Course readings

A readings package is provided by the instructor.

Course description

Community based research (CBPR) is committed to social change and strives to enhance health and quality of life in urban communities. CBPR is methodologically sound, rigorous research, that respects and encourages varied research methods and adheres to standard ethical review processes. CBPR projects are driven by community needs and priorities to answer relevant questions, build programs, and affect public policy. Rather than a specific research method, CBPR is a widely respected ‘process’ for conducting research that values the lived experience of community members and welcomes and encourages their contributions at the levels of input (initiation of ideas), process (during data collection, analysis and interpretation phases), and outcome (implementing action-oriented recommendations). Recognizing that there are barriers to both community and academic involvement in CBPR, equitable partnerships between stakeholders are established (with clear terms of reference) to guide CBPR projects. Data generated through these projects are jointly owned and accessible to all partners. Attention to trust-building, decision-making, power and resource-sharing, and reciprocal capacity-building (where the knowledge bases and skill sets of all research partners are enhanced as a result of the research process) are expected outcomes in all CBPR projects.

This course is intended to acquaint students with CBPR, its theoretical underpinnings and guiding principles, as well as some of its challenges and limitations. Students will have the opportunity to apply CBPR theory, principles, and skills through assignments and in the community.

Course objectives

By the end of this course, students should be able to:

- identify the principles of CBPR and its theoretical underpinnings;

- define ‘community’ and create a community profile;

- understand the benefits of university-community partnerships in health research;

- identify barriers and facilitating factors for CBPR;

- understand community, academic, and policy makers roles in CBPR projects;

- critically reflect on ethical issues in CBPR;

- critically engage the CBPR literature;

- develop and present an action plan based on research findings;

- present research findings.

Course Outline

UNI400Y1 (SOC442) Practicum in Health Studies will cover the following topics:

introduction to CBPR
CBPR – theory, principles, and values
the continuum of participatory research strategies
CBPR’s respect for varied research methods
using creative methods
building CBPR partnerships
the role of the outside researcher – working from the outside in
power and empowerment in CBPR
strategies for determining community priorities for CBPR
quality and rigour in CBPR data
community involvement in data analysis and interpretation
turning research into action
ethical issues in CBPR

Course assignments and marks allocation:

Class participation: (20%) The philosophies underpinning CBPR place significant emphasis on empowerment, co-learning, and participation. Students in UNI400Y1 (SOC442) will be expected to attend classes and actively participate in discussions and presentations. This expectation is reflected in the proportional allocation of the final grade.

Community research work: (80%) In order acquaint themselves with CBPR from a ‘field-based’ perspective, students will be required to do a variety of projects in the field. Students are encouraged to work in groups on these assignments:

Developing community profiles (20%) – DUE NOV 7
Interviewing community & academic ‘informants’ (20%) – DUE FEB 13
Creating resources/tools to assist communities in future CBPR projects (20%) – DUE MARCH 20
Final report (20%): DUE APRIL 17 Students will submit a final report which summarizes key theoretical reflections and field experiences (drawing heavily on the readings, other assignments and presentations).

Course grading scheme:

Letter Grade

4-Point Scale

Percentage (%)

A+

A-

B+

B-

C+

C-

D+

D-

4.0

3.7

3.3

3.0

2.7

2.3

2.0

1.7

1.3

1.0

0.7

0.0

90 to 100%

85-89

80-84

77-79

73-76

70-72

67-69

63-66

60-62

57-59

53-56

50-52

0-49

*taken from ROSI

Course assignments and marks allocation cont’d:

Grades in the ‘A’ range:
original and accurate work, very well organized and expressed, sound critical evaluations, excellent ability to synthesize and integrate information, clear command of techniques and principles.

