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Yolanda Suarez-Balcazar Vincent T. Francisco Noé Rubén Chávez 《American journal of community psychology》2020,66(3-4):217-221
This special issue highlights work that contributes to our understanding of health disparities and community-based participatory research (CBPR) approaches to promoting health equity across diverse populations and issues that matter to communities. We take on a global perspective, and thus, various efforts across international contexts are illustrated. Articles elucidate a variety of CBPR approaches designed to empower and build capacity among individuals and communities in order to seek changes at the level of community practices, programs, and systems. These articles span across diverse populations—children, youth, and families; adults and older adults; immigrants; refugees; Black people; Latinx people; Native Americans/Indigenous people, the Roma community; Muslim women, and women with disabilities—experiencing inequities of interest to community psychologists and other researchers and practitioners. 相似文献
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Neha A. John‐Henderson Betty Henderson‐Matthews Scott R. Ollinger Jerry Racine Megan R. Gordon Aidan A. Higgins Wil C. Horn Sequoia A. Reevis Jolynn A. Running Wolf Davida Grant Agnieszka Rynda‐Apple 《American journal of community psychology》2019,64(1-2):118-125
American Indian (AI) communities have high levels of stress and trauma and are disproportionately affected by numerous preventable diseases. Here, we describe an academic–community partnership based on a collaboration between Blackfeet Community College students and faculty in Psychology and Immunology at Montana State University (MSU). The collaboration, which has spanned over 5 years, was sparked by community interest in the relationship between stress and disease on the Blackfeet reservation. Specifically, community members wanted to understand how the experience of psychological stress and trauma may affect disease risk in their community and identify factors that promote resilience. In doing so, they hoped to identify pathways through which health could be improved for individual community members. Here, we discuss all stages of the collaborative process, including development of measures and methods and themes of research projects, challenges for community members and non‐indigenous collaborators, future directions for research, and the lessons learned. Finally, we note the ways in which this partnership and experience has advanced the science of community engagement in tribal communities, with the hope that our experiences will positively affect future collaborations between indigenous community members and non‐indigenous scientists. 相似文献
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Harriet Radermacher Christopher Sonn Christopher Keys Paul Duckett 《Journal of community & applied social psychology》2010,20(5):333-346
Participation is often espoused as a strategy to promote inclusion, social justice and equality. Exactly how to facilitate participation in practice is often not explicated, nor are the challenges or issues highlighted. By drawing on interview data, the first aim of this paper is to identify the key barriers to participation in an organizational planning activity as experienced by 12 disabled and non‐disabled staff and board members in a small community‐based disability advocacy organization. The second aim is to draw upon Jim Ife's principles of participation to further analyse the factors that hinder and enable participation in organizations. Reported barriers to participation were categorized at individual, interpersonal and organizational levels of analysis, and included a lack of skills and competence, interpersonal conflicts, poor resourcing and ad hoc processes. The importance of understanding the dynamic interplay of individual and structural factors, valuing different forms of participation and having participatory structures and processes embedded in organizational settings are all highlighted. This study illustrates that, even in an organization that is specifically attuned to meeting the needs of disabled people, there is still considerable exclusion and institutional discrimination. Strategies to promote participation within an organizational context may include providing sufficient time for reflection and support, and opportunities for board members to learn how to take part in constructive planning activities and to develop their strengths. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
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Mariah Kornbluh Jennifer Watling Neal Emily J. Ozer 《American journal of community psychology》2016,57(3-4):266-279
The exploration of social networking sites (SNS) in promoting social change efforts offers great potential within the field of community psychology. Online communities on SNS provide opportunities for bridging across groups, thus fostering the exchange of novel ideas and practices. Currently, there have only been limited efforts to examine SNS within the context of youth‐led efforts. To explore the potential of SNS to facilitate the diffusion of social justice efforts between distinct youth groups, we linked three school‐based youth‐led participatory action research projects involving 54 high school students through a SNS. This study offers an innovative methodological approach and framework, utilizing social network analysis and strategic sampling of key student informants to investigate what individual behaviors and online network features predict student adoption of social change efforts. Findings highlight prospective facilitators and barriers to diffusion processes within a youth‐led online network, as well as key constructs that may inform future research. We conclude by providing suggestions for scholars and practitioners interested in examining how SNS can be used to enhance the diffusion of social justice strategies, youth‐led engagement efforts, and large‐scale civic organizing. 相似文献
