To explore the importance of a theoretical framework, the Empowerment education model (EEM), that can be used in participatory research. A deliberative project in one community in eastern Kentucky exemplifies the use of the EEM in participatory research.
Research techniques include surveys, focus groups, community forums, and photovoice.
This project presents preliminary evidence that participatory projects might benefit if the dialogue phase of the EEM is followed by a deliberative phase.
The theoretical underpinnings of the EEM could be expanded to include dialogue and deliberation in participatory efforts.
[Show abstract][Hide abstract] ABSTRACT: Policy reform for at-risk youth is complicated by involvement of various service sectors. Issues related to coordinating systems
of care in a dynamic policy environment are not new, but surprisingly little has been written to guide practitioners and policymakers
in addressing them (Friedman in Journal of Emotional and Behavioral Disorders 11:11–18, 2003). To that end, a social worker, community psychologist, and nurse, working as part of a multidisciplinary team reviewed the
practice literature on models to guide policy reform in justice and behavioral health systems. Five models are presented to
assist community practitioners assessing similar policy reform.
KeywordsAt-risk youth-Juvenile justice-Behavioral health-Policy reform
Child and Youth Care Forum 12/2010; 39(6):465-479. DOI:10.1007/s10566-010-9113-7 · 1.25 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Case studies of classroom-based pedagogy linked with service-learning practicum experiences, which promote population health by encouraging civic engagement and community-based participatory actions, are highlighted. The community diagnosis activities engaged in by the Department of Community Medicine, Manipal University, Karnataka, India and the community health fair implemented by the Department of Public and Community Health (in partnership with the Seat Pleasant community), University of Maryland, USA are described. Opportunities for service learning, community collaboration, and health education are presented.
Journal of Community Practice 04/2010; 18(2-2-3):336-360. DOI:10.1080/10705422.2010.486997
[Show abstract][Hide abstract] ABSTRACT: This article examines social science relevant to public engagements and identifies the challenges to the goal of meaningful public input into science and technology policy. Specifically, when considering “which forms, features, and conditions of public engagement are optimal for what purposes, and why?” we find social science has not clarified matters. We offer a model to guide systematic research that defines and empirically connects variations in features and types of public engagement activities to specifically defined variations in effective processes and outcomes. The specification of models, as we have done, will guide policy makers, practitioners, and the public in determining what kinds of engagement techniques are optimal for what kinds of purposes. Our model is presented to start conversations and inspire research that in the future should help to ensure meaningful public participation that meets the promise of contributing thoughtful societal values and perspectives into governmental policies impacting science and technology research.
Review of Policy Research 02/2011; 28(2):197 - 217. DOI:10.1111/j.1541-1338.2011.00489.x · 0.65 Impact Factor
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