Community-partnered Research Research Articles

Creating effective research partnerships with rural communities: a community culture framework

ABSTRACT Researching alongside rural communities often garners vastly different outcomes between communities despite applying the same research methodology and considering the contextualized and nuanced nature of such projects. In this paper, we explore what might account for these differences through the lens of an education and career pathways project conducted in three Australian rural communities. The project drew on community-based participatory, collaborative research which supports the development of responsive community–researcher partnerships that can be adapted to community context. While the outcomes of any research project often appear to be an accident of timing and circumstance, in this paper we argue that community–researcher partnerships can be more deliberately targeted to take account of community context. We present a conceptual framework that considers particular characteristics of communities and the people within them, suggesting how community–researcher partnerships might be developed to help deliver more consistently effective outcomes that address ‘real-life’ issues in critical and transformative ways.

Exploring community-based participatory research for household and ambient air pollution projects: insights from key informants

BackgroundDespite the extensive use of community-based participatory research (CBPR) in health-related projects, there is limited work on how CBPR processes result in outcomes, especially in household and ambient air pollution (HAAP) research. This study explores the reflections of key informants on factors that shape the implementation and outcomes of CBPR in HAAP projects.MethodsWe conducted semi-structured interviews with 13 key stakeholders, including academic researchers, non-governmental organisation administrators, a policymaker, and community members. All interviewees have experience in CBPR projects. Interviews were analysed using framework analysis, and findings were mapped to Wallerstein et al.’s CBPR conceptual model, which consists of four constructs: context, partnership processes, intervention and research, and outcomes.ResultsThe findings are described under two main categories: ‘barriers to participation’ and ‘good practices for effective CBPR design and implementation’. Relevant sub-categories were barriers at the structural, research, community, and individual levels. Suggestions for good practices included respect, cultural humility, trust, effective communication, suitable and affordable interventions such as improved cookstoves, appropriate participatory research tools, and gratuity for the community’s time.ConclusionKey informants’ perspectives identified factors supported by the CBPR model to inform the design and implementation of the CBPR approach. The add-ons to some of the model’s factors, such as intra-community dynamics, give value to the informants’ knowledge to support community-research partnerships and improve outcomes in HAAP intervention projects. Addressing these factors at the design stage and reporting CBPR evaluation could deepen the understanding of community-research partnerships.

Research-Community Partnerships for promoting procedural environmental justice in industrially contaminated areas.

Research-Community Partnerships for promoting procedural environmental justice in industrially contaminated areas.

A Model for Engaging Citizen Scientists: A Community-Partnered Research Collaboration to Address Inequities for Black Birthing People.

Co-creation of a citizen-science research initiative with a collaborative team of community members and university-based scientists to address regional disparities in maternal and fetal health outcomes for Black birthing people. Citizen scientist-led projects, where community members actively contribute to each discovery step, from setting a research agenda to collecting data and disseminating results, can extend community participatory research initiatives and help reconceptualize traditional research processes. The Pregnancy Collaborative is a citizen-science research initiative and one of nine scientific committees of The Pittsburgh Study-a longitudinal, community-partnered study designed to bring together collaborators to improve child thriving. Ten community members and five university-based scientists participated during all phases of developing a citizen-scientist collaboration over an initial two-and-a-half-year period. Phases include forming the Pregnancy Collaborative and group research ethics training; co-creating a research agenda grounded in shared principles; and community-partnered data collection, analysis, and dissemination. These phases produced three key co-designed products: (1) a mission and vision statement of the Pregnancy Collaborative, (2) a Collaborative-endorsed research agenda, and (3) a citizen-scientist-executed research survey. Lessons learned from the formation of the Pregnancy Collaborative highlight the importance of equitable power distribution through bidirectional knowledge sharing and by centering intellectual effort, lived experience, and tools and resources of those affected by health inequities. Using a citizen science approach to co-designing and executing research helps us move maternal health inequity work from "research on" to "research with."

