>From: The Institute for Community Research <[log in to unmask]>
>Subject: ICR Abstracts: 2.9
>Date: Mon, 27 Sep 2004 14:07:58 +0000
>
>
>ICR Abstracts (2.9: September 27, 2004)
>
>1. Ahmed, S. M., B. Beck, et al. (2004). "Overcoming barriers to
>effective community-based participatory research in US medical schools."
>_Education for Health_ 17(2): 141-151.
>
>Research to improve the health of communities benefits from the
>involvement of community members. Accordingly, major federal and
>foundation funding agencies are soliciting health promotion/disease
>prevention programme proposals that require active community
>participation. However, creating such partnerships is difficult.
>Communities often perceive conventional research as paternalistic,
>irrelevant to their needs, manipulative, secretive and invasive of
>privacy. Many institutions and researchers view community knowledge as
>lacking in value. Community-based participatory research (CBPR) is a
>collaborative partnership approach to research that equitably involves
>community members, organizational representatives and researchers in all
>aspects of the research process. In this article the authors consider
>the barriers to institutional change and faculty participation in CBPR,
>and propose some steps for overcoming the barriers and making CBPR an
>integral part of a medical institution's research agenda. Training and
>supporting faculty in the philosophy and methods of this approach is the
>cornerstone of improved community-based research.
>
>2. American Academy of Pediatrics Committee on Native American Child
>Health and American Academy of Pediatrics Committee on Community Health
>Services (2004). "Ethical considerations in research with socially
>identifiable populations." _Pediatrics_ 113(1 Pt 1): 148-51.
>
>Community-based research raises ethical issues not normally encountered
>in research conducted in academic settings. In particular, conventional
>risk-benefits assessments frequently fail to recognize harms that can
>occur in socially identifiable populations as a result of research
>participation. Furthermore, many such communities require more stringent
>measures of beneficence that must be applied directly to the
>participating communities. In this statement, the American Academy of
>Pediatrics sets forth recommendations for minimizing harms that may
>result from community-based research by emphasizing community
>involvement in the research process.
>
>3. Anderson, R. M., F. M. Wolf, et al. (2002). "Conducting
>community-based, culturally specific, eye disease screening clinics for
>urban African Americans with diabetes." _Ethnicity & Disease_ 12(3):
>404-410.
>
>The purpose of this study was to evaluate the need for, and efficacy of,
>community-based culturally specific eye disease screening clinics for
>urban African Americans with diabetes. The study employed a variety of
>culturally specific methods in the design and performance of 43
>community-based eye disease screening clinics in southeastern Michigan.
>One thousand, thirty-seven subjects were recruited for the study. Of
>that number, 817 identified themselves as African Americans and are the
>focus of this report. Of the 817 African-American patients screened, 84
>(10%) needed to be examined by an ophthalmologist immediately (<30
>days), and 180 (22%) needed to be examined soon (within 1 to 3 months),
>while 544 (67%) were advised to return for another exam a year later.
>The project demonstrated that it was possible to use culturally specific
>techniques to identify a significant number of urban African Americans
>with diabetes in need of eye screening and treatment. However, lack of
>health insurance proved to be the primary barrier to receiving needed
>treatment. Although the project was successful, it is not a solution to
>what is essentially a health systems problem, ie, inadequate access to
>appropriate diabetes care for a significant number of our population.
>
>4. Atchison, K. A. (2003). "Using information technology and
>community-based research to improve the dental health-care system."
>_Advances in Dental Research_ 17: 86-8.
>
>It is commonly acknowledged that the United States' health-care system
>produces some of the finest care in the world for some people but fails
>to meet the needs of others. The Institute of Medicine (IOM) issued six
>aims for a redesigned health-care system, that it be: safe, effective,
>patient-centered, timely, efficient, and equitable. The purpose of this
>paper is to use an ongoing community-based study to illustrate current
>problems in the provision of oral health services that could be
>addressed through information technology. Appropriate use of information
>technology can assist dental schools and clinics in community-based
>clinical outcomes research needed to assemble the evidence base for
>improving oral health care. This conference serves as an important
>steppingstone to establish a means for information technology to improve
>the community's oral health.
