Community-Based Participatory Research Self-Reflection
Community-Based Participatory Research
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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