scholarly journals Building Community Capacity: Sustaining the Effects of Multiple, Two-Year Community-based Participatory Research Projects

2014 ◽  
Vol 8 (3) ◽  
pp. 365-374 ◽  
Author(s):  
Marjorie S. Rosenthal ◽  
Jed Barash ◽  
Oni Blackstock ◽  
Shirley Ellis-West ◽  
Clara Filice ◽  
...  
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Community Capacity ◽  
Research Projects ◽  
Community Based ◽  
Building Community

Engaging communities in participatory research and action

2020 ◽  
pp. 218-231
Author(s):  
Meredith Minkler ◽  
Charlotte Chang
Keyword(s):  
Community Health ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Community Action ◽  
Community Capacity ◽  
Community Based ◽  
Building Community

After reading this chapter you will be able to: define participatory research and its core principles; describe how engaging communities in participatory research and action can add value to research, while building community capacity and helping achieve action to promote community health; identify some of the challenges that arise in such work and how they may be addressed; describe a case study that started with an important issue in the community and demonstrates core principles of community-based participatory research (CBPR), challenges faced in such work, and subsequent community action for change.

scholarly journals STUDENTS’ LEARNING IN COMMUNITY-BASED PARTICIPATORY RESEARCH: THE POTTED PLANT PROJECT IN PROJECT SOAR

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S405-S405
Author(s):  
Deanna Dragan ◽  
Jermaine Mitchell ◽  
Rebecca S Allen ◽  
Pamela Payne-Foster ◽  
JoAnn Oliver ◽  
...  
Keyword(s):  
Graduate Students ◽  
Participatory Research ◽  
Service Provision ◽  
Graduate Training ◽  
Community Based Participatory Research ◽  
Health Data ◽  
Training Needs ◽  
Research Projects ◽  
Community Based ◽  
Potted Plant

Abstract Sharing Opinions and Advice about Research (Project SOAR), funded by PCORI, trained individuals living in under-resourced and underserved communities how to evaluate and provide advice to scientists about recruitment procedures, survey items, and intervention components for implementation in their communities. Moreover, graduate students learned community-based participatory research (CBPR) procedures and interacted with communities in implementing their own research projects. Students worked with the urban Holt community in western Alabama on issues of food insecurity due to pollution and concerns about growing vegetables and herbs in the soil. Students participated in the Potted Plant Project and plant give away, collecting questionnaire and health data. Students reported finding the fluid nature of research during this community event both stressful and rewarding. Students also identified how familiarity with CBPR procedures enhanced their clinical service provision in the community. Discussion will focus on future graduate training needs in implementation of CBPR.

scholarly journals Participation levels in 25 Community-based participatory research projects

2016 ◽  
Vol 31 (5) ◽  
pp. 577-586 ◽  
Author(s):  
C. R. Spears Johnson ◽  
A. E. Kraemer Diaz ◽  
T. A. Arcury
Keyword(s):  
Participatory Research ◽  
Community Based Participatory Research ◽  
Research Projects ◽  
Community Based

Graduate Education Grounded in Community-Based Participatory Research

2007 ◽  
Vol 29 (3) ◽  
pp. 18-21 ◽  
Author(s):  
Megan Sheehan ◽  
Brian Burke ◽  
Jeremy Slack
Keyword(s):  
Graduate Students ◽  
Participatory Research ◽  
Participant Observation ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Research Projects ◽  
Community Based ◽  
Field Notes ◽  
Ambos Nogales ◽  
The Cost

Research projects at the University of Arizona's Bureau of Applied Research in Anthropology (BARA) have provided graduate students an opportunity to engage in anthropological inquiry and application, often in teams, and with guidance from experienced researchers. In this paper, we focus on our experiences as graduate students working on two community-based environmental anthropology research projects in the sister cities of Nogales, Sonora, and Nogales, Arizona (known collectively as Ambos Nogales). In choosing to participate in these projects, we hoped to develop our skills with specific anthropological research methods (interviews, participant-observation, surveys, focus groups, and the writing of field notes), gain experience with a community-based participatory research (CBPR) model (including strategies for prioritizing community decision-making and incorporating local knowledge and interests throughout the research process), improve our Spanish skills, and learn to integrate research and action in a mutually-enriching way. Of course, having a job that reduced the cost of school was beneficial, but our main goal was to become anthropologists capable of contributing to academic, policy, and community-based action.

