Publications
IWRI
Publications
2012
Hicks, S.; Duran, B.; Wallerstein, N.; Avila, M.; Belone, L.; Lucero, J.; Magarati, M.; Mainer, E.; Martin, D.; Oetzel Muhammad, J.; Pearson, C.; Simonds Sahota, V.; Sussman, A.
Evaluating community-based participatory research to improve community-partnered science and community health Journal Article
In: Progress in community health partnerships : research, education, and action, vol. 6, no. 3, pp. 289-99, 2012, ISSN: 1557-0541.
Abstract | Links | BibTeX | Tags: Duran B, Magarati M., Pearson C. R.
@article{Hicks2012,
title = {Evaluating community-based participatory research to improve community-partnered science and community health},
author = {Hicks, S. and Duran, B. and Wallerstein, N. and Avila, M. and Belone, L. and Lucero, J. and Magarati, M. and Mainer, E. and Martin, D. and Muhammad, Oetzel, J. and Pearson, C. and Sahota, Simonds, V. and Sussman, A.},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22982842},
issn = {1557-0541},
year = {2012},
date = {2012-09-18},
journal = {Progress in community health partnerships : research, education, and action},
volume = {6},
number = {3},
pages = {289-99},
abstract = {BACKGROUND:
Since 2007, the National Congress of American Indians (NCAI) Policy Research Center (PRC) has partnered with the Universities of New Mexico and Washington to study the science of community-based participatory research (CBPR). Our goal is to identify facilitators and barriers to effective community-academic partnerships in American Indian and other communities, which face health disparities.
OBJECTIVES:
We have described herein the scientific design of our National Institutes of Health (NIH)-funded study (2009-2013) and lessons learned by having a strong community partner leading the research efforts.
METHODS:
The research team is implementing a mixed-methods study involving a survey of principal investigators (PIs) and partners across the nation and in-depth case studies of CBPR projects.
RESULTS:
We present preliminary findings on methods and measures for community-engaged research and eight lessons learned thus far regarding partnership evaluation, advisory councils, historical trust, research capacity development of community partner, advocacy, honoring each other, messaging, and funding.
CONCLUSIONS:
Study methodologies and lessons learned can help community-academic research partnerships translate research in communities},
keywords = {Duran B, Magarati M., Pearson C. R.},
pubstate = {published},
tppubtype = {article}
}
BACKGROUND:
Since 2007, the National Congress of American Indians (NCAI) Policy Research Center (PRC) has partnered with the Universities of New Mexico and Washington to study the science of community-based participatory research (CBPR). Our goal is to identify facilitators and barriers to effective community-academic partnerships in American Indian and other communities, which face health disparities.
OBJECTIVES:
We have described herein the scientific design of our National Institutes of Health (NIH)-funded study (2009-2013) and lessons learned by having a strong community partner leading the research efforts.
METHODS:
The research team is implementing a mixed-methods study involving a survey of principal investigators (PIs) and partners across the nation and in-depth case studies of CBPR projects.
RESULTS:
We present preliminary findings on methods and measures for community-engaged research and eight lessons learned thus far regarding partnership evaluation, advisory councils, historical trust, research capacity development of community partner, advocacy, honoring each other, messaging, and funding.
CONCLUSIONS:
Study methodologies and lessons learned can help community-academic research partnerships translate research in communities
Since 2007, the National Congress of American Indians (NCAI) Policy Research Center (PRC) has partnered with the Universities of New Mexico and Washington to study the science of community-based participatory research (CBPR). Our goal is to identify facilitators and barriers to effective community-academic partnerships in American Indian and other communities, which face health disparities.
OBJECTIVES:
We have described herein the scientific design of our National Institutes of Health (NIH)-funded study (2009-2013) and lessons learned by having a strong community partner leading the research efforts.
METHODS:
The research team is implementing a mixed-methods study involving a survey of principal investigators (PIs) and partners across the nation and in-depth case studies of CBPR projects.
RESULTS:
We present preliminary findings on methods and measures for community-engaged research and eight lessons learned thus far regarding partnership evaluation, advisory councils, historical trust, research capacity development of community partner, advocacy, honoring each other, messaging, and funding.
CONCLUSIONS:
Study methodologies and lessons learned can help community-academic research partnerships translate research in communities
Walters, K. L.; LaMarr, J.; Levy, R. L.; Pearson, C. R.; Maresca, T.; Mohammed, S. A.; Simoni, J. M.; Evans-Campbell, T.; Fredriksen-Goldsen, K.; Fryberg, S.; Jobe, J. B.
In: The journal of primary prevention, vol. 33, no. 4, pp. 197-207, 2012, ISSN: 0278-095x.