Grades in the ‘B’ range:
good grasp of topics, accurate knowledge, some evidence of critical evaluation, ability to synthesize and to discriminate relevant issues

Failure:
inaccuracies, little or no grasp of principles, superficial and/or irrelevant
treatment of topics, in general, a failure to demonstrate the minimal knowledge and skills for effective work in the discipline

A note on Plagiarism: Plagiarism is using somebody else's words without quotation and citation, or somebody else's ideas without explicit citation. Students who are found to have done this will be referred to the appropriate university body for disciplinary action. There is no acceptable excuse. If you have any questions about what constitutes plagiarism, ask the professor. It is easy for us to use search engines to find the source of suspicious paragraphs in papers. Please do not violate these rules.

Note: “Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. The terms that apply to the University's use of the www.Turnitin.com service are described on the Turnitin.com web site.”

Late policy: Except in cases of emergencies (where medical notes are provided), students will lose 2% /day every day that they are late.
Course #: UNI400Y1 (SOC442)
Course title: Practicum in Health Studies

Detailed Course Outline – Term 1

The students and professor will meet weekly. Class duration is 2 hours (6:00 – 8:00 pm)

Week

9/12/2005

Overview

student and instructor introductions
course overview

Amy Shulz, James Krieger, and Sandra Galeo. Addressing Social Determinants of Health: Community-Based Participatory Approaches to Research and Practice. Health Educ Behav, Jun 2002; 29: 287-295.

James Krieger, Carol Allen, Allen Cheadle, Sandra Ciske, James K. Schier, Kirsten Senturia, and Marianne Sullivan. Using Community-Based Participatory Research to Address Social Determinants of Health: Lessons Learned from Seattle Partners for Healthy Communities. Health Educ Behav, Jun 2002; 29: 361 - 382.

Week

9/19/2005

An Introduction to CBPR

epistemological issues – Knowledge and the power to shape/produce it

CBPR principles and theory of change

Readings:

Gaventa J. The Powerful, the Powerless, and the Experts: Knowledge Struggles in an Information Age. In: Park P, Brydon-Miller M, Hall B, Jackson T, editors. Voices of Change: Participatory Research in the United States and Canada. Toronto: The Ontario Institute for Studies in Education, 1993:21-40.

Cornwall A, Jewkes R. What is participatory research? Social Science and Medicine 1995; 41(12):1667-1676.

Israel, B. A., Schulz, A.J., Parker, E.A., & Becker, A.B. (1998). Review of community-based

research: Assessing partnership approaches to improve public health. Annual Review of Public Health, 19, 173-202.

Week

9/26/2005

An Introduction to CBPR (con't)

Wallerstein N, Duran B. (2004). The conceptual, historical and practice roots of community based participatory research and related participatory traditions. In: Minkler M, Wallerstein N, editors. Community Based Participatory Research for Health. San Francisco, CA: Jossey-Bass, 2003:27-52.

AHRQ (2005). Report Summary. Evidence Report/Technology Assessment Number 99.

Minkler, M (2005) Community Based Participatory Research: Opportunities and Challenges. Journal of Urban Health Research. 82(2): suppl 2: ii3-ii11

Week	4	10/3/2005	NO CLASS ROSH HASHANA
Week	5	10/10/2005	NO CLASS THANKSGIVING

Week

10/17/2005

What do we mean by community?

Defining community
Bridging the academic/community silos

Readings:

Jewkes, Rachel, and A Murcott. 1998. "Community representatives: Representing the "community"?" Social Science and Medicine 46:843-858.

Kone, Ahoua, Marianne Sullivan, Kirsten Senturia, Joel Chrisman, Sandra Ciske, and J Kreiger. 2000. "Improving collaboration between researchers and communities." Public Health Reports 115:243-248.

MacQueen, Kathleen M, E McLellan, D Metzger, S Kegeles, Robert P Strauss, MA Scotti, L Blanchard, and R Trotter. 2001. "What is community? An Evidence-Based Definition for Participatory Public Health." American Journal of Public Health 91:1929-1937.