Knowledge exchange in the arctic environmental studies: Bridging science and the local community in dialogue

In the context of accelerated climate dynamics and uncertainties surrounding climate change research, collaborative approaches to knowledge generation are increasingly cited as a pathway needed for navigating the complexity of challenges. There is a widespread consensus that researcher-community joint expertise deepens our understanding of climatic changes. However, how this unfolds in practical settings lacks rigorous empirical support in the landscape of contemporary environmental studies. The article focuses on the intrinsic process of expert knowledge exchange and creating knowledge-in-action space for meaningful community-researcher partnerships. Addressing these issues draws upon experiences facilitating public events for diverse audiences in different countries and varying settings of scale, format and level of engagement. This account refers to the essential role of dialogue, interactivity, culturally sensitive devotion and visualization as powerful tools in building a platform for knowledge co-creation. It analyzes different ways of designing knowledge exchange that give access to a spectrum of experimentation, self-reflection and liaison with art but also requires mobilizing ethics and flexibility.

Research ethics for all: Development of a social-behavioral research ethics education program for community research partners with developmental disabilities

BackgroundPeople with developmental disabilities make important contributions to research. However, inaccessible research ethics trainings present a barrier to them taking on some research roles. ObjectivesWe developed a social-behavioral research ethics training that leads to certification tailored to the accessibility needs and roles of community research partners with developmental disabilities. MethodsWe collaborated with diverse partners (people with developmental disabilities, a disability service provider, health researchers, human research participant protections experts) to develop the research ethics training. To identify potential training content, we conducted a rapid scoping review of ethical, legal, and social issues in social-behavioral research with adults with developmental disabilities and reviewed national research ethics curricula. Through discussions and a modified Delphi process, we worked with partners to identify content to teach; partners also provided guidance on accessibility. ResultsThe training and rapid scoping reviews and input from partners resulted in 93 potential educational content elements to include. After completing the modified Delphi process, partners recommended inclusion of 83 of these content elements in the educational training and provided input on depth and approach to teaching this content. Research Ethics for All is a freely available training that includes 5 units, delivered via didactic and active learning, and assessment activities to verify understanding. Research Ethics for All should be facilitated by an experienced researcher. ConclusionsResearch Ethics for All includes foundational social-behavioral research ethics content designed to support community research partners with developmental disabilities to take on new research responsibilities.

Cree-driven community-partnered research on coastal ecosystem change in subarctic Canada: a multiple knowledge approach

Indigenous-driven and community-partnered research projects seeking to develop salient, legitimate, and credible knowledge bases for environmental decision-making require a multiple knowledge systems approach. When involving partners in addition to communities, diverging perspectives and priorities may arise, making the pathways to engaging in principled research while generating actionable knowledge unclear to disciplinarily-trained natural science researchers. Here, we share insights from the Eeyou Coastal Habitat Comprehensive Research Project (CHCRP), an interdisciplinary, Cree-driven community-academic partnership. This project brought together Cree community members, regional organizations, industry (Hydro-Québec), and academics from seven universities across Canada to address the unprecedented loss of seagrass Zostera marina (eelgrass), the concurrent decline in migratory Canada geese and its impact on fall goose harvest activities in Eeyou Istchee. After describing the history and context of the project, we discuss the challenges, complexities, and benefits of the collaborative approach balancing saliency, legitimacy and credibility of the knowledge produced. We suggest the paper may be of use to researchers and partners seeking to engage in principled and actionable research related to environmental change including impacts of past development.

A Community-Partnered Research Process for Implementation Strategy Design: Developing Resources to Support Behavioral Classroom Interventions

Schools need effective, sustainable implementation strategies to support teachers in using effective Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral interventions in the classroom. This paper describes an iterative, community-partnered process of developing implementation resources to support teachers in using Tier 1 and 2 positive behavior management interventions; we call these resources the Positive Behavior Management Toolkit (PBMT). There were two key aspects to the iterative development process: 1) working with a Program Development Team of district—and school-employed partners to identify priorities, interpret data, provide feedback on resources, and plan for sustainment; and 2) conducting a series of tryouts in which teachers used a version of the PBMT in their classrooms and provided quantitative and qualitative feedback on acceptability, appropriateness, feasibility, and recommendations for improvement. In partnership with the Program Development Team, we used data from the tryouts to inform revisions to the PBMT. This paper presents quantitative and qualitative data from the tryouts and describes how these data informed revisions to the PBMT. We also describe the processes by which we engaged the team, considerations related to contextual appropriateness, and lessons learned related to community-engaged intervention development research.