Abstract | Links | BibTeX | Tags: Evans-Campbell, Pearson C. R., Walters K. L.
@article{Walters2012,
title = {Project həli?dxw: The Development and Evaluation Design of a Tribally Based Cardiovascular Disease Prevention Intervention for American Indian Families},
author = {Walters, K.L. and LaMarr, J. and Levy, R. L. and Pearson, C.R. and Maresca, T. and Mohammed, S.A. and Simoni, J.M. and Evans-Campbell, T. and Fredriksen-Goldsen, K. and Fryberg, S. and Jobe, J.B.},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22965622},
issn = {0278-095x},
year = {2012},
date = {2012-09-12},
journal = {The journal of primary prevention},
volume = {33},
number = {4},
pages = {197-207},
abstract = {American Indian and Alaska Native (AIAN) populations are disproportionately at risk for cardiovascular disease (CVD), diabetes, and obesity, compared with the general US population. This article describes the həli?dx(w)/Healthy Hearts Across Generations project, an AIAN-run, tribally based randomized controlled trial (January 2010-June 2012) designed to evaluate a culturally appropriate CVD risk prevention program for AI parents residing in the Pacific Northwest of the United States. At-risk AIAN adults (n = 135) were randomly assigned to either a CVD prevention intervention arm or a comparison arm focusing on increasing family cohesiveness, communication, and connectedness. Both year-long conditions included 1 month of motivational interviewing counseling followed by personal coach contacts and family life-skills classes. Blood chemistry, blood pressure, body mass index, food intake, and physical activity were measured at baseline and at 4- and 12-month follow-up times},
keywords = {Evans-Campbell, Pearson C. R., Walters K. L.},
pubstate = {published},
tppubtype = {article}
}
American Indian and Alaska Native (AIAN) populations are disproportionately at risk for cardiovascular disease (CVD), diabetes, and obesity, compared with the general US population. This article describes the həli?dx(w)/Healthy Hearts Across Generations project, an AIAN-run, tribally based randomized controlled trial (January 2010-June 2012) designed to evaluate a culturally appropriate CVD risk prevention program for AI parents residing in the Pacific Northwest of the United States. At-risk AIAN adults (n = 135) were randomly assigned to either a CVD prevention intervention arm or a comparison arm focusing on increasing family cohesiveness, communication, and connectedness. Both year-long conditions included 1 month of motivational interviewing counseling followed by personal coach contacts and family life-skills classes. Blood chemistry, blood pressure, body mass index, food intake, and physical activity were measured at baseline and at 4- and 12-month follow-up times
Evans-Campbell, T.; K., Walters; Pearson, C. R.
Indian Boarding School, Substance Use, And Mental Health Among Two-Spirit urban American Indian/Alaska Natives Journal Article
In: The American journal of drug and alcohol abuse, vol. 38, no. 5, pp. 421-7, 2012, ISSN: 0095-2990.
Abstract | Links | BibTeX | Tags: Evans-Campbell, Pearson C. R., Walters K. L.
@article{Evans-Campbell2012,
title = {Indian Boarding School, Substance Use, And Mental Health Among Two-Spirit urban American Indian/Alaska Natives},
author = {Evans-Campbell, T. and Walters K. and Pearson, C.R.},
url = {http://www.ncbi.nlm.nih.gov/pubmed/22931076},
issn = {0095-2990},
year = {2012},
date = {2012-08-31},
journal = {The American journal of drug and alcohol abuse},
volume = {38},
number = {5},
pages = {421-7},
abstract = {BACKGROUND:
Systematic efforts of assimilation removed many Native children from their tribal communities and placed in non-Indian-run residential schools.
OBJECTIVES:
To explore substance use and mental health concerns among a community-based sample of 447 urban two-spirit American Indian/Alaska Native adults who had attended boarding school as children and/or who were raised by someone who attended boarding school.
METHOD:
Eighty-two respondents who had attended Indian boarding school as children were compared to respondents with no history of boarding school with respect to mental health and substance use.
RESULTS:
Former boarding school attendees reported higher rates of current illicit drug use and living with alcohol use disorder, and were significantly more likely to have attempted suicide and experienced suicidal thoughts in their lifetime compared to non-attendees. About 39% of the sample had been raised by someone who attended boarding school. People raised by boarding school attendees were significantly more likely to have a general anxiety disorder, experience posttraumatic stress disorder symptoms, and have suicidal thoughts in their lifetime compared to others.},
keywords = {Evans-Campbell, Pearson C. R., Walters K. L.},
pubstate = {published},
tppubtype = {article}
}
BACKGROUND:
Systematic efforts of assimilation removed many Native children from their tribal communities and placed in non-Indian-run residential schools.
OBJECTIVES:
To explore substance use and mental health concