosing this process, I hope to provide insight, in a clear and accessible fashion, to others who will conduct and present participatory research in similar settings.
{"title":"Maintaining the Authenticity of Co-Researcher Voice Using FPAR Principles","authors":"Anita Rachel Ewan","doi":"10.33596/COLL.46","DOIUrl":"https://doi.org/10.33596/COLL.46","url":null,"abstract":"This descriptive paper addresses the issue of co-researcher voice suppression, among others, through disclosing my process of presenting the data of a participatory community-based research project at an academic conference. The project in discussion investigated the perceptions of women, who live in Toronto public housing, about what makes a community. Feminist participatory action research (FPAR) and narrative methods are briefly reviewed in this paper as they are influential to the trajectory of presenting this data. The voices of the women who engaged in the project of focus were heard, without compromise, vis-a-vis the approaches and method we used to conduct our research and to communicate their stories to the conference audience. As a doctoral student researcher, I aimed to present this project at the conference in a way that aligned with social justice principles of FPAR, particularly the notion of “power-with,” as discussed by Ponic, Reid, and Frisby (2010). In disclosing this process, I hope to provide insight, in a clear and accessible fashion, to others who will conduct and present participatory research in similar settings.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48080324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. R. Newton, Jennifer R. Ottley, C. Coogle, S. Hartman
Collaboration goes beyond direct service provision. It is critical for effective personnel preparation and professional development as well as high-quality program implementation to close the gap between research and practice in early childhood contexts. Simultaneous renewal provides a framework for continuity from teacher preparation, inclusive teaching practices, and professional development to engage all stakeholders in teaming processes that promote child outcomes and improve teacher practice simultaneously.
{"title":"Simultaneous Renewal: An Inclusive Approach to Collaboration and Teaming","authors":"J. R. Newton, Jennifer R. Ottley, C. Coogle, S. Hartman","doi":"10.33596/COLL.43","DOIUrl":"https://doi.org/10.33596/COLL.43","url":null,"abstract":"Collaboration goes beyond direct service provision. It is critical for effective personnel preparation and professional development as well as high-quality program implementation to close the gap between research and practice in early childhood contexts. Simultaneous renewal provides a framework for continuity from teacher preparation, inclusive teaching practices, and professional development to engage all stakeholders in teaming processes that promote child outcomes and improve teacher practice simultaneously.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45307331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nine deliberative civic engagement forums were convened using a community-driven framework in order to co-emerge what was required to make systemic change. In the context of these forums, we identified the perception community members had when approaching collective work, the dispositions they initially called upon when making-sense of collective action, and barriers that prevent collective work. The article concludes by offering a direction to attend to both individual and collective outcomes when working to deepen capacity of community to advance collective action.
{"title":"Building Collective Leadership Capacity: Lessons Learned from a University-Community Partnership","authors":"Brandon W. Kliewer, Kerry L Priest","doi":"10.33596/COLL.42","DOIUrl":"https://doi.org/10.33596/COLL.42","url":null,"abstract":"Nine deliberative civic engagement forums were convened using a community-driven framework in order to co-emerge what was required to make systemic change. In the context of these forums, we identified the perception community members had when approaching collective work, the dispositions they initially called upon when making-sense of collective action, and barriers that prevent collective work. The article concludes by offering a direction to attend to both individual and collective outcomes when working to deepen capacity of community to advance collective action.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44822639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kevin A. Kovach, Christina R. Welter, S. Seweryn, Griselle Torres
Collaboration between local health departments (LHDs) and schools and programs of public health (SPPH) have potential to improve public health practice, education and research. However, little is known about the barriers and facilitators to LHD and SPPH collaboration. The purpose of this paper is to identify and explore factors that affect the level of collaboration between LHDs and SPPH. A mixed-methods study was used. LHD characteristics associated with the degree of collaboration with SPPH were identified thorough a survey, and these and other factors were explored through group interviews with LHD practitioners and faculty from SPPH. Proximity, community size, organizational capacity, and goal and process clarity were all found to influence the degree of collaboration. This study highlights needs and opportunities for expanding collaboration between LHDs and SPPH.
{"title":"Barriers and Facilitators to Collaboration Between Local Health\u0000 Departments and Schools and Programs of Public Health – A Mixed-Methods\u0000 Study","authors":"Kevin A. Kovach, Christina R. Welter, S. Seweryn, Griselle Torres","doi":"10.33596/COLL.38","DOIUrl":"https://doi.org/10.33596/COLL.38","url":null,"abstract":"Collaboration between local health departments (LHDs) and schools and programs of public health (SPPH) have potential to improve public health practice, education and research. However, little is known about the barriers and facilitators to LHD and SPPH collaboration. The purpose of this paper is to identify and explore factors that affect the level of collaboration between LHDs and SPPH. A mixed-methods study was used. LHD characteristics associated with the degree of collaboration with SPPH were identified thorough a survey, and these and other factors were explored through group interviews with LHD practitioners and faculty from SPPH. Proximity, community size, organizational capacity, and goal and process clarity were all found to influence the degree of collaboration. This study highlights needs and opportunities for expanding collaboration between LHDs and SPPH.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46510729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Bott‐Knutson, B. Larson, N. V. Heek, Timothy J. Nichols, S. Stluka
The United States Department of Agriculture (USDA) has defined several priority need areas or “Grand Challenges” that face our world-wide community. These challenges are complex and will require collaborative approaches to yield creative solutions. The Fishback Honors College at South Dakota State University is committed to preparing undergraduate honors students with the experiences and training to tackle these “Grand Challenges.” Six undergraduate student interns were recruited and trained to deliver non-formal educational programs that addressed the USDA priority need areas. The community outreach internships were conducted in partnership with Boys and Girls Clubs local to Eastern South Dakota as well as SDSU Extension. These outreach efforts engaged more than 1,000 youth ranging from preschool to high school aged students. The role of the interns was to create, execute, and assess a series of experiential learning activities for youth that translated “Grand Challenge” lessons learned through the college students’ coursework and research to this broader audience of youth, and to further the Honors College goal of deepening its engagement in the community.