Assessing Pollution Sources and Impacts in Gbarnga: A Case Study of Barwror and Kortu Quarters

The rapid urbanization and industrialization of Gbarnga have brought forth significant environmental challenges, including pollution. This study, titled "Assessing Pollution Sources and Impacts in Gbarnga: A Case Study of Barwror and Kortu Quarters," aims to investigate public awareness and participation in pollution reduction initiatives within these communities. The background of the study encompasses the pressing need to address pollution in urban areas like Gbarnga, where industrial activities and urbanization have intensified environmental pressures. Previous research has highlighted the detrimental effects of pollution on public health, ecosystem integrity, and overall well-being, emphasizing the urgency of proactive measures to mitigate pollution levels. The objectives of this research include assessing the level of public awareness regarding environmental regulations and policies aimed at pollution reduction, as well as gauging community willingness to participate in pollution reduction initiatives. Additionally, the study seeks to identify factors influencing public engagement in environmental actions and to provide recommendations for enhancing community involvement in pollution mitigation efforts. The findings reveal a significant gap in public awareness of environmental regulations and policies, with just over half of the population informed about such initiatives. However, there exists a strong willingness among community members to actively engage in pollution reduction initiatives, with over 97% expressing readiness to participate. Further statistical analysis indicates a moderate level of public awareness regarding pollution-related issues, underscoring the need for targeted educational campaigns and enhanced communication strategies. In conclusion, the study emphasizes the importance of strengthening communication channels, launching educational campaigns, fostering inclusive community engagement, encouraging community-research partnerships, and integrating public awareness initiatives into environmental policy frameworks. These recommendations aim to empower communities to actively participate in pollution reduction efforts, ultimately contributing to the attainment of sustainable environmental goals in Gbarnga and similar urban settings.

“Good Solid Relationships Make Programs Work”: A Mixed Methods Assessment of Determinants to Community Research Partnerships in Flint, MI

“Good Solid Relationships Make Programs Work”: A Mixed Methods Assessment of Determinants to Community Research Partnerships in Flint, MI

545 Factors that impact the success of community-engaged research: perspectives from experienced researchers and community partners

OBJECTIVES/GOALS: Involving community partners in translational research improves impact. Yet, community-engaged research is challenging, and teams vary in their success. This study builds the evidence of key barriers and facilitators to effective community-engaged team science by drawing on the perspectives of seasoned researchers and community partners. METHODS/STUDY POPULATION: We conducted 3 focus groups with academic researchers (n=9) and 2 focus groups with community research partners (n=8). All participants were adults from the Southern California area, and had experience working on research teams that included academics and community partners. The focus group guide included questions about the participant’s experience with community-engaged research, including the value of these partnerships, examples of success and challenges, and opportunities for improvement. Transcriptions of the focus group recordings were analyzed to identify key themes and insights, and to explore similarities and differences between academic and community participant perspectives. RESULTS/ANTICIPATED RESULTS: Both researchers and community partners saw the potential value of participating in community-engaged research. However, they identified challenges to address, including: 1) Community partners should be invited to participate in early stages of the research process as equal partners to help frame the objectives. 2) Community partner’s knowledge should be valued through the use of their ideas and input, and providing monetary compensation for their time. 3) Academic researchers should aim to build long-term meaningful relationships with the community and build cultural competency (language, culture, and trust). 4) Community partners should be closely involved with the interpretation of results to confirm accuracy and identify valuable insights, and these contributions should be acknowledged. DISCUSSION/SIGNIFICANCE: Community partners being undervalued is a central challenge of community-engaged research teams. Greater adoption of best practices in team science could empower community partners and increase the value of this research. Structural barriers related to research funding and academic promotion should align to support these efforts.