Sullivan, Marianne, Ahoua Kone, Kirsten Senturia, Joel Chrisman, Sandra Ciske, and J Kreiger. 2001. "Researcher and researched-community perspectives: towards bridging the gap." Health Education & Behavior 28:130-149

Week

10/24/2005

Assessing community research priorities

participatory strategies for identifying emerging issues in communities

Readings:

Minkler, M. & Hancock, T. Community-driven asset identification and issue selection (ch7). In Community-Based Participatory Research for Health (Eds. Minkler & Wallerstein). Jossey-Bass, 2004.

Wang, C. Using Photovoice as a participatory assessment and issue selection tool (Ch9). In Community-Based Participatory Research for Health (Eds. Minkler & Wallerstein). JosseyBass, 2004.

Patricia O’Campo, Jessica Burke, Geri Lynn Peak, Karen A McDonnell, Andrea C Gielen. Uncovering neighbourhood influences on intimate partner violence using concept mapping. J Epidemiol Community Health 2005;59:603–608. doi: 10.1136/jech.2004.027227

Week

10/31/2005

CBPR Partnerships

Readings:

Wolff, M. & Maurana, C. (2001). Building effective community-academic partnerships to

improve health: A qualitative study of perspectives from communities. Academic Medicine, 76, 166-172.

Lantz, P.M., Viruell-Fuentes, E., Israel, B.A., Softley, D., & Guzman, R. (2001). Can

communities and academia work together on public health research? Evaluation results from a community-based participatory research project in Detroit. Journal of Urban Health, 78, 495-507.

Parker, E.A., Israel, B.A., Williams, M., Brakefield-Caldwell, W., Lewis, T.C., Robins, T.,

Ramirez, E., Rowe, Z. & Keeler, G. (2003). Community Action Against Asthma. Examining the Partnership Process of a Community-based Participatory Research Project. Journal of General Internal Medicine, 18, 558-567.

Santiago-Rivera, AL, Skawennio Morse, G, & Hunt, A. Building a community-based research partnership: Lessons from the Mohawk Nation of Akwesasne. Journal of Community Psychology (1998) 26(2): 13-174

Week

11/7/2005

Community-engaged scholarship -- careers and opportunities

Research inside and outside the academy

Readings:

Stoeker, R (2004). Are Academics Irrelevant? Approaches and roles for scholars in CBPR (ch5). In Community-Based Participatory Research for Health (Eds. Minkler & Wallerstein). Jossey-Bass, 2004.

Seeley, J.A., Kengeya-Kayondo, J.F., & Mulder, D.W. (1992). Community-based

HIV/AIDS research – whither community participation? Unsolved problems in a research programme in rural Uganda. Social Science & Medicine, 10, 1089-1095.

Week

11/14/2005

Student Presentations

Week

11/21/2005

Student Presentations

Community Profile Presentations. (15 minute presentations +5 min Q & A)

Week

11/28/2005

From Research to Action: Working with Policy Makers

Guest: Iain DeJong, Policy Development Officer, Hostel Services Shelter, Housing and Support Division, City of Toronto

Ritas, Cassandra. (2003). Speaking Truth, Creating Power: A Guide to Policy Work for Community-Based Participatory Research Practitioners. For Community-Campus Partnerships for Health depts.washington.edu/ccph/pdf_files/ritas.pdf

Week

12/5/2005

Overview of CBR in Canada & Building CBR Capacity

Flicker, S & Savan, B. A snapshot of CBR in Canada (Report to be distributed).

Oppenheimer, J. (2005). Exec Summary. An evaluation of the Wellesley Central Health Corporation Certificate Program in Community Based Research. Toronto, Wellesley Central Health Corporation.

Gierman, N. (2005). An Evaluation of the Wellesley Central Health Corporation, Advanced Grant Initiatives: Perspectives from Grantees. Toronto, Wellesley Central Health Corporation.

Week

WINTER HOLIDAY

Week

1/9/2005

Youth CBR

giving voice to the margins
Positive Youth Project

Readings:

Flicker, S., E. Goldberg, et al. (2004). "HIV-Positive Youth's Perspectives on the Internet and e-Health." Journal of Medical Internet Research 6(3): e32.

