Session 1 Washington, D.C.

 Syllabus  Today’s Neighborhood Visits assignment  Intro to Community Assessments  Minkler’s article  Break-out groups for 2 case studies

Take with you:  Small notebook & pen; Discrete camera: optional; Discrete audiorecorder: optional Step 1:  Open slate mind (30 minutes alone) Step 2:  Sensory experiencing  Sounds  Sights  Smells  Feelings  Step 3:  Deliberate attention  Participant observation  Counts

= the first core function of public health.

In assessing communities, consider: 1. What we can learn from the community 2. What’s acceptable to the community 3. Capacity 4. Congruence of values 5. Start with ideas--problem-solving approaches-- originating within the community

6. Community resilience factors 7. Structural factors 8. Sources of environmental and psychosocial stress

Resilience factors in your community?

Structural factors in your community?

 Sources of environmental or psychosocial stress in your community?

1. Get to know community over long period of time. 2. As a person before as a researcher. 3. Broad assessments 4. Extensive time in field with no agenda.

1. Sectors, Structures & Capital 2. Aggregate of Individuals

A community profile describes a community in terms of its history, sectors, culture and demographics. A community case study assesses a community within a particular context.

 QUALITATIVE:  Understand  Explore  Inductive  Researcher = participant  QUANTITATIVE:  Confirm  Describe  Deductive  Researcher = objective observer

 Opinion leader interviews  Other expert interviews  Oral histories  Participant observation  Community Mapping  Block walking  GIS  Content analysis  Focus groups  Questionnaire surveys with fixed-end items  Community Mapping  Block walking  GIS  Content analysis

 CBPR  Not a research method  Orientation toward research reflecting social justice  Emphasis on partnerships with community groups

 Community = unit of identity  Builds on community strengths  Fosters empowerment  Co-learning  Equitable participation  Develops systems  Develops local capacity

Using CBPR to achieve policy changes 2 case studies: WE ACT, Harlem, diesel bus pollution Bayview partnership, food insecurity

 Discuss WE ACT & Bayview experiences  Consider a public health issue in each of your respective communities  Given the resilience factors, structural factors and sources of psychosocial and environmental stress within the community, What kind of CBRP might emerge?