>
>5. Baker, E. L., L. E. White, et al. (2001). "Reducing health
>disparities through community-based research." _Public Health Reports_
>116(6): 517-9.
>
>6. Blumenthal, D. S. and R. J. DiClemente (2003). _Community-Based
>Health Research: Issues and Methods._ New York, NY, Springer Publishers.
>
>This book identifies key concepts of successful community-based research
>beyond the aspect of location, including prevention focus, population
>centered partnerships, multidisciplinary cooperation, and cultural
>competency. Lessons from the Tuskegee Syphilis Study and case studies on
>HIV / AIDS prevention and cardiovascular risk reduction illustrate the
>application of research methods with both positive and negative
>outcomes.
>
>Table of Contents
>
>Foreword
>D. Satcher
>
>Part I: Issues
>
>Community-Based Research: An Introduction
>D.S. Blumenthal and E. Yancey
>
>Assessing and Applying Community-Based Research
>C. Evans
>
>Public Health Ethics and Community-Based Research:
>Lessons from the Tuskegee Syphilis Study
>B. Jenkins, C. Jones, and D.S. Blumenthal
>
>The View from the Community
>A. Cruz, F. Murphy, N. Nyarko, and D.N.Y. Krall
>
>Part II: Methods
>
>Study Designs, Surveys, and Descriptive Studies
>N. Asal and L. Beebe
>
>Survey Case Study: The Behavioral Risk Factor Surveillance System
>D. Holtzman
>
>Qualitative Methods in Community-Based Research
>C. Sterk and K. Elifson
>
>HIV/AIDS Prevention: Case Study in Qualitative Research
>K. Elifson and C. Sterk
>
>Community Intervention Trials:
>Theoretical and Methodological Considerations
>R.J. DiClemente, R.A. Crosby, C. Sionean, and D. Holtgrave
>
>Cardiovascular Risk Reduction Community Intervention Trials
>S.K. Davis
>
>7. Cotter, J. J., E. A. Welleford, et al. (2003). "Collaborative
>community-based research and innovation." _Family & Community Health_
>26(4): 329-37.
>
>This work describes the results and lessons learned from a
>community-academic partnership to research the effect of training on the
>capacity of rural home care aides to care for older persons with
>dementia. The research study increased the aides' knowledge of
>Alzheimer's and related disorders and, for one group, the aides'
>satisfaction. The authors used content analysis to identify barriers and
>facilitators of success of the research partnership. These factors are
>discussed and placed within a framework of innovation concepts.
>
>8. Figueiredo, R. and J. Ayres (2002). "Community based intervention and
>reduction of women's vulnerability to STD/AIDS in Brazil." _Revista de
>Saude Publica_ 36(4 SUPPL): 96-107.
>
>Objectives. Despite the growing number of AIDS cases in women reported,
>community-based interventions, which are essential in this context, are
>scarce and rarely evaluated. The aim of this study was to carry out a
>community-based research intervention, to develop and evaluate a set of
>STD/AIDS prevention actions targeting the vulnerability of low income
>women population. Methods. The study was carried out in Monte Azul slum
>in the city of Sa~o Paulo, SP Brazil, in the period 1998-1999. The
>following actions were put in place: training of health professionals
>from the local outpatient clinic, availability of prevention resources
>(male and female condoms), educational groups, educational materials and
>community radio programs. For evaluating intervention, data from four
>different research instruments were assessed: pre and post training
>testing of health professionals, monitoring of condom supply, direct
>observation of community activities, and record of health professionals
>and target population's voluntary statements during activities. Results.
>It was observed an increase in demand for male condom and an interest in
>female condoms. There were relevant gender and age differences in
>adhering to proposed activities. Although there were good results
>regarding sensitization and training of health professionals, their
>involvement in prevention activities was limited. Conclusions.
>Strategies relating to codes, demands and specific interests of the
>local society, especially those related to gender roles, have
>successfully performed as preventive actions. Health professionals'
>overwork at the local outpatient clinic proved to be an important
>limitation for maintaining preventive actions.
>
>9. Furco, A. and S. Billig (2002). _Service-learning: The essence of the
>pedagogy._ Greenwich, CT, Information Age Pub.