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Chris M. Coombe P. Paul Chandanabhumma Prachi Bhardwaj Barbara L. Brush Ella Greene-Moton Megan Jensen Laurie Lachance S.Y. Daniel Lee Melanie Meisenheimer Meredith Minkler Michael Muhammad Angela G. Reyes Zachary Rowe Eliza Wilson-Powers Barbara A. Israel 《American journal of community psychology》2020,66(3-4):427-438
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Amy J. Anderson 《American journal of community psychology》2020,65(1-2):242-257
This qualitative systematic review examined the context-specific factors that influence the implementation of youth participatory action research (YPAR) projects in high schools within the United States. Thematic synthesis was conducted to identify and analyze the YPAR implementation factors that were present in 38 peer-reviewed studies. Results indicate the following two analytic themes concerning YPAR implementation in high schools: (a) pedagogical strategies and (b) stakeholder dynamics and needs. The themes provide support for existing ecological frameworks of implementation factors and demonstrate that adult researchers’ project-specific decisions are nested within educational power structures. This paper will discuss the implications of these YPAR implementation themes in executing YPAR projects in high schools. 相似文献
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Kathleen S. Wilson Kevin S. Spink Carly S. Priebe 《Psychology of sport and exercise》2011,12(6):579-582
Objectives
This study examined different scheduling demands as a moderator of the self-regulatory efficacy (SRE)/physical activity relationship.Design
A prospective design was used.Method
Adolescents (N = 275) reported SRE and activity during times that reflected high and low scheduling demands.Results
When scheduling demands were high, SRE predicted individual activity behavior (p < .001). During a period that reflected lower scheduling demands, however, SRE did not predict physical activity behavior (p = .25).Conclusions
These findings support the idea that the level of challenge (demands) may be an important factor to consider when examining the SRE/activity behavior relationship. 相似文献9.
Farrah Jacquez Lisa M. Vaughn Erin Wagner 《American journal of community psychology》2013,51(1-2):176-189
Community-based participatory research (CBPR) is an orientation to research that places value on equitable collaborations between community members and academic partners, reflecting shared decision making throughout the research process. Although CBPR has become increasingly popular for research with adults, youth are less likely to be included as partners. In our review of the literature, we identified 399 articles described by author or MeSH keyword as CBPR related to youth. We analyzed each study to determine youth engagement. Not including misclassified articles, 27 % of percent of studies were community-placed but lacked a community partnership and/or participatory component. Only 56 (15 %) partnered with youth in some phase of the research process. Although youth were most commonly involved in identifying research questions/priorities and in designing/conducting research, most youth-partnered projects included children or adolescents in several phases of the research process. We outline content, methodology, phases of youth partnership, and age of participating youth in each CBPR with youth project, provide exemplars of CBPR with youth, and discuss the state of the youth-partnered research literature. 相似文献
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Rebecca Cornelli Sanderson Maryse H. Richards 《American journal of community psychology》2010,45(3-4):430-440
Using a collaborative research approach, this project describes a partnership between community residents and university researchers to develop a comprehensive survey of the after-school needs of a low-income urban community in a large Midwestern city. Surveying parents and children was considered particularly important because the current literature on after-school does not include much input from them, the key stakeholders in programming. By surveying pre- and young adolescent youth (N = 416) and parents (N = 225) in the community, information was gathered to document the need for after-school programming, tap program preferences, and uncover barriers to participation and enrollment. Survey findings revealed significant differences between youth and parent perspectives. Disagreements between youth and parent survey responses suggest that after-school programs in the community should offer a balance of academic, recreational, and social activities, as well as a tutoring or homework component. Further, in order to increase participation and attendance rates, community after-school programs need to address the following barriers to participation: safety, transportation, family responsibilities (e.g., care for siblings, household chores), and access to information about available programs. These findings guided the planning of future after-school programs. The survey results and comparisons between youth and parent data will be presented. 相似文献
