scholarly journals Sharing of Grant Funds between Academic Institutions and ­Community Partners in Community‐Based Participatory Research

2014 ◽  
Vol 7 (2) ◽  
pp. 141-144 ◽  
Author(s):  
Katrice D. Cain ◽  
Jacqueline R. Theurer ◽  
Ashwini R. Sehgal
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Academic Institutions ◽  
Community Based ◽  
Community Partners

Enhancing racial equity in LIS research by increasing representation of BIPOC

2021 ◽  
Vol 37 (2) ◽  
pp. 247-256
Author(s):  
Charles R. Senteio ◽  
Kaitlin E. Montague ◽  
Bettina Campbell ◽  
Terrance R. Campbell ◽  
Samantha Seigerman
Keyword(s):  
Social Justice ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Health Inequity ◽  
Lessons Learned ◽  
Social Injustice ◽  
Racial Equity ◽  
Community Based ◽  
Community Partners ◽  
Racial Injustice

The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.

scholarly journals Voices of Community Partners: Perspectives Gained from Conversations of Community-Based Participatory Research Experiences

2020 ◽  
Vol 17 (14) ◽  
pp. 5245 ◽  
Author(s):  
Heather J. Williamson ◽  
Carmenlita Chief ◽  
Dulce Jiménez ◽  
Andria Begay ◽  
Trudie F. Milner ◽  
...  
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Lessons Learned ◽  
Cultural Humility ◽  
Consensus Method ◽  
Community Partner ◽  
Open Communication ◽  
Community Based ◽  
Community Partners ◽  
Underserved Communities

Community-based participatory research (CBPR) has been documented as an effective approach to research with underserved communities, particularly with racial and ethnic minority groups. However, much of the literature promoting the use of CBPR with underserved communities is written from the perspective of the researchers and not from the perspective of the community partner. The purpose of this article is to capture lessons learned from the community partners’ insight gained through their experiences with CBPR. A multi-investigator consensus method was used to qualitatively code the transcripts of a CBPR story-telling video series. Seven major themes were identified: (1) expectations for engaging in research, (2) cultural humility, (3) respecting the partnership, (4) open communication, (5) genuine commitment, (6) valuing strengths and recognizing capacities, and (7) collaborating to yield meaningful results. The themes drawn from the community partner’s voice align with the tenets of CBPR advanced in the academic literature. More opportunities to include the community voice when promoting CBPR should be undertaken to help introduce the concepts to potential community partners who may be research cautious.

scholarly journals From Digital Mental Health to Digital Social and Emotional Wellbeing: How Indigenous Community-Based Participatory Research Influenced the Australian Government’s Digital Mental Health Agenda

2021 ◽  
Vol 18 (18) ◽  
pp. 9757
Author(s):  
James Bennett-Levy ◽  
Judy Singer ◽  
Darlene Rotumah ◽  
Sarah Bernays ◽  
David Edwards
Keyword(s):  
Mental Health ◽  
Participatory Research ◽  
Indigenous Health ◽  
Community Based Participatory Research ◽  
Indigenous Community ◽  
Emotional Wellbeing ◽  
Community Based ◽  
Community Partners ◽  
Social And Emotional ◽  
Social And Emotional Wellbeing

This paper describes the first six years of a government-initiated project to train Indigenous health professionals in digital mental health (d-MH). It illustrates how community-based participatory research (CBPR) methods were used to enable this “top-down” project to be transformed into a ‘ground-up’ community-guided process; and how, in turn, the guidance from the local Indigenous community partners went on to influence the national government’s d-MH agenda. The CBPR partnership between five community partners and a university rural health department is described, with illustrations of how CBPR harnessed the community’s voice in making the project relevant to their wellbeing needs. The local Indigenous community’s involvement led to a number of unexpected outcomes, which impacted locally and nationally. At an early stage, the conceptual framework of the project was changed from d-MH to the culturally-relevant Indigenous framework of digital social and emotional wellbeing (d-SEWB). This led to a significant expansion of the range and type of digital resources; and to other notable outcomes such as successful advocacy for an Aboriginal-specific online therapy program and for a dedicated “one-stop-shop” d-SEWB website, Wellmob, which was funded by the Australian government in 2019–2021. Some of the implications of this project for future Indigenous CBPR projects are discussed.

scholarly journals Development of a Culturally Specific Leadership Curriculum through Community-Based Participatory Research and Popular Education

2020 ◽  
Vol 5 (2) ◽  
pp. 73-88
Author(s):  
Connie K. Y. Nguyen-Truong ◽  
Jacqueline Leung ◽  
Kapiolani Micky
Keyword(s):  
Participatory Research ◽  
Culturally Responsive ◽  
Community Organization ◽  
Community Based Participatory Research ◽  
Popular Education ◽  
Community Based ◽  
Community Partners ◽  
Parent Leaders ◽  
Primary Nurse ◽  
Leadership Curriculum

