Community-Based Participatory Research Concepts of Dialogue
Community-Based Participatory Research
Concepts of Dialogue
Why is dialogue, as described by Freire, a critical component of CBPR? How might Freire’s concept of dialogue relate to your understanding of self-reflection?
MPH509 Community-Based Participatory Research
Module 2 Discussion
Case Study Reflection
Review the article on Henry Clark from Module 2 Readings and look at the Richmond Environmental Justice Movement Case Study.
Case Study: Richmond, CA Environmental Justice Movement: http://richmondconfidential.org/2012/12/06/henry-clark-and-three-decades-of-environmental-justice/ (Links to an external site.)
Respond to the following questions after reading the article.
Jones attributes institutional racism to historical events that established socioeconomic inequities between Whites and people of color. Jones does not explicitly state what these “discrete historical events” are. What are some historical events that might have contributed to current structural and systemic factors that continue to reinforce socioeconomic inequity?
What kind of racial microaggression do you think Henry Clark might experience and why? What role could “alternative epidemiology” play in Richmond’s environmental justice efforts?
MPH509 Community-Based Participatory Research
Module 3 Discussion
Community Assessment Tools
Choose either the Santilli et al or Crabtree et al article from the assigned readings.
How did the authors use community assessment tools to tackle a public health issue relevant to the community?
MPH509 Community-Based Participatory Research
Module 4 Discussion
Trust, Collaboration, and Community-Based Participatory Research
Describe the influence of trust in community-based participatory research (CBPR).
What role does race play in influencing relationships and partnerships in CBPR projects?
What strategies could be employed to strengthen collaborations and improve participation in CBPR projects?
MPH509 Community-Based Participatory Research
Module 5 Discussion
Emerging Participatory Perspective
Action researchers are concerned with contributing to “the ongoing revision of the Western disposition…and to move toward an emerging participatory perspective.”
What does it mean to have an emerging participatory perspective?
MPH509 Community-Based Participatory Research
Module 6 Discussion 1
Skill-Building Activity – Part 2 Reaction
Part 2: Photo-voice Presentation
Post your Module 5 Photo-voice Presentation in this Discussion to share with your peers.
Then, read your peers’ postings in this Discussion to learn what was reported for the activity. In reviewing your classmates’ photo voice projects, please comment on what seems significant to you in each project; your understanding of the issue/asset based on what you are seeing in the images; and what else you want to know about each project.
MPH509 Community-Based Participatory Research
Module 6 Discussion 2
CBPR Outcomes and Evaluation
Please review the readings and prepare the following discussion:
From this week’s readings, choose either the Cambodian girls in Long Beach project; the transgender health project; or DeMarco’s “Silencing the Self” to address in our discussion.
Choose three propositions that fit the best with the project’s outcomes. Label the subject of your initial post using the reading selection and your first/last name.
As part of your initial post, answer the following questions.
Why did you choose these propositions?
How do they relate to the study and its outcomes?
Create a 2 x 2 table. Label the top of the table, Internal Evaluation and External Evaluation. Label the side of the table, Participatory Evaluation and Non-Participatory Evaluation. (See sample table below, and review page 388 from the Israel et al reading.)
Use this 2 x 2 table as a decision matrix to help you decide what kind of evaluation you would conduct for this study.
In your initial post, address the following.
List the pros and cons for each kind of evaluation.
Articulate why you chose the kind of evaluation that you did.
How does your choice of evaluation relate to the propositions that you chose?
Attach your 2 x 2 table as a PowerPoint slide for the rest of the class to view with your initial post.
When responding to classmates’ posts, find those classmates who chose the same article as you. Please review their proposition choices, 2 x 2 tables, and related discussions. Then, respond to each other’s commentary about your work. The idea for this assignment is to create dialogue and shared learning about CBPR outcomes and evaluation. In your review of their work, please address the following questions.
How were their decisions similar to or different from yours?
When your classmates’ proposition choices and evaluation decisions differed from yours, how would you resolve these differences (as if you were in a real-life CBPR project) to reach consensus and still have meaningful propositions and a robust evaluation process?
In instances where you reached the same conclusions, how would you work together to expand the propositions and evaluation processes?
What else could you include in the propositions and the evaluation process?
Sample Table
Internal Evaluation External Evaluation
Participatory Evaluation
Non-Participatory Evaluation
MPH509 Community-Based Participatory Research
Module 7 Discussion
CBPR Reflection
Reflect and share your perspective on the following questions.
Why is it important that CBPR projects/programs become involved in policy advocacy and change? Please use examples from the readings where CBPR approaches supported community-based policy advocacy and change.
What are some of the tensions between the community and the academy in advocating for policy change? How does CBPR help communities consider or think differently about problems affecting them?
In reviewing the readings, what are some of the strategies used by the CBPR projects to address the opposition to their work/policy advocacy? Please describe the effectiveness of these strategies. (Please pick three projects to discuss.)
MPH509 Community-Based Participatory Research
Module 8 Discussion
Group Policy Activity: Part 5 – Mock Legislative Visit Presentation Reflection
Review your classmates’ presentations posted in Module 7 Group Policy Part 5 Mock Legislative Visit Discussion. Consider the following questions and share your responses here. Only an initial post is required, but responses to other classmates’ posts are encouraged.
How did your classmates’ presentations help you better understand the policy issue they addressed? What kinds of strategies and processes did they use to make the case for their policy?
What questions or concerns do you have regarding this policy change?
Play the devil’s advocate: What would your argument be against this policy? Then, consider the alternative: How would you help your classmates argue against the opposition?
How feasible is it to implement this policy? What unintended consequences do you see as a result of this policy? What are the fiscal implications and political viability of this policy?
MPH509 Community-Based Participatory Research
Module 1 Assignment
Self-Reflection Exercise 1
Purpose
Self-reflection Exercises: Self-reflexivity is critical to CBPR work. If you can’t be self-reflexive then you cannot do CBPR. It is an essential skill and practice of CBPR. These exercises will give experience in what self-reflection or self-reflexivity is and how to develop your own practice. In a nutshell, self-reflexivity is thinking about what you think – why do you think that? What purpose does it serve? What does it harm? In self-reflexivity you explore your biases and judgments (we all have them!). It’s not about “getting rid” of your biases and judgments and beliefs but rather developing an awareness of them and cultivating those beliefs that keep you honest within yourself while giving those less helpful judgments a gentle nudge in a more positive direction.
These exercises are due weeks 1 and 2. Please submit each assignment by Sunday, 11:59 MT at the end of week 1 and week 2. These are your private thoughts and feelings, and I will treat them as confidential and sacred. I will offer feedback on how to continue to develop your self-reflexive practice. I will never judge or critique your experience or thoughts – they are too precious! These assignments are about the practice not the content.
Course Outcomes
Through this assignment, the student will meet the following course outcomes:
CO 7: Demonstrate the methods and skills used in the development, implementation, and evaluation of CBPR projects.
Requirements & Preparing the paper
Self-Reflection Exercise #1 –
Why is an MPH important to you?
How do you think you will be able to contribute to your community as a result of this education?
Why did you choose an MPH versus other advanced degrees?
Post any questions you might have about this exercise to the Q&A Forum.
MPH509 Community-Based Participatory Research
Module 2 Assignment
Self-Reflection Exercise 2
Purpose
Self-reflection Exercises: Self-reflexivity is critical to CBPR work. If you can’t be self-reflexive then you cannot do CBPR. It is an essential skill and practice of CBPR. These exercises will give experience in what self-reflection or self-reflexivity is and how to develop your own practice. In a nutshell, self-reflexivity is thinking about what you think – why do you think that? What purpose does it serve? What does it harm? In self-reflexivity you explore your biases and judgments (we all have them!). It’s not about “getting rid” of your biases and judgments and beliefs but rather developing an awareness of them and cultivating those beliefs that keep you honest within yourself while giving those less helpful judgments a gentle nudge in a more positive direction.
These exercises are due weeks 1 and 2. Please submit each assignment by Sunday, 11:59 MT at the end of week 1 and week 2. These are your private thoughts and feelings, and I will treat them as confidential and sacred. I will offer feedback on how to continue to develop your self-reflexive practice. I will never judge or critique your experience or thoughts – they are too precious! These assignments are about the practice not the content.
Course Outcomes
Through this assignment, the student will meet the following course outcomes:
CO 7: Demonstrate the methods and skills used in the development, implementation, and evaluation of CBPR projects.
Self-Reflection Exercise #2 – A Difficult Encounter
Think of a challenging situation you had with another person. This situation should be one where your judgments or biases contributed to the difficulty of the interaction.
How did the interaction start, progress, and end?
Now ask yourself: What were the judgments and biases that surfaced during the interaction? What were your initial thoughts or reactions to these biases and to the interaction itself?
Explore where these biases might come from. How would you like them to be different? How were your judgments/biases helpful?
What was positive from this interaction? If you could do it again, what would be different?
