Triple S - A Community Based Approach to Suicide Minimisation for all Cultural Contexts

2011 ◽  
Author(s):  
Adrian Hellwig
Keyword(s):  
Community Based ◽  
Cultural Contexts

Baraza as method: Adapting a traditional conversational space for data collection and pathways for change

2021 ◽  
pp. 147332502110293
Author(s):  
Laura A. Chubb ◽  
Christa B. Fouché ◽  
Karen Sadeh Kengah
Keyword(s):  
Data Collection ◽  
Research Study ◽  
Community Based Participatory Research ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Local Communities ◽  
Working Relationships ◽  
Community Based ◽  
Cultural Contexts ◽  
Context Specific

The call to decolonise research processes and knowledge produced through them has spawned a powerful shift in working relationships between community researchers and members of local communities. Adaptation of a traditional conversational space in a community-based participatory research study offers a context-specific example of a decolonising method for data collection and as pathways for change. This article reports on learnings encountered while adapting the space and highlights the relevance for other cultural contexts. We present principles to adapt traditional conversational spaces both for collecting data and as a means of working in partnership with indigenous communities to enable different ways of knowing and action.

scholarly journals Stigma and Exclusion in Cross-Cultural Contexts

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Annie Elizabeth Pohlman ◽  
Sol Rojas-Lizana ◽  
Maryam Hassan Jamarani
Keyword(s):  
Social Contexts ◽  
Verbal Abuse ◽  
Cross Cultural ◽  
Social Worlds ◽  
Community Based ◽  
Exclusionary Practices ◽  
Cultural Contexts ◽  
Wide Range ◽  
Abuse And Neglect ◽  
The University

Discriminatory and marginalising discourses affect the cultural and social realities of people in all human societies. Across time and place, these discourses manifest in numerous tangible and intangible ways, creating stigma and forms of exclusion by means particular to their cultural, historical, political and social contexts. These discourses also manifest in varying degrees of harm; from verbal abuse and behavioural forms of exclusion, to physical abuse and neglect, and exclusionary practices at institutional, legal and regulatory levels. Such forms of stigma cause direct physical and mental harm and other forms of persecution. The papers in this special issue arise from a one-day symposium held at the University of Queensland in February 2013. The symposium, ‘Stigma and Exclusion in Cross-Cultural Contexts’, brought together researchers and community-based practitioners from across Australia and overseas to explore marginalization, discriminatory discourses and stigma in a wide range of historical and cross-cultural settings. By critically engaging with experiences of social, political and cultural exclusion and marginalisation in different contexts, we aimed to elucidate how discourses of stigma are created, contested and negotiated in cross-cultural settings. We also aimed to explore stigmatisation in its lived realities: as discourses of exclusion; as the fleshy reality of discrimination in social worlds; as part of the life narratives of individuals and groups; and as discourses of agency and counter-discourses in responding to stigma.

scholarly journals Mental health and integration in Asia Pacific

2018 ◽  
Vol 15 (4) ◽  
pp. 76-79 ◽  
Author(s):  
Chee H. Ng
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Asia Pacific ◽  
Community Based ◽  
Cultural Contexts

This brief report examines the extent to which community-based treatment and integration support are provided for people living with mental illness across 15 selected Asia-Pacific economies. Some of the key findings are discussed in light of the diversity of economies and cultural contexts.

Sociopolitical and Cultural Contexts of Community-Based Models in Aging: The Village Initiative

2015 ◽  
Vol 25 (1) ◽  
pp. 15-19 ◽  
Author(s):  
J. K. Davitt ◽  
A. J. Lehning ◽  
A. Scharlach ◽  
E. A. Greenfield
Keyword(s):  
Community Based ◽  
Cultural Contexts ◽  
The Village

“Show Some Love”: Youth and Teaching Artists Enacting Literary Presence and Musical Presence in an After-School Literacy-and-Songwriting Class

2019 ◽  
Vol 121 (5) ◽  
pp. 1-44 ◽  
Author(s):  
Juliet Hess ◽  
Vaughn W. M. Watson ◽  
Matthew R. Deroo
Keyword(s):  
Lived Experiences ◽  
Literacy Practices ◽  
After School ◽  
Youth Of Color ◽  
Academic Literacies ◽  
Community Based ◽  
Teaching Artists ◽  
Formal Curriculum ◽  
Cultural Contexts ◽  
Musical Activities

Background/Context Youth's multiliteracies and musical practices are increasingly considered as taking place beyond school and including community-based educational contexts. Literacy scholars increasingly seek to understand the social and cultural contexts of literacy practices, underscoring youths’ identities as present and future civic participants. Moreover, Small's concept of musicking reframes academic understandings of music to acknowledge the multiplicity of ways youth are inherently musical. Yet less is known about social and cultural contexts of multiliteracies practices and musicking activities of youth of color in community-based education settings. Moreover, less is understood about how youth demonstrate academic literacies and musicking activities, already present and informed by their lived experiences, and the formal curriculum of community-based educational contexts. This article examines the multiliteracies practices and musicking activities of youth of color during open mic at The Verses Project, a community-based literacy-and-songwriting class, to explore how youth demonstrate what Tatum and Muhammad referred to as “literary presence” and what we extend as youth's literary presence and musical presence. Purpose/Objective/Research Question/Focus of Study This study1 details ways in which youth of color extended their literary and musical presence as active civic participants through engagement in open mic, in the context of a 15-week community-based literacy-and-songwriting class. In examining experiences of youth participants and teaching artists across open mic, we ask: What academic literacy practices and multifaceted musical activities already-present in youth's lived experiences do youth demonstrate during open-mic? And how do youth demonstrate literary presence and musical presence across literacy practices and musical activities? Setting Data for this study were collected at the Community Music School—Detroit (CMS-D) during an after-school literacy-and-songwriting class for youth age 9 to 15. Research Design Data for this 15-week qualitative study, informed by critical ethnography, were collected using videotaped observations, field notes, focus-group interviews, curriculum-planning meetings, multimodal artifacts, and researcher memos. Conclusions/Recommendations This article shows how youth demonstrated uses of open mic, reflecting sharing as an act of bravery; teaching artists across open mic scaffolded youth's development of literary and musical presence; and youth, in words and music, across open mic, enacted already-present academic literacies and musicking activities. We discuss possibilities for using open mic in formal, school-based, English and music classrooms and extend the possibilities of theory, research, and teaching in literacy studies and music education that attend to the lived experiences of youths’ literate and musical lives.

Bioterrorism-Related Beliefs, Attitudes and Behaviors of Community-Based Clinicians

2002 ◽  
Vol 17 (S2) ◽  
pp. S48
Author(s):  
Robyn R. M. Gershon ◽  
Kristine A. Qureshi ◽  
Stephen S. Morse ◽  
Marissa A. Berrera ◽  
Catherine B. Dela Cruz
Keyword(s):  
Community Based ◽  
Attitudes And Behaviors ◽  
And Behaviors

Community-based dental programs: University of Medicine and Dentistry of New Jersey-New Jersey Dental School

1999 ◽  
Vol 63 (12) ◽  
pp. 969-975 ◽  
Author(s):  
WR Cinotti ◽  
RA Saporito ◽  
CA Feldman ◽  
G Mardirossian ◽  
J DeCastro
Keyword(s):  
New Jersey ◽  
Dental School ◽  
Community Based
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