345 Fostering academic-community research teams to conduct community-engaged research in environmental justice communities: The RISE Communities R25 program

OBJECTIVES/GOALS: Residents of environmental justice (EJ) communities experience significantly higher rates of negative health outcomes associated with poor air quality. Low-cost air sensors may supplement regulatory monitoring to better measure air pollution at local scales, but widespread application of this technology remains limited due to many challenges. METHODS/STUDY POPULATION: To address these obstacles, we designed a training program to equip community and academic research partners with the skills and knowledge to successfully apply low-cost sensors in community-engaged environmental health research. The R esearch Innovations using Sensor Technology in Environmental Justice Communities (RISE Communities) program was established through an NIEHS R25 award in 2022 and has three specific aims: 1) Foster community-academic partnerships through research education, training, and team development activities, 2) Provide technical training in the application of low-cost sensors for indoor, outdoor, and personal air monitoring in EJ communities, and 3) Establish a community of practice to address air quality in communities nationwide. RESULTS/ANTICIPATED RESULTS: We hosted our first cohort in August 2023, training five community-academic research teams in team collaboration, community-engaged research, and technical skills for collecting and analyzing data from PurpleAir sensors. Each team received 12 sensors to take to their home EJ communities to begin their projects. Community of practice development continues through interactive webinars and development of a web-based repository of training videos and discussion board posts. Evaluation data show high participant learning and satisfaction, with mean confidence scores improving on 6/8 metrics. Evaluation data also suggest several areas for improvement such as more time spent in teams for planning and additional opportunities for interaction within the cohort and with program instructors for problem-solving. DISCUSSION/SIGNIFICANCE: Effective training for team-based community-engaged research requires careful planning for team development and study implementation. Longitudinal training and support for the technical aspects of utilizing air sensors is also critical to team success. The RISE Communities program is actively recruiting for future training cohorts.

Co-design of a personalised digital intervention to improve vegetable intake in adults living in Australian rural communities

Diets low in vegetables are a main contributor to the health burden experienced by Australians living in rural communities. Given the ubiquity of smartphones and access to the Internet, digital interventions may offer an accessible delivery model for a dietary intervention in rural communities. However, no digital interventions to address low vegetable intake have been co-designed with adults living in rural areas(1). This research aims to describe the co-design of a digital intervention to improve vegetable intake with rural community members and research partners. Active participants in the co-design process were adults ≥18 years living in three rural Australian communities (total n = 57) and research partners (n = 4) representing three local rural governments and one peak non-government health organisation. An iterative co-design process(2) was undertaken to understand the needs (pre-design phase) and ideas (generative phase) of the target population through eight online workshops and a 21-item online community survey between July and December 2021. Prioritisation methods were used to help workshop participants identify the ‘Must-have, Should-have, Could-have, and Won’t-have or will not have right now’ (MoSCoW) features and functions of the digital intervention. Workshops were transcribed and inductively analysed using NVivo. Convergent and divergent themes were identified between the workshops and community survey to identify how to implement the digital intervention in the community. Consensus was reached on a concept for a digital intervention that addressed individual and food environment barriers to vegetable intake, specific to rural communities. Implementation recommendations centred on i) food literacy approaches to improve skills via access to vegetable-rich recipes and healthy eating resources, ii) access to personalisation options and behaviour change support, and iii) improving the community food environment by providing information on and access to local food initiatives. Rural-dwelling adults expressed preferences for personalised intervention features that can enhance food literacy and engagement with community food environments. This co-design process will inform the development of a prototype (evaluation phase) and feasibility testing (post-design phase) of this intervention. The resulting intervention is anticipated to reduce barriers and support enablers, across individual and community levels, to facilitate higher consumption of vegetables among rural Australians. These outcomes have the potential to contribute to improved wellbeing in the short term and reduced chronic disease risk in the long term, decreasing public health inequities.

'They don't think I can do it': Experiences of self-advocates, employment specialists, and employers on employment of adults with intellectual disability.

A multi-phase Canadian study was conducted as part of a large-scale community and academic research partnership focused on understanding and improving the employment experiences of people with intellectual disabilities. This multi-method study utilized a sequential approach, using findings from qualitative interviews (n = 28) to inform an online survey (n = 149). Participants were invited to share their experiences with paid employment or with persons with intellectual disabilities. Thematic analysis of data across interview and survey findings resulted in six themes: (1) assumptions and attitudes, (2) knowledge and awareness, (3) accessibility of processes, (4) use of accommodations, (5) workplace relationships, and (6) supports and resources. A holistic and systemic approach has the potential to improve inclusive employment experiences of people with intellectual disabilities. Action is needed mainly at the policy and employer level to reduce barriers and improve on facilitating measures reinforced by the themes shared in this study.