Veinot, T., S. Flicker, et al. (under review). "“Supposed to make you better but it doesn’t really”: HIV-Positive Youths’ Perceptions of HIV Treatment." Journal of Adolescent Health.

Checkoway B, Richards-Schuster K, Abdullah S, Aragon M, Facio E, Figuero L, et al. Young people as competent citizens. Community Development Journal 2003;38(4):298-309.

Harper G, Carver L. “Out-of-the-mainstream” youth as partners in collaborative research: Exploring the benefits and challenges. Health Education and Behavior 1999;26(2):250-265.

Week

1/16/2005

Arts based approaches to CBR

Ross Gray & Christina Sinding. Ch2. Standing Ovation: Performing social science research about cancer. 2002 Almira Press

I’m Not the woman I Used to Be: Selected Poems by Recent Immigrant Women

Ridgley, A., Maley, O., Skinner, H. Youth Voices: Engaging Youth in Health Promotion using Media Technologies. Canadian Issues, Montreal: Association for Canadian Studies, Fall 2004. pp. 21-24.

Week

1/23/2005

CBR in Aboriginal Communities

CAAN Fact Sheets on OCAP

Fletcher, Christopher. CBPR Relationships with Aboriginal Communities in Canada: An Overview of Context and Process

Macaulay AC, Delormier T, McComber A, et al. Participatory research with native community of Kahawake creates innovative code of research ethics. Canadian Journal of Public Health 1998;89.

AIATIS. 2000. Guidelines for Ethical Research in Indigenous Studies.

Fisher, PA & Ball, TJ. Balancing empiricism and local cultural knowledge in the design of prevention research. Journal of Urban Health 82(2,3): iii44-iii55

Week

1/30/2005

Ethical Issues in CBPR: Part 1

contextualizing ‘do no harm to others’ within a CBPR framework

Readings:

Brugge, D., & Kole, A. (2003). A case study of community-based participatory research ethics: The healthy public policy initiative. Science and Engineering Ethics, 9(4), 485-501

Marshall, P.A., & Rotimi, C. (2001). Ethical challenges in community-based research. The American Journal of Medical Sciences, 322(5), 241-245.

Minkler, M., Fadem, P., Perry, M., Blum, K., Moore, L., & Rogers, J. (2002). Ethical dilemmas in participatory action research: a case study from the disability community. Health Education & Behavior, 29(1), 14-29.

Week

2/6/2005

Ethical Issues Part II

Khanlou, N & Peter, E. Participatory Action Research: Considerations for Ethical Review. Social Science and Medicine. VOL. 60, NO. 10, MAY; 2005: 2333-2340

Strauss, DMD, Sengupta, S et al. The Role of Community Advisory Boards: Involving Communities in the Informed Consent Process. American Journal of Public Health (2001), 91(12), 1938-1943

American Academy of Pediatrics. 2004. Ethical considerations in Research with Socially Identifiable Populations. Pediatrics. 113(1): 148-151

Week

2/13/2005

Critical Appraisals: Part I

· critiquing CBPR proposals – enabling grants

WCHC Grant Overview

LOI from Dixon Hall

LOI from Sherbourne Health Centre

LOI form Access Alliance

Week

2/20/2005

READING WEEK

Week

2/27/2005

Case study: Nutritional needs of homeless youth

Guest Speaker, Valerie Tarasuk, University of Toronto

Report to be distributed

Week

3/6/2005

Case study: Trans Health Access

Guest Speaker, Anna Travers, Sherbourne Health Centre

Report to be distributed

Week

3/13/2005

Case study: ODSP & Homelessness

Guest Speaker, Erika Khandour, Street Health

Report to be distributed

Week

3/20/2005

Case study: LETI

Guest Speaker, David Burnam, Canadian College of Naturopathic Medicine

Report to be distributed

Week

3/27/2005

Critical appraisals of CBPR : Part II

· critiquing CBPR proposals – advanced grants

Grants overview

· OWHN

· ACAS

Week

4/3/2005

Student Presentations

Week

4/10/2005

Student Presentations

Week

4/17/2005

Student Presentations