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ObjectiveParticipation in organized youth sports has been shown to positively correlate with increased levels of exercise in adulthood. However, there is limited research to suggest why youth sports participation is related to increased physical activity as an adult. One possible explanation is that positive youth sport experiences lead youth to be more positively inclined to engage in physical activity as adults. Research into the positive youth development aspect of organized sports provides the framework for the current investigation.MethodsAdult participants (N = 234, Mage = 35.35) were asked to retrospectively assess their youth sports experiences using the “Four C's” (i.e., competence, confidence, connectedness, character) framework of positive youth development in sport. These assessments were then compared to current physical activity levels and related variables found in the Health Action Process Approach model (HAPA; Schwarzer, 2008).ResultsBivariate correlations revealed statistically significant and moderate correlations among competence, confidence, and connectedness and all of the HAPA variables including physical activity levels. Further, a MANCOVA analysis revealed that when participants were sub-divided into “non-intenders,” “intenders,” and “actors” using a validated staging algorithm, a general linear trend emerged for competence, confidence, and connectedness such that “non-intenders” rated these constructs the lowest and “actors” rated them the highest.ConclusionThese findings provide preliminary evidence that the relationship between participation in organized youth sports and adulthood levels of exercise could be contingent on how positively that experience is perceived. 相似文献
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Michelle Fine 《Qualitative research in psychology》2016,13(4):347-365
This article takes up the challenge of critical methods in “revolting times,” as we conduct qualitative research on (in)justice festering within repulsive inequality gaps, and yet surrounded by the thrill of radical social movements dotting the globe. I introduce a call for “critical bifocality,” a term coined by Lois Weis and myself, to argue for research designs that interrogate how history, structures, and lives shape, reveal, and refract the conditions we study. Borrowing from critical researchers long gone, W. E. B. Du Bois in his text The Philadelphia Negro and Marie Jahoda in her stunning case study Marienthal, I offer up a set of epistemological muddles and methodological experiments, hoping to incite a conversation about our responsibilities as critical psychologists in deeply contentious times, refusing downstream analyses and resurrecting instead what Edward Said called “lost causes.” 相似文献
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We discuss some of the lessons the investigators learned during the development, implementation, and dissemination phases
of the National Arts and Youth Demonstration Project (NAYDP). The lessons learned are relevant to various groups involved
in large-scale, multi-site, community-based intervention studies: parents, youth, researchers, project staff, policy makers,
and funders. Specific lessons learned include: (1) how to engage the community; (2) methodological lessons, including cross-site
training and monitoring adherence to research protocol; (3) recruiting and sustaining involvement of parents and youth; (4)
program development; and (5) dissemination strategies. 相似文献
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PeiYao Chen Faedra Lazar Weiss Heather Johnston Nicholson 《American journal of community psychology》2010,46(1-2):228-237
Between 2004 and 2007, Girls Incorporated® conducted research about the experience of five affiliates from different parts of the United States as they engaged with girls in Girls Study Girls Inc., a participatory evaluation project that explored the meaning and impact of Girls Inc. environments and uncovered ways such environments can be improved. We describe the context and motivation for using participatory action research [PAR] in Girls Inc. environments and discuss the relevance and importance of PAR for organizations that empower girls and young women. We explain the process of training and engaging Girls Inc. members in research, discuss the effectiveness of Girls Study Girls Inc. as an evaluation strategy, and conclude this article with lessons learned and recommendations for using PAR in evaluating youth development programs. 相似文献
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Le TN Arifuku I Vuong L Tran G Lustig DF Zimring F 《American journal of community psychology》2011,48(1-2):77-88
Many community mobilization activities for youth violence prevention involve the researchers assisting communities in identifying, adapting, and/or tailoring evidence-based programs to fit the community needs, population, and cultural and social contexts. This article describes a slightly different framework in which the collaborative research/evaluation project emerged from the community mobilization activities. As will be discussed, this collaborative, sustained partnership was possible in the context of the Center on Culture, Immigration and Youth Violence Prevention's (UC Berkeley ACE) community mobilization activities that brought the issue of youth violence, particularly among immigrant and minority populations, to the forefront of many of the community partners' agendas. The East Bay Asian Youth Center (EBAYC) was one of the partners that came to the table, which facilitated the community-based engagement/mobilization. UC Berkeley ACE collaborated with EBAYC to evaluate an after-school program and an alternative probation program serving a diverse youth and immigrant population, including African Americans, Asians, and Hispanics. This article describes UC Berkeley ACE's community mobilization activity and the collaborative partnership with EBAYC, discusses how the evaluations incorporated community-based principles in design and practice, and presents some findings from the evaluations. 相似文献