>
>Contents: Community service and service-learning in America / Ivor
>Pritchard -- Is service-learning really better than community service? /
>Andrew Furco -- Civil society, social trust, and the implementation of
>service-learning / James C. Toole -- An application of
>developmental-contextualism to service-learning / Elizabeth Hill Warter
>and Jennifer M. Grossman -- Using program theory to build and evaluate
>service-learning programs / Donald B. Yarbrough and Rahima C. Wade --
>Theories guiding outcomes for action research for service-learning /
>Jean J. Schensul, Marlene Berg, and Monica Brase -- Beyond surveys /
>Janet Eyler and Dwight E. Giles Jr. -- Methodological challenges and
>potential solutions for the incorporation of sound community-based
>research into service-learning / Luciana Lagana and Maureen S. Rubin --
>Service-learning as qualitative research / Robert Shumer -- Impact of
>service-learning on civic attitudes and behaviors of middle and high
>school youth / Alan Melchior and Lawrence Neil Bailis --
>Service-learning in teacher education / Susan Root, Jane Callahan, and
>Jungsywan Sepanski -- Adoption, implementation, and sustainability of
>K-12 service-learning / Shelley H. Billig.
>
>10. Katz, K. S., A. El-Mohandes, et al. (2001). "Retention of low income
>mothers in a parenting intervention study." _Journal of Community
>Health_ 26(3): 203-218.
>
>Women with inadequate prenatal care were recruited to a multi-component
>parenting intervention study. Because it was anticipated that this
>high-risk population might present challenges to retention, a variety of
>strategies were employed to maintain their participation in the study.
>This report reviews the results of these retention efforts and compares
>the population that completed the study vs those that terminated prior
>to study completion. 286 women (mean age 25 yrs) were randomized to an
>intervention or control group. Careful tracking of the mothers, offering
>incentives for completing various study activities and providing a
>culturally competent staff were among the strategies employed to
>maintain participation. Comparison was made of those mothers terminating
>before study completion vs those retained, and of those terminating
>early in the study period vs later. Despite retention efforts, attrition
>at a level of 41% occurred. A few characteristics of mothers terminating
>early from the study were significant including older maternal age and a
>larger number of children. Results show that despite comprehensive
>tracking procedures, some mothers are lost to follow up after change of
>residence.
>
>11. Keeler, G. J., J. T. Dvonch, et al. (2002). "Assessment of Personal
>and Community-Level Exposures to Particulate Matter among Children with
>Asthma in Detroit, Michigan, as Part of Community Action Against Asthma
>(CAAA)." _Environmental Health Perspectives_ 110(S2): 173-181.
>
>We report on the research conducted by the Community Action Against
>Asthma (CAAA) in Detroit, Michigan, to evaluate personal and
>community-level exposures to particulate matter (PM) among children with
>asthma living in an urban environment. CAAA is a community-based
>participatory research collaboration among academia, health agencies,
>and community-based organizations. CAAA investigates the effects of
>environmental exposures on the residents of Detroit through a
>participatory process that engages participants from the affected
>communities in all aspects of the design and conduct of the research;
>disseminates the results to all parties involved; and uses the research
>results to design, in collaboration with all partners, interventions to
>reduce the identified environmental exposures. The CAAA PM exposure
>assessment includes four seasonal measurement campaigns each year that
>are conducted for a 2-week duration each season. In each seasonal
>measurement period, daily ambient measurements of PM2.5 and PM10
>(particulate matter with a mass median aerodynamic diameter less than
>2.5 µm and 10 µm, respectively) are collected at two elementary schools
>in the eastside and southwest communities of Detroit. Concurrently,
>indoor measurements of PM2.5 and PM10 are made at the schools as well as
>inside the homes of a subset of 20 children with asthma. Daily personal
>exposure measurements of PM10 are also collected for these 20 children
>with asthma. Results from the first five seasonal assessment periods
>reveal that mean personal PM10 (68.4 ± 39.2 µg/m3) and indoor home PM10
>(52.2 ± 30.6 µg/m3) exposures are significantly greater (p < 0.05) than
>the outdoor PM10 concentrations (25.8 ± 11.8 µg/m3). The same was also
>found for PM2.5 (indoor PM2.5 = 34.4 ± 21.7 µg/m3; outdoor PM2.5 = 15.6
>± 8.2 µg/m3). In addition, significant differences (p < 0.05) in
>community-level exposure to both PM10 and PM2.5 are observed between the