A Qualitative Exploration of Research-School Partnerships During COVID: How to Better Serve Our Community Partners During Times of Crisis

ABSTRACT Most youth access mental health care through their school. As such, research has targeted schools as ideal service settings to reduce disparities in service use among adolescents. The COVID shutdowns were associated with elevated stress and depression across caregivers, teachers, and students, and increased rates of suicide amongst youth. In the virtual space, schools had difficulty maintaining needed supports. Negative impacts were disproportionately experienced by Black communities and urban school settings. The shutdown also disrupted most research efforts occurring in school settings, leaving schools with even fewer supports when most in need. Thus, the current qualitative study aimed to obtain feedback from personnel in an urban high school system on how research-community partnerships could better support schools generally and especially during times of crisis. Our sample consisted of 17 teachers and school-based mental health providers who participated in virtual qualitative interviews or focus groups. Four key themes emerged, calling for reform in how research partners interact with school partners: 1) embed the researcher in the community, 2) utilize the researcher as an allied communicator, 3) empower the researcher to adapt in response to shifting demands, 4) establish the researcher as a long-term partner. Findings call for reform in how community-based research is funded to better allow researchers to develop long-standing, culturally responsive, and mutually beneficial partnerships, particularly in times of crisis.

Skookum Health

This article presents findings of a collaborative, community-based project that established partnerships between researchers at Simon Fraser University and Indigenous community members and organizations in Surrey, British Columbia. In Metro Vancouver, Surrey saw the biggest increase in its Indigenous population, which grew 77 per cent between 2006 and 2016 to 13,460. This was a timely project given that community research partners were interested in focusing on health issues and that traditional health and social service models geared towards Indigenous populations tend to focus on on-reserve populations. Research objectives included: 1) to identify the health needs and priorities of Indigenous peoples in Surrey; 2) to determine what methodologies should be used when researching culture and health; and 3) to explore how existing data connected to Surrey’s Indigenous population can be accessed to better align research priorities with the health status of Indigenous peoples in Surrey. Data was gathered through two community talking circles (n=30) and one-to-one interviews with health and social service providers (n=12). Findings from the project included: the importance of culturally safe care and support in health and social service systems; the need for training and education among health and social service providers on the history and contemporary experiences of Indigenous peoples; and the importance of having access to Elder-led cultural teachings and land-based activities that support health and wellbeing of families and communities.

Association of social vulnerability index and masking adherence among children enrolled in COVID-19 community research partnership study

BackgroundIndividuals with high social vulnerability index (SVI) have poorer outcomes with COVID-19. Masking reduces transmission of COVID-19 among children, but how SVI plays a role in masking behavior is unknown. We aimed to measure the association of SVI with masking adherence among children during the COVID-19 pandemic.MethodsWe conducted a multi-site, prospective syndromic surveillance study among children aged 2 – 17 years in the Southeastern United States by daily electronic surveys which solicited symptoms of COVID-19-like illness, infection with or exposure to SARS-CoV-2, masking habits, and any receipt of COVID-19 vaccines. Parents/guardians submitted surveys for their children; adolescents 13 years and older could opt to submit their own surveys. Multivariable and univariate linear models were used to measure the associations of different predictors such as SVI with masking adherence.ResultsOne thousand four hundred sixty-one children from 6 states and 55 counties predominately from North and South Carolina were included in the analysis. Most children in the cohort were 5 – 11 years old, non-Hispanic White, from urban counties, and with low-moderate SVI. Overall masking adherence decreased over time, and older children had higher masking adherence throughout the study period compared with younger children. Children who resided in urban counties had greater masking adherence throughout the study period than those who resided in suburban or rural counties. Masking adherence was higher among children with both low and medium SVI than those with high SVI.ConclusionsDespite being at risk for more severe outcomes with COVID-19, children with high SVI had lower levels of masking adherence compared to those with low SVI. Our findings highlight opportunities for improved and targeted messaging in these vulnerable communities.

Practice Research Partnerships in Social Work: Addressing Impact and Credible Evidence

Purpose: This article builds on the Practice Research Collaboratives (PRCs) as an initiative that developed from the Fifth Conference on Practice Research to provide a platform for practice researchers to engage actively around impact and influence. Research question: The unique features of research activities that enable transformational impact in three cases in social work practice research involving long-term community and university research partnerships. Methodology: Literature review and comparison of case studies. Results: The cases show how the processes of implementation are not only seen as linear, but constantly evolving at the same time as intervention fidelity in social work is crucial to improving outcomes for people, which can have transformative impacts for individuals and systems alike. Conclusion: We conclude by describing the importance of understanding the feasibility of complex problems and complex social situation which requires meaningful communication between partners, transparency and involvement of all players throughout the process.