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Marlene Berg Emil Coman Jean J. Schensul 《American journal of community psychology》2009,43(3-4):345-359
Youth Action Research for Prevention (YARP), a federally funded research and demonstration intervention, utilizes youth empowerment as the cornerstone of a multi-level intervention designed to reduce and/or delay onset of drug and sex risk, while increasing individual and collective efficacy and educational expectations. The intervention, located in Hartford Connecticut, served 114 African-Caribbean and Latino high school youth in a community education setting and a matched comparison group of 202 youth from 2001 to 2004. The strategy used in YARP begins with individuals, forges group identity and cohesion, trains youth as a group to use research to understand their community better (formative community ethnography), and then engages them in using the research for social action at multiple levels in community settings (policy, school-based, parental etc.) Engagement in community activism has, in turn, an effect on individual and collective efficacy and individual behavioral change. This approach is unique insofar as it differs from multilevel interventions that create approaches to attack multiple levels simultaneously. We describe the YARP intervention and employ qualitative and quantitative data from the quasi-experimental evaluation study design to assess the way in which the YARP approach empowered individual youth and groups of youth (youth networks) to engage in social action in their schools, communities and at the policy level, which in turn affected their attitudes and behaviors. 相似文献
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There is increased recognition of the importance of well-designed scholarship on how immigration status and policies impact migrants in the United States, including those who are unauthorized. Some researchers have looked to community-based and participatory methods to develop trust, place migrants’ voices at the forefront, and engage collaboratively in using research as a tool for social change. This article reviews three ethical ambiguities that emerged in the process of a series of participatory action research (PAR) projects with migrants in the United States, many of whom were unauthorized. Specifically, three themes are discussed: (a) the tension between the human desire to respond to injustices, and the challenges of doing so in ways that recognize one’s privilege and power as an outsider and supports the migrants’ agency and autonomy; (b) the complex definition, explanation, and dimensions of “risk”; and (c) the complexity of using a methodology (PAR) that prioritizes participants’ collective identity and community in the context of regulations that are designed primarily to protect individuals. 相似文献
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Thomas Akiva Kai S. Cortina Jacquelynne S. Eccles Charles Smith 《Journal of applied developmental psychology》2013
Numerous studies of organized activities have found that participation is associated with a range of positive outcomes; however, findings from recent randomized trials have been more mixed. Understanding youth's psychological experiences of program involvement – their cognitive and emotional reaction to and participation in activities – may be key to understanding the influence of organized activities. Hierarchical linear modeling was used to investigate correlates of youth belonging and cognitive engagement in a sample of 1160 youth in 123 program offerings in 66 sites. Results revealed that intensity (frequency) of exposure positively predicted belonging and cognitive engagement; however, duration was negatively associated with cognitive engagement. The staff practice of providing a welcoming atmosphere predicted belonging; whereas provision of active skill-building predicted cognitive engagement. These relations were found to vary across content type. 相似文献
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ObjectivesThe purpose of this study was to better understand the meanings of community, particularly as it is understood within the context of sport, for urban Aboriginal youth and adults in Edmonton, Alberta.DesignA community-based participatory research (CBPR) approach was used to guide this research.MethodOne-on-one interviews were conducted with 18 Aboriginal youth and adults. Data was analyzed using Elo and Kyngäs' (2008) process of content analysis. The integrated indigenous-ecological model was used as a framework for data analysis and the interpretation of findings.ResultsFindings are represented by five themes that are supported by direct quotes from participants. Participants described community as: (1) belonging, (2) family and friends, (3) supportive interactions, (4) sport, and (5) where you live and come from.ConclusionsFindings from this research suggest that urban Aboriginal youth identify with a number of different communities, and their complex meanings of communities are comprised of various interpersonal level factors. The knowledge shared by participants provides necessary insights into meanings of community, which are necessary for ensuring that community-driven and community-based sport programs are relevant to Aboriginal youth. 相似文献