>two Detroit communities (southwest PM10 = 28.9 ± 14.4 µg/m3, PM2.5 =
>17.0 ± 9.3 µg/m3; eastside PM10 = 23.8 ± 12.1 µg/m3, PM2.5 = 15.5 ± 9.0
>µg/m3). The increased levels in the southwest Detroit community are
>likely due to the proximity to heavy industrial pollutant point sources
>and interstate motorways. Trace element characterization of filter
>samples collected over the 2-year period will allow a more complete
>assessment of the PM components. When combined with other project
>measures, including concurrent seasonal twice-daily peak expiratory flow
>and forced expiratory volume at 1 sec and daily asthma symptom and
>medication dairies for 300 children with asthma living in the two
>Detroit communities, these data will allow not only investigations into
>the sources of PM in the Detroit airshed with regard to PM exposure
>assessment but also the role of air pollutants in exacerbation of
>childhood asthma. Key words: ambient PM, childhood asthma,
>community-based participatory research, particulate matter, personal
>exposure, urban air quality.
>
>12. McCauley, L. A., M. R. Lasarev, et al. (2001). "Work Characteristics
>and Pesticide Exposures among Migrant Agricultural Families: A
>Community-Based Research Approach." _Environmental Health Perspectives_
>109(5): 533-538.
>
>Assessment of pesticide exposure in 96 homes of migrant Latino
>farmworkers with preschool children found the most frequent pesticide
>residue to be azinphos-methyl (AZM). AZM levels in farmworker homes were
>related to distance from fields and number of resident agricultural
>workers. Children's play areas had potential for disproportionate
>exposure. A culturally appropriate, community-based research approach is
>discussed.
>
>13. O'Fallon, L. R. and A. Dearry (2002). "Community-Based Participatory
>Research as a Tool to Advance Environmental Health Sciences."
>_Environmental Health Perspectives_ 110(S2): 155-159.
>
>The past two decades have witnessed a rapid proliferation of
>community-based participatory research (CBPR) projects. CBPR methodology
>presents an alternative to traditional population-based biomedical
>research practices by encouraging active and equal partnerships between
>community members and academic investigators. The National Institute of
>Environmental Health Sciences (NIEHS), the premier biomedical research
>facility for environmental health, is a leader in promoting the use of
>CBPR in instances where community-university partnerships serve to
>advance our understanding of environmentally related disease. In this
>article, the authors highlight six key principles of CBPR and describe
>how these principles are met within specific NIEHS-supported research
>investigations. These projects demonstrate that community-based
>participatory research can be an effective tool to enhance our knowledge
>of the causes and mechanisms of disorders having an environmental
>etiology, reduce adverse health outcomes through innovative intervention
>strategies and policy change, and address the environmental health
>concerns of community residents. Key words: community-based
>participatory research, translational research, environmental health
>sciences, environmental justice, community outreach, health disparities,
>children's health.
>
>14. Parrott, R. and C. Steiner (2003). "Lessons learned about academic
>and public health collaborations in the conduct of community-based
>research." _Handbook of health communication._ T. L. Thompson, A. M.
>Dorsey, K. I. Miller and R. Parrott. Mahwah, NJ, Lawrence Erlbaum
>Associates: 637-649.
>
>(from the chapter) Working with communities in relation to health
>affords researchers opportunities to: (a) improve the quality and
>validity of research owing to the involvement of people whose lives will
>be reflected and impacted; (b) recognize the limitations of approaching
>science as value-free; and (c) help bridge cultural gaps. The lack of
>trust exhibited between researchers and communities, and the inherently
>unequal distributions of power and resources, however, impede these
>endeavors. Based on our collaborative efforts during the previous
>decade, we assert that academic and public health linkages represent one
>strategy to address the barriers associated with conducting
>community-based research. These linkages increase the likelihood that
>effective health programs and health promotion strategies will be
>institutionalized. In these collaborative endeavors, rather than
>treating public health agencies as one more audience within the
>community, the academic health communicators and public health
>practitioners both comprise the "experts." As a team, they together have
>the responsibility to plan, implement, and evaluate efforts to improve
>public health. As such, they bring different strengths, perspectives,
>and weakness to health promotion endeavors.