Enhancing behavioral intervention science: using community-based participatory research principles with the multiphase optimization strategy

2021 ◽  
Author(s):  
Liliane Cambraia Windsor ◽  
Ellen Benoit ◽  
Rogério M Pinto ◽  
Marya Gwadz ◽  
Warren Thompson
Keyword(s):  
Participatory Research ◽  
Behavioral Interventions ◽  
Intervention Development ◽  
Community Based Participatory Research ◽  
Community Capacity ◽  
Optimization Strategy ◽  
Community Based ◽  
Formerly Incarcerated ◽  
Intervention Science ◽  
Multiphase Optimization Strategy

Abstract Innovative methodological frameworks are needed in intervention science to increase efficiency, potency, and community adoption of behavioral health interventions, as it currently takes 17 years and millions of dollars to test and disseminate interventions. The multiphase optimization strategy (MOST) for developing behavioral interventions was designed to optimize efficiency, efficacy, and sustainability, while community-based participatory research (CBPR) engages community members in all research steps. Classical approaches for developing behavioral interventions include testing against control interventions in randomized controlled trials. MOST adds an optimization phase to assess performance of individual intervention components and their interactions on outcomes. This information is used to engineer interventions that meet specific optimization criteria focused on effectiveness, cost, or time. Combining CBPR and MOST facilitates development of behavioral interventions that effectively address complex health challenges, are acceptable to communities, and sustainable by maximizing resources, building community capacity and acceptance. Herein, we present a case study to illustrate the value of combining MOST and CBPR to optimize a multilevel intervention for reducing substance misuse among formerly incarcerated men, for under $250 per person. This integration merged experiential and cutting-edge scientific knowledge and methods, built community capacity, and promoted the development of efficient interventions. Integrating CBPR and MOST principles yielded a framework of intervention development/testing that is more efficient, faster, cheaper, and rigorous than traditional stage models. Combining MOST and CBPR addressed significant intervention science gaps and speeds up testing and implementation of interventions.

What Does It Mean for Something to Be “Scientific”? Community Understandings of Science, Educational Attainment, and Community Representation Among a Sample of 25 CBPR Projects

2016 ◽  
Vol 44 (2) ◽  
pp. 271-277 ◽  
Author(s):  
Chaya R. Spears Johnson ◽  
Anne E. Kraemer Diaz ◽  
Thomas A. Arcury
Keyword(s):  
Qualitative Study ◽  
Participatory Research ◽  
Scientific Community ◽  
Science Literacy ◽  
Community Based Participatory Research ◽  
Research Projects ◽  
Community Based ◽  
Participatory Approaches ◽  
Educational Levels ◽  
Community Representation

Community-based participatory research (CBPR) seeks to conduct relevant, sustainable research that is tailored to the needs of the communities with which it is engaged through equitable collaboration between community representatives and professional researchers. Like other participatory approaches to research and planning, CBPR has been criticized for the potential to engage a biased sample of community representatives and, thereby, undermine the fundamental purpose of the approach. Moreover, the varying educational levels and areas of expertise, especially regarding science literacy, among those participating in CBPR has raised concern about the ability for true collaboration to exist within CBPR projects. This article presents findings from a qualitative study of 25 CBPR research projects and explores matters of science literacy, community representation, and the nature of CBPR. Ultimately, it is suggested that those who engage in CBPR should carefully consider the potential for biased community representation and seek to purposely and mindfully avoid any partiality.

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