How have your biases shifted as a result of this interaction? How do you see yourself thinking differently about this other person/group as a result of this interaction?
Post any questions you might have about this exercise to the Q&A Forum.
MPH509 Community-Based Participatory Research
Module 3 Assignment
CBPR Skill-Building Activity – Part 1 Walking Tour
Purpose
CBPR Skill-building: To help you develop skill in CBPR, you will complete a walking tour, a photo-voice project, and a community asset map, as a three-part activity.
Course Outcomes
Through this assignment, the student will meet the following course outcomes:
CO 1: Articulate the principles of CBPR in the development and evaluation of CBPR projects and interventions.
CO 7: Demonstrate the methods and skills used in the development, implementation, and evaluation of CBPR projects.
Requirements
Skill Building Activity – Part 1: Walking Tour
Choose a location in your community that you know well. It can be a park, a shopping mall, a place of worship, a street or area of your neighborhood that is meaningful to you. Spend at least 30-60 minutes touring this area on foot. When you visit this place, answer the following questions:
Describe this place.
What does it look like to you?
How do you get there?
What role does it play in your life?
What role does it play in your community?
Why is it important you? What are the strengths of this place?
What are the weaknesses of this place?
What is the local knowledge or wisdom specific to this place?
How did you and others in your community come to acquire that local knowledge?
What kind of CBPR work can you envision doing in this place?
How would a CBPR project impact this area?
MPH509 Community-Based Participatory Research
Module 4 Assignment
Group Policy Activity: Part 1 – Policy Objective
Specific instructions for Part 1: There are two tasks in this part.
Task 1 Group Activity — (required, not graded)
Task 2 Individual Policy Activity (graded)
Task 1: Group Activity
This should take your group about 30 minutes. Please go to the Group Area to discuss your policy activity with your fellow group members. The Group Policy Activity is due at the end of Module 4. Each student should bring at least one issue area to discuss with the group. As a group, review the issues and decide on one issue to address for this project.
Choose an issue area you would like to address. The issue should be drawn from current debates or controversies that affect public health (e.g., gun violence, reproductive health, substance abuse treatment versus incarceration, labor issues such as poor working conditions for nail salon workers). Think about the current headlines related to public health. What jumps out at you as an issue?
As a group, discuss what the problems are in your issue area.
From this list, choose one problem to address. What is the magnitude or reach of the problem (e.g., how many people are affected adversely)?
As a group, discuss possible solutions to the problem and then decide on a policy objective. The objective is framed as the solution to your problem. What is the political viability of this objective, and what might be some unintended consequences from this policy objective?
Task 2: Individual Policy Activity (graded)
As individuals, please describe the policy objective, magnitude or reach of the problem, possible solutions, political viability, and unintended consequences of the policy objective. This should be your interpretation and understanding of what your group discussed and the policy it chose.
Post questions about this activity to the Q & A Forum.
MPH509 Community-Based Participatory Research
Module 5 Assignment
CBPR Skill-Building Activity – Part 2
Purpose
CBPR Skill-building: To help you develop skill in CBPR, you will complete a walking tour, a photo-voice project, and a community asset map.
Course Outcomes
Through this assignment, the student will meet the following course outcomes:
CO 1: Articulate the principles of CBPR in the development and evaluation of CBPR projects and interventions.
CO 7: Demonstrate the methods and skills used in the development, implementation, and evaluation of CBPR projects.
Requirements
Part 2: Photo-voice:
Using your cell phone or regular camera please take pictures of this place. (You can also take video.) As you are taking pictures/video, please answer the following questions:
What do I see here?
What’s really happening here?
How does this relate to my life/to my community’s life?
Why does this problem, concern, or strength exist?
What can I/we do about it – if it is a strength, how can I/we further support it; if it is a problem/concern, how can I/we resolve it?
Please prepare a power point with 4 to 5 photos that answer the questions above and tell the story of this place. Be creative. You can make a photo montage, narrate the story of the place, or use video if you like. You can include music or other people telling stories about the place.
The important part of this project is that you help us understand the impact of CBPR work on this place. (Note: the “we” mentioned above is your community.)
For video submissions: You are creating this recording for the educational purposes noted in your assignment guidelines. This video will be viewed by your instructor and other Chamberlain officials, as needed for educational and related purposes. This video will not be posted by the University for public viewing.
MPH509 Community-Based Participatory Research
Module 6 Assignment
Group Policy Activity: Part 2 – Power Mapping: Defining Policymakers and Other Key Players
Specific instructions for Part 2: There are two tasks in this part.