Community implementation of a brief parent mediated intervention for toddlers with probable or confirmed autism spectrum disorder: feasibility, acceptability, and drivers of success (IE Drmic et al.).

Social ABCs is a caregiver-mediated Naturalistic Developmental Behavioral Intervention for toddlers with confirmed/suspected Autism Spectrum Disorder (ASD), with evidence in controlled research settings. Information is lacking on implementation in community settings. We reported on the treatment effectiveness of this program within a community setting, and the current paper describes the implementation phase of this work. Distinguishing between treatment and implementation effectiveness is critical for transporting interventions from laboratory to community. Describe the implementation of Social ABCs through a large public autism service, supported by a research-community partnership. We describe this project through the Exploration, Preparation, Implementation, Sustainment (EPIS) framework as it focuses on implementation of evidence-based practices in publicly funded services. We apply this framework to the reporting stage. This project took place in the context of a 3-year government-funded pilot at a hospital-based publicly funded autism service. Participants: Program developers; Autism Service team; toddlers with suspected/confirmed ASD aged 14-34 months (M = 25.18 months) and their caregivers. Training/supervision: Provided by program developers at tapering intensity. Evaluation: Caregivers completed the Caregiver Diary and satisfaction surveys. We explored training processes, intervention uptake, acceptability, adaptations to fit community context, appropriateness, perceived impact, and facilitators/barriers. Six coaches were trained to fidelity, and three of these were further trained as Site Trainers. 183 clinically referred families enrolled and 89.4% completed the 12-week program. Caregivers reported increases in adherence and competence, high satisfaction and perceived benefits for their children. Coaches reported high satisfaction. Toddlers were appropriately identified to receive the intervention. Referral processes improved, including decreased referral age, and increased family readiness for diagnostic assessment and subsequent services. Social ABCs was successfully implemented in a community service through a research-community partnership. The program was feasible, acceptable, and appropriate within a community context. Drivers of success included funding, institutional support, shared decision-making, adaptations to fit context, leadership support, perceived positive impact, and commitment to evaluation.

Understanding the needs of foster parents of youth with special health care needs: Perceptions, barriers, and recommendations

IntroductionYouth with special health care needs (SHCN) experience more placement disruptions in foster care than their typically developing peers. This study, conducted by a research-community partnership, used a mixed-methods approach to understand the needs and barriers of current, past, and prospective foster parents to provide care for youth with SHCN. MethodsOne hundred twenty-six participants completed a survey regarding their youth’s care needs, anticipated and experienced barriers of concern when caring for youth with SHCN, support they believe should be provided at the beginning of placements, and information they believe would be helpful to know when deciding to foster a youth with SHCN. ResultsCurrent and past foster parents of youth with SHCN most commonly reported caring for youth with behavioral issues, developmental disabilities, and medical conditions requiring frequent monitoring and intervention. The biggest barriers reported by current and past foster parents were SHCN-specific training, transparency regarding youths’ needs, and assistance finding providers. In contrast, prospective foster parents reported not receiving enough information about youths’ specific needs and getting physical home modifications as the biggest anticipated barriers. Prospective foster parents reported they would like to receive clear information on youth’s needs, care goals, and medical history to guide their decision to foster youth with SHCN. DiscussionThe findings from this study highlight that current, past, and prospective foster parents of youth with SHCN feel a critical need exists for additional capacity-building and resources for foster parents to be able to successfully care for youth with SHCN. Furthermore, prospective foster parents require tailored guidance and training to ensure they are fully prepared for the practical considerations to care for a youth with SHCN. ConclusionsFoster parents who care for youth with SHCN require additional support to manage the complex medical and behavioral needs of the youth in their care, transparency on youth’s medical history and care needs, and clarity on resources and services available. By identif ying opportunities to better support, recruit, and prepare foster parents caring for youth with SHCN, the child welfare system can reduce gaps in wellbeing, promote placement stability, and improve outcomes for children and youth with SHCN.