1. Session 1 Washington, D.C.

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

3. 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

4. = the first core function of public health.

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

7. Resilience factors in your community?

8. Structural factors in your community?

9.  Sources of environmental or psychosocial stress in your community?

10. 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.

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

12. 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.

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

14.  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

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

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

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

18.  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?