Community Based Participatory Research Gail Coover, PhD UWSMPH

Sent Monday… Also, if you have specific questions/interests regarding CBPR, please them to Gail Coover before the workshop.

The Examining Community-Institutional Partnerships for Prevention Research Group, (2006). Developing and Sustaining Community- Based Participatory Research Partnerships: A Skill Building Curriculum.

Community-Based Participatory Research  What is CBPR?  Why is it useful?  What is knowledge, attitudes, skills are needed?  Where are resources for support?

CBPR  A paradigm, strategy, or approach

CBPR  Requires a collaborative relationship with the community: Co-learning, Co-teaching, Co-service, Co- operation Co-learning, Co-teaching, Co-service, Co- operation

In participatory action research:  Community members partner with researchers to: Define research questions Define research questions Design and implement research Design and implement research Interpret, disseminate, and apply results Interpret, disseminate, and apply results

Ideally,  CBPR results in a lasting and sustainable change---social inequity is reduced. Change occurs at collective/community level Change occurs at collective/community level

Why use CBPR?  Health Disparities Persistent Persistent Complex Complex Linkages to social-ecological factors Linkages to social-ecological factors

“Diabetes Be-aWare”

Where does an intervention fit? Intrapersonal Interpersonal Organizational Community Ideological

Why CBPR?  Communities make it a condition of their participation

Dilemma: You’ve partnered with an organization and have received funding to develop an intervention (exercise program) that will support healthy weight loss. Your proposal describes an RCT of the intervention. The organization refuses to continue unless all members have equal access to the program.

Knowledge, Attitudes, and Skills  Institutional Resources: Wisconsin Partnership Program (partnership): Wisconsin Partnership Program (partnership): Morgridge Center for Public Service (learning): Morgridge Center for Public Service (learning): ICTR-CAP (research): ICTR-CAP (research): Center for the Study of Cultural Diversity in Healthcare (support): Center for the Study of Cultural Diversity in Healthcare (support): Courses (training) Courses (training) Special topics seminar in CBPR this fall Special topics seminar in CBPR this fall Certificate in Type II Translational Research Fall 2009Certificate in Type II Translational Research Fall 2009

Knowledge, Attitudes, Skills  Web Resources: Community-Campus Partnerships for Health (CCPH): Community-Campus Partnerships for Health (CCPH): MapCruzin (Environmental Health): MapCruzin (Environmental Health): U.S. Department of Health and Human Services Agency for Healthcare Research and Quality: U.S. Department of Health and Human Services Agency for Healthcare Research and Quality:

Knowledge, Attitudes, Skills  Community perspectives 1 Dissatisfaction with the focus of research Dissatisfaction with the focus of research Power imbalances Power imbalances Lack of trust Lack of trust Communication difficulties Communication difficulties 1 Sullivan et al., (2001). Researcher and Researched-Community Perspectives: Toward Bridging the Gap. Health Education & Behavior, 28,

Knowledge, Attitudes, Skills  Successful Collaborations Early involvement of communities Early involvement of communities Power sharing Power sharing Mutual respect Mutual respect Community benefit Community benefit Cultural sensitivity Cultural sensitivity

Relationship Dynamics

 Difference necessarily means bias will be present 2,3 Cognitive Cognitive Emotional Emotional 2 Pettigrew & Tropp, (2006). A Meta-Analytic Test of Intergroup Contact Theory. JPSP, 90, Staggs, S. (2008). Intergroup Relations in Participatory Research. University of Illinois, Chicago.

Necessary Conditions to Reduce/Eliminate Bias  Shared Goal

Social Ecological Perspective Intrapersonal Interpersonal Organizational Community Ideological

Some questions to ask  How do I know my community partners and I share the same goal?  How do I know we mean the same thing when we talk about our goals?  What are the different ways that my community partners can express their goals to me?

Strategies to Reduce Bias  Endorsement of the collaboration

Some questions to ask  Is my research partnership with the community supported and endorsed by my funder? My department? My program?  Is my community partner’s relationship with me endorsed by its board of directors? By other boards or agencies that the organization is networked with? By key public activists in the community?

Strategies to Reduce Bias  Cooperative work on a shared task.

Questions to ask  Whose work is affected, assumed, or changed by this project?  What tasks can be shared and accomplished cooperatively (side by side)?

Strategies to Reduce Bias  Create equity between all parties

Questions to ask  What resources do I bring to the table?  What resources do my partners bring to the table?  What is are the hierarchical relationships between my community partners?  What are the hierarchies between me and my partners?  How are these hierarchies addressed, reinforced, or accommodated?  Who talks to whom about what parts of the project? Who defines roles? Who reports to whom?

Thank you!