Task 1 Group Discussion (required, not graded)
Task 2 Individual Power Map Activity (graded)
Task 1 – Group Discussion (required, not graded)
With your group, develop a power map for your policy objective, using the Group Discussion thread in Module 1.
Use this map to determine the following:
Who are the policy targets?
Who are the key players or stakeholders?
Who is the opposition?
Based on your map, choose the three most important individuals and organizations to influence.
Before beginning, select the specific change you want to bring about and select one policy objective you hope to achieve in order to help effect this change.
Identify the policy target or targets: the individuals and organizations with the power to make a particular change happen.
Identify the other key players in this situation: the individuals, organization or in some cases communities that may be affected by the problem or policy or that have the potential to influence the situation. Try to anticipate who might be in this category.
Once you have identified your policy targets and key players, create your power map using PowerPoint or Word.
Task 2 – Individual Power Map Activity (graded)
As individuals, please include answers to the Questions for Reflection listed below. Submit this deliverable here.
Questions for reflection:
For the issue you have chosen to examine, was it easier to identify potential supporters or sources of opposition? Why?
Were there any surprises when you considered potential overlapping interests among targets and players?
If your group decided that the time was right to approach a key target or a key player, what next steps might this approach usefully entail?
MPH509 Community-Based Participatory Research
Module 6 Assignment
Group Policy Activity: Part 3 – Force-Field Analysis
Group Policy Activity: Part 3 Force-Field Analysis
The force-field analysis will help you think through who is for your policy objective and who is against it. It will help you determine the best strategies to employ in achieving your objective. For potential strategy ideas, consult the following website:
Minnesota Department of Health – Force Field Analysis (Links to an external site.)
As individuals, identify factors that can positively push you toward your ideal situation (driving forces), and the factors that impede you from reaching your ideal situation (restraining forces). Your responses should be grounded in your group discussion and reflect your group’s force-field analysis.
MPH509 Community-Based Participatory Research
Module 7 Assignment
CBPR Skill-Building Activity – Part 3
Purpose
CBPR Skill-building: To help you develop skill in CBPR, you will complete a walking tour, a photo-voice project, and a community asset map.
Course Outcomes
Through this assignment, the student will meet the following course outcomes:
CO 1: Articulate the principles of CBPR in the development and evaluation of CBPR projects and interventions.
CO 7: Demonstrate the methods and skills used in the development, implementation, and evaluation of CBPR projects.
Total Points Possible
This assignment is worth 110 points.
Requirements
CBPR Skill Building Activity – Part 3: Community Asset Map
Using the same place you chose for parts 1 and 2 of this activity, now create a map of the place’s assets and strengths. Using the same Photo Voice presentation from Module 5, address the following questions:
What are the physical assets of this place?
Why are they assets?
How do these assets support the community’s health?
If you see any risks or hazards that might affect the assets or the community’s health, note those as well.
Please prepare your map in a form that can be uploaded and viewed other students. Be creative. You can use photos, images, text, or audio to develop your map.
MPH509 Community-Based Participatory Research
Module 7 Assignment
Group Policy Activity: Part 4 – Individual Policy Brief
Part 4: Individual Policy Brief is worth 110 points
As individuals, you will each develop your own policy brief based discussions with your classmates. Based on your group work, each individual student should prepare a policy brief based on the work done with your group.
Be sure to include the following items.
The policy goal
A definition of the problem and the scope of the problem
Past policies and their effects
A short but specific presentation of potential solutions
An argument for the solution/s that the group is advocating
MPH509 Community-Based Participatory Research
Module 7 Assignment
Group Policy Activity: Part 5 – Group Policy Brief Presentation
Specific instructions for Part 5: there are two tasks.
Put on your acting hats for this assignment. Imagine you are conducting a mock legislative visit where community members are presenting important information about a public health issue that impacts their community.
As a group, you will present your policy brief and proposed changes to your classmates (i.e. the mock legislators) via a graded and specific Discussion, located in Module 7. This can be in the form of a narrated PowerPoint presentation, a video, or whatever format your group decides best conveys your message.
Here, submit the individual assignment. Then, post the group’s presentation to the Module 7 Group Policy discussion. Your classmates will offer critique and commentary based on the discussion questions identified in Module 8 graded Discussion.
In order to respond to the discussion in Module 8, you will need to review these presentations, located in Module 7.
For video submissions: You are creating this recording for the educational purposes noted in your assignment guidelines. This video will be viewed by your instructor and other Chamberlain officials, as needed for educational and related purposes. This video will not be posted by the University for public viewing.
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