OBJECTIVES: The goal of this study was to develop systems interventions in a public school district using community-based participatory research (CBPR) methods to improve the social and academic functioning of children from racial and ethnic minority populations. DESIGN: The study used qualitative methods in the process of problem definition and intervention planning, including in-depth qualitative interviews and stakeholder dialogue groups. The study was conducted at three levels--the school system as a whole, two individual schools, and a multiple-stakeholder participatory group. SETTING: The study took place in a public school system in an urban city with a population of 101,355 and in two public schools located in this city. PARTICIPANTS: The CBPR team included two researchers, a researcher/consulting psychiatrist in the schools, the director of the special education office, her management team, four teachers, and two school-based administrators. INTERVENTIONS: The CBPR group engaged in a process of problem definition and intervention planning at all three levels of the system. In addition, both schools initiated systems interventions to target the needs of their school environments. RESULTS: The project led to system interventions at both schools, clarity about the policy constraints to effective collaboration, and increased awareness regarding the behavioral and academic needs of minority children in the schools. The process produced a series of questions to use as a framework in CBPR partnership development. CONCLUSIONS: The CBPR approach can expand the scope of mental-health services research, particularly related to services for racial and ethnic minorities.
OBJECTIVES: The goal of this study was to develop systems interventions in a public school district using community-based participatory research (CBPR) methods to improve the social and academic functioning of children from racial and ethnic minority populations. DESIGN: The study used qualitative methods in the process of problem definition and intervention planning, including in-depth qualitative interviews and stakeholder dialogue groups. The study was conducted at three levels--the school system as a whole, two individual schools, and a multiple-stakeholder participatory group. SETTING: The study took place in a public school system in an urban city with a population of 101,355 and in two public schools located in this city. PARTICIPANTS: The CBPR team included two researchers, a researcher/consulting psychiatrist in the schools, the director of the special education office, her management team, four teachers, and two school-based administrators. INTERVENTIONS: The CBPR group engaged in a process of problem definition and intervention planning at all three levels of the system. In addition, both schools initiated systems interventions to target the needs of their school environments. RESULTS: The project led to system interventions at both schools, clarity about the policy constraints to effective collaboration, and increased awareness regarding the behavioral and academic needs of minority children in the schools. The process produced a series of questions to use as a framework in CBPR partnership development. CONCLUSIONS: The CBPR approach can expand the scope of mental-health services research, particularly related to services for racial and ethnic minorities.
Authors: Maren J Coffman; Brisa Urquieta de Hernandez; Heather A Smith; Andrew McWilliams; Yhenneko J Taylor; Hazel Tapp; Johanna Claire Schuch; Owen Furuseth; Michael Dulin Journal: Hisp Health Care Int Date: 2017-09-11
Authors: Elizabeth Lizaola; Ron Schraiber; Joel Braslow; Sheryl Kataoka; Benjamin F Springgate; Kenneth B Wells; Loretta Jones Journal: Ethn Dis Date: 2011 Impact factor: 1.847
Authors: Karen Hacker; Shalini A Tendulkar; Catlin Rideout; Nazmim Bhuiya; Chau Trinh-Shevrin; Clara P Savage; Milagro Grullon; Hal Strelnick; Carolyn Leung; Ann DiGirolamo Journal: Prog Community Health Partnersh Date: 2012