{"title":"Community Partnerships Help Undergraduate Students to Meet the ‘Grand\u0000 Challenges’ of Today","authors":"R. Bott‐Knutson, B. Larson, N. V. Heek, Timothy J. Nichols, S. Stluka","doi":"10.33596/COLL.37","DOIUrl":"https://doi.org/10.33596/COLL.37","url":null,"abstract":"The United States Department of Agriculture (USDA) has defined several priority need areas or “Grand Challenges” that face our world-wide community. These challenges are complex and will require collaborative approaches to yield creative solutions. The Fishback Honors College at South Dakota State University is committed to preparing undergraduate honors students with the experiences and training to tackle these “Grand Challenges.” Six undergraduate student interns were recruited and trained to deliver non-formal educational programs that addressed the USDA priority need areas. The community outreach internships were conducted in partnership with Boys and Girls Clubs local to Eastern South Dakota as well as SDSU Extension. These outreach efforts engaged more than 1,000 youth ranging from preschool to high school aged students. The role of the interns was to create, execute, and assess a series of experiential learning activities for youth that translated “Grand Challenge” lessons learned through the college students’ coursework and research to this broader audience of youth, and to further the Honors College goal of deepening its engagement in the community.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47535134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Mosavel, Jodi M. Winship, Dwala Ferrell, J. LaRose
Community based participatory research (CBPR) is centered on the principle that research should be a collaborative process and that, ideally, community members be involved in all aspects of the research process from design to dissemination. Yet the standard form of dissemination in academia is publication in academic journals or presentations at academic conferences – dissemination pathways which are rarely accessible or useful to lay persons in the community. The purpose of this paper is to describe two unique strategies used to disseminate the results of a needs assessment conducted as part of a CBPR project in Petersburg, Virginia: (1) a “Youth Day” World Cafe event, and (2) the use of ethnodrama. In addition, the paper will examine how these processes of dissemination contributed to the bi-directional transfer and sharing of knowledge between the community and researchers. The “Youth Day” and ethnodrama described in this paper are two successful examples of innovative dissemination strategies employed to engage the community with research findings, validate the findings, and aptly demonstrate how empirical findings emanating from the community can inform intervention development.
{"title":"Data Dissemination in CBPR: Accountability and Responsiveness","authors":"M. Mosavel, Jodi M. Winship, Dwala Ferrell, J. LaRose","doi":"10.33596/COLL.33","DOIUrl":"https://doi.org/10.33596/COLL.33","url":null,"abstract":"Community based participatory research (CBPR) is centered on the principle that research should be a collaborative process and that, ideally, community members be involved in all aspects of the research process from design to dissemination. Yet the standard form of dissemination in academia is publication in academic journals or presentations at academic conferences – dissemination pathways which are rarely accessible or useful to lay persons in the community. The purpose of this paper is to describe two unique strategies used to disseminate the results of a needs assessment conducted as part of a CBPR project in Petersburg, Virginia: (1) a “Youth Day” World Cafe event, and (2) the use of ethnodrama. In addition, the paper will examine how these processes of dissemination contributed to the bi-directional transfer and sharing of knowledge between the community and researchers. The “Youth Day” and ethnodrama described in this paper are two successful examples of innovative dissemination strategies employed to engage the community with research findings, validate the findings, and aptly demonstrate how empirical findings emanating from the community can inform intervention development.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47693422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Soultana Macridis, E. Bengoechea, Judi Jacobs, A. McComber, A. Macaulay
Despite several studies examining the impact of school active transportation programming, there is limited understanding about undertaking the process of planning and evaluation from the perspective of community stakeholders. Most importantly, programming is rarely undertaken within an Indigenous context, which requires understanding of unique characteristics, culture, and needs. This study combined community-based participatory research with methods of ethnography within the Kahnawake Schools Diabetes Prevention Project in the Indigenous community of Kahnawake, Canada. This study fully engaged community members, built on pre-existing community and researcher strengths and increased the knowledge and understanding of active transportation to support schools in programming and implementation. In particular, this study, which may be relevant to other Indigenous and non-Indigenous communities, shed light on stakeholder perspectives of undertaking school active transportation program planning, which can inform the practice and provide support to others currently or planning to undertake similar projects.
{"title":"School Travel Planning with the Kahnawake Schools Diabetes Prevention\u0000 Project: Partnership Perspectives","authors":"Soultana Macridis, E. Bengoechea, Judi Jacobs, A. McComber, A. Macaulay","doi":"10.33596/COLL.34","DOIUrl":"https://doi.org/10.33596/COLL.34","url":null,"abstract":"Despite several studies examining the impact of school active transportation programming, there is limited understanding about undertaking the process of planning and evaluation from the perspective of community stakeholders. Most importantly, programming is rarely undertaken within an Indigenous context, which requires understanding of unique characteristics, culture, and needs. This study combined community-based participatory research with methods of ethnography within the Kahnawake Schools Diabetes Prevention Project in the Indigenous community of Kahnawake, Canada. This study fully engaged community members, built on pre-existing community and researcher strengths and increased the knowledge and understanding of active transportation to support schools in programming and implementation. In particular, this study, which may be relevant to other Indigenous and non-Indigenous communities, shed light on stakeholder perspectives of undertaking school active transportation program planning, which can inform the practice and provide support to others currently or planning to undertake similar projects.","PeriodicalId":87236,"journal":{"name":"Collaborations (Coral Gables, Fla.)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43124242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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