BACKGROUND: School-community partnerships offer an opportunity to promote positive youth development. However, there is a need for community-based participatory research (CBPR) models that leverage community and school resources to create environments that support youths' success. OBJECTIVE: Describe the CBPR process used by Alignment Enhanced Services (AES) partners to develop and implement a strategy to promote a positive school climate, and to discuss factors that influence the AES process in the schools. METHODS: A committee of school and community members developed the AES process, which included an environmental scan that solicited input from internal and external stake-holders on the schools' assets and needs related to youth development and school climate. AES coordinators, in consultation with school administrators, developed and implemented action plans that leveraged each school's existing strengths, while identifying and utilizing new resources to address systemic and individual needs. LESSONS LEARNED: To date, the project has produced encouraging results; however, the AES process resulted in numerous challenges for the coordinators, schools, and community partners. CONCLUSION: AES offers a method for engaging the stakeholders in addressing critical issues related to youth development and school climate.
BACKGROUND: School-community partnerships offer an opportunity to promote positive youth development. However, there is a need for community-based participatory research (CBPR) models that leverage community and school resources to create environments that support youths' success. OBJECTIVE: Describe the CBPR process used by Alignment Enhanced Services (AES) partners to develop and implement a strategy to promote a positive school climate, and to discuss factors that influence the AES process in the schools. METHODS: A committee of school and community members developed the AES process, which included an environmental scan that solicited input from internal and external stake-holders on the schools' assets and needs related to youth development and school climate. AES coordinators, in consultation with school administrators, developed and implemented action plans that leveraged each school's existing strengths, while identifying and utilizing new resources to address systemic and individual needs. LESSONS LEARNED: To date, the project has produced encouraging results; however, the AES process resulted in numerous challenges for the coordinators, schools, and community partners. CONCLUSION: AES offers a method for engaging the stakeholders in addressing critical issues related to youth development and school climate.
Authors: Athena T Samaras; Kara Murphy; Narissa J Nonzee; Richard Endress; Shaneah Taylor; Nadia Hajjar; Rosario Bularzik; Carmi Frankovich; XinQi Dong; Melissa A Simon Journal: Prog Community Health Partnersh Date: 2014
Authors: Marni LoIacono Merves; Caryn R R Rodgers; Ellen Johnson Silver; Jamie Heather Sclafane; Laurie J Bauman Journal: Fam Community Health Date: 2015 Jan-Mar