Background: The purpose of this innovative capacity building pilot project was to develop, implement, and evaluate a nine-workshop curriculum, Rekki Lemnak [Thinking of] Parent Leadership, to prepare community and academic partners for community organizing within the Micronesian Islander community. The purpose of the partnership was to build team leadership and research capacity to lay a foundation for implementing a change in healthcare and school systems. Working collaboratively helped ensure access to shared leadership through the learning by doing approach, enabling a culturally responsive method to build a sustainable partnership. Approach: Community-based participatory research and Popular Education tenets and reflection were used as a guide in the development of the Rekki Lemnak [Thinking of] Parent Leadership curriculum. Nine workshops (two hours for eight workshops and three hours for one workshop) were held over a period of a year. Community and academic partners developed the learning objectives, capacity building topics, experiential activities, and an evaluation on the strengths and areas for improvement. The partnership consisted of seven Micronesian Islander parent leaders who are residents from the community at large, the Micronesian Islander Community organization including the Executive Director who is a community primary researcher and certified community health worker, and a Micronesian Islander-certified community health worker staff member, and the academic primary nurse researcher and another academic nurse researcher from Washington State University. A range from five to 10 partners with an average of eight attended the workshops, of which an average of five Micronesian Islander parent leaders attended the workshops. Community partners from the Micronesian Islander Community organization and the academic primary nurse researcher co-led four workshops. Community partners from the Micronesian Islander Community organization and MI parent leaders led two workshops respectively; academic nurse researcher partners led one workshop. Outcomes: We identified three main themes: initially shy and humble MI parent leaders who through their participation transformed to empowered voices, togetherness—coming from different Islands and academia, and the need for more outreach to Micronesian Islanders. Conclusions: Key elements of the Rekki Lemnak [Thinking of] Parent Leadership curriculum may be translatable to other community and academic partnerships. Culturally responsive research is more than a process in conducting a study. This requires an ongoing investment to establish and sustain authentic partnerships to conduct research with MI communities.

scholarly journals Recruiting Low-Income African American Men in Mental Health Research: A Community-Based Participatory Research Feasibility Study

2021 ◽  
Vol 15 (3) ◽  
pp. 155798832110184
Author(s):  
Tatiana Tchouankam ◽  
Paul Estabrooks ◽  
Anthony Cloyd ◽  
Maxine Notice ◽  
Maria Teel-Williams ◽  
...  
Keyword(s):  
Mental Health ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Health Intervention ◽  
Mental Health Intervention ◽  
Community Partner ◽  
Community Based ◽  
Community Partners ◽  
Study Objective ◽  
Direct Referral

African Americans (AAs) are 20% more likely to develop serious psychological distress compared to Whites but are less likely to use mental health services. The study objective was to evaluate the effectiveness of recruitment strategies to engage AA fathers in a mental health intervention. Using the community-based participatory research (CBPR) approach, a community-academic partnership (CAP) developed and implemented direct and indirect referral strategies to engage AA fathers in a mental health intervention. Direct referral strategies focused on community partner identification of potentially eligible participants, providing information about the study (i.e., study flyer), and referring potential participants to the study. Indirect referrals included posting flyers in local businesses frequented by AA men, radio advertisements, and social media posts from community organizations. From January to October 2019, 50 direct and 1388 indirect referrals were documented, yielding 24 participants screened and 15 enrolled. Of all participants screened, 58% were referred through indirect referral, 38% were referred directly by community partners, and 4% of the participants were referred through both direct and indirect referrals. Twenty percent of those exposed to the direct referral methods and 1% of those exposed to the indirect referral methods were enrolled. The indirect referrals accounted for 60% of enrollment, whereas the direct referrals accounted for 33.3% of enrollment. Collaborating with the community partners to engage hard-to-reach populations in mental health studies allowed for broad dissemination of recruitment methods, but still resulted in low participant accrual. Additional focus on increasing direct referral methods appears to be a fruitful area of CBPR.

scholarly journals Overcoming the Venn diagram: Learning to be a co-passionate navigator in community-based participatory research

2017 ◽  
Vol 1 (1) ◽  
pp. 147-157
Author(s):  
Alyssa M Wechsler
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Community Research ◽  
Venn Diagram ◽  
Campus Community ◽  
Personal Account ◽  
Community Based ◽  
Research Partnerships ◽  
Community Partners ◽  
Project Coordination

This article is a personal account of working as an administrator and research scientist on a community-based participatory research (CBPR) project called Food Dignity. It describes how the community partners on the project taught the author about privilege and oppression in campus–community research partnerships. It describes her initial failures to acknowledge privilege and actively work to overcome oppression via acts of 'passive oppression' and suggests that acts of passive oppression produce and reproduce structural oppression. The article goes on to give specific examples of structural oppression in CBPR relationships and proposes ways that people in project coordination and administration roles can help circumvent or overcome them. It concludes by acknowledging the author's place of privilege as an academic in Food Dignity, and by re-envisioning her role within the project as a 'co-passionate navigator'. It examines the importance of co-passionate navigators in CBPR and describes their role in changing the campus–community research landscape, making CBPR partnerships more just and equitable for all partners.

scholarly journals Growing a Community-Academic Partnership: Lessons Learned in Forming a Qualitative Interview Team for the Community Partners in Care Study

2018 ◽  
Vol 28 (Supp) ◽  
pp. 365-370
Author(s):  
Gera L. Anderson ◽  
S. Megan Heller ◽  
Esmeralda Pulido ◽  
Phuscedia Williams ◽  
Alisa Orduna ◽  
...  
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Lessons Learned ◽  
Community Members ◽  
Community Based ◽  
Community Partners ◽  
Building Trust ◽  
Study Participants ◽  
Interview Team ◽  
Care Study

By engaging, partnering, and building trust with community members, research on vul­nerable populations may offer opportunities to improve population health in communi­ties that suffer from health disparities. While the literature on participatory and partnered approaches offers techniques and strategies for forming community-academic partner­ships, less information is available about how partnerships can grow and evolve over time. In this article, we describe the expansion of a long-standing partnership that uses prin­ciples of community partnered participatory research (CPPR), a variant of community-based participatory research (CBPR). We outline the preparation and executive phases of conducting qualitative interviewing with highly vulnerable study participants who have already been participants in a longitu­dinal survey. We describe the challenges and concerns at each phase of the research and summarize some lessons learned. To grow and evolve, the partnership must constantly be reaffirmed in the experiences of new members.Ethn Dis. 2018;28(Suppl 2):365- 370; doi:10.18865/ed.28.S2.365.

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