>
>15. Perera, F. P., S. M. Illman, et al. (2002). "The challenge of
>preventing environmentally related disease in young children:
>Community-based research in New York City." _Environmental Health
>Perspectives_ 110(2): 197-204.
>
>Rates of developmental and respiratory diseases are disproportionately
>high in underserved, minority populations such as those in New York
>City's Washington Heights, Harlem, and the South Bronx. Blacks and
>Latinos in these neighborhoods represent high risk groups for asthma,
>adverse birth outcomes, impaired development, and some types of cancer.
>The Columbia Center for Children's Environmental Health in Washington
>Heights uses molecular epidemiologic methods to study the health effects
>of urban indoor and outdoor air pollutants on children, prenatally and
>postnatally, in a cohort of over 500 African-American and Dominican
>(originally from the Dominican Republic) mothers and newborns. Extensive
>data are collected to determine exposures to particulate matter < 2.5
>[micro]m in aerodynamic diameter (P[M.sub.2.5]), polycyclic aromatic
>hydrocarbons (PAHs), diesel exhaust particulate (DEP), nitrogen oxide,
>nonpersistent pesticides, home allergens (dust mite, mouse, cockroach),
>environmental tobacco smoke (ETS), and lead and other metals.
>Biomarkers, air sampling, and clinical assessments are used to study the
>effects of these exposures on children's increased risk for allergic
>sensitization, asthma and other respiratory disorders, impairment of
>neurocognitive and behavioral development, and potential cancer risk.
>The center conducts its research and community education in
>collaboration with 10 community-based health and environmental advocacy
>organizations. This unique academic--community partnership helps to
>guide the center's research so that it is most relevant to the context
>of the low-income, minority neighborhoods in which the cohort resides,
>and information is delivered back to these communities in meaningful
>ways. In turn, communities become better equipped to relay environmental
>health concerns to policy makers. In this paper we describe the center's
>research and its academic--community partnership and present some
>preliminary findings.
>
>16. Polanyi, M. and L. Cockburn (2003). "Opportunities and Pitfalls of
>Community-Based Research: A Case Study." _The Michigan Journal of
>Community Service Learning_ 9(3): 16-25.
>
>University researchers are increasingly practicing community-based
>research (CBR). In many CBR projects, community members are trained to
>conduct collective research to better understand and address shared
>social problems and concerns. Based on a recent community-based research
>project with injured workers, this article identifies challenges faced
>when academics engage in CBR based at a university. The challenges
>discussed include dealing with the constraints and requirements of
>academic research funding, bridging the goals of academics and community
>members, and functioning within the university’s institutional
>structures.
>
>17. Portillo, C. J. and C. Waters (2004). "Community partnerships: The
>cornerstone of community health research." _Annual Review Of Nursing
>Research_ 22(22): 315-329.
>
>18. Raczynski, J. M., C. E. Cornell, et al. (2001). "A Multi-Project
>Systems Approach to Developing Community Trust and Building Capacity."
>_Journal of Public Health Management & Practice_ 7(2): 10-20.
>
>Discusses sustained community-based research efforts to build community
>capacity systematically in two regions in Alabama using funding from
>multiple categorical research projects that were not specifically
>designed to address community capacity.  Challenges of short-term
>categorical funding; Approaches to developing community capacity with
>categorical funding as of 2001; Examples from Uniontown and Wilcox
>County in Alabama, on increasing community capacity.
>
>19. Redman, R. W. (2003). "The Power of Partnerships: A Model for
>Practice, Education, and Research." _Research & Theory for Nursing
>Practice: An International Journal_ 17(3): 187-189.
>
>Discusses the power of partnerships and describes a model for practice,
>education and research. Working relationships are often defined as
>partnerships without a clear understanding of what is implied when
>entering into a partnership. This is often the case when health
>professionals or educational institutions enter into a partnership with
>individuals or community groups to share their expertise and solve
>problems. Principles and best practices for good partnerships are
>available to assist potential partners in developing working
>relationships that are sustainable. One set of principles has been
>developed by a national organization in the United States,
>Community-Campus Partnerships for Health. In research, a new partnership
>model has emerged in public health and community- based research. The
>preferred model uses a community-based participatory research (CBPR)
>approach which is based on partnership principles. The potential is
>unlimited for partnerships to transform learning and the discovery of
>new knowledge. Redefining traditional relationships based on the
>principles of partnership can lay a foundation for renewing civic
>responsibility as well as improve the overall health of communities.
>
>20. Spicer, P., J. Beals, et al. (2003). "The prevalence of DSM-III-R
>alcohol dependence in two American Indian populations." _Alcoholism:
>Clinical & Experimental Research_ 27(11): 1785-97.
>
>BACKGROUND: Evidence suggests that American Indian (AI) populations may
>be at increased risk for problems with alcohol, but a lack of
>community-based research using diagnostic criteria has constrained our
>ability to draw inferences about the extent of severe alcohol problems,
>such as dependence, in AI populations. METHODS: This article draws on
>data collected by the American Indian Service Utilization, Psychiatric
>Epidemiology, Risk and Protective Factors Project (AI-SUPERPFP), which
>involved interviews with 3084 AI people living on or near their
>reservations. The AI-SUPERPFP sample was drawn from two culturally
>distinct tribes, which were designated with geographical descriptions:
>Northern Plains (NP) and Southwest (SW). Comparisons with data collected
>by the National Comorbidity Survey (NCS) were explored by using shared
>measures to situate the findings from AI-SUPERPFP in a national context.
>RESULTS: Lifetime rates of DSM-III-R alcohol dependence for men in both
>AI-SUPERPFP samples were 50% higher than those found in the NCS. Rates
>of lifetime alcohol dependence for women varied by sample, however; NP
>women had twice the rate of women in the NCS, but SW women had rates
>quite similar to those of NCS women. Patterns for 12-month alcohol
>dependence in AI-SUPERPFP were generally more similar to those found in
>NCS. CONCLUSIONS: The rates of DSM-III-R alcohol dependence found in
>AI-SUPERPFP were generally higher than US averages and justify continued
>attention and concern to alcohol problems in AI communities, but they
>are not nearly as high as those in other reports in the literature that
>rely on less stringent sampling methods. Furthermore, significant
>sociocultural influences on the correlates of alcohol dependence in AI
>communities are evident in these data, underscoring the need to
>appreciate the complex and varying influences on the patterning of
>alcohol problems in the diverse cultural contexts of the US.
>
>21. Strand, K., S. Marullo, et al. (2003). _Community-Based Research and
>Higher Education: Principles and Practices._ San Francisco, CA,
>Jossey-Bass Publishers.
>
>The authors present a model of community-based research (CBR) that
>engages community members with students and faculty in the course of
>their academic work. Unlike traditional academic research, CBR is
>collaborative and change-oriented and finds its research questions in
>the needs of communities. This dynamic research model combines classroom
>learning with social action in ways that can ultimately empower
>community groups to address their own agendas and shape their own
>futures. At the same time it emphasizes the development of knowledge and
>skills that truly prepare students for active civic engagement.
>
>22. Sweatt, L., C. G. Harding, et al. (2002). "Talking about the silent
>fear: Adolescents' experiences of violence in an urban high-rise
>community." _Adolescence_ 37(145): 109-120.
>
>The self-reported violent experiences of adolescents living in a
>public-subsidized urban high-rise building were examined. This effort
>was part of an interdisciplinary, community-university collaboration
>program called the HOME (High-rise On-site Multifamily Environments)
>Family Support Project. A survey of violent experiences and a one-on-one
>structured interview were conducted with 20 adolescent residents.
>Results of the quantitative and qualitative analyses revealed high
>degrees of exposure to violence among these adolescents, concerns for
>their personal safety, as well as insights into what they believe adults
>could and should be doing to address increasing levels of community
>violence. The implications of these results for conducting ecologically
>valid research on sensitive issues with adolescents and for family
>support program planning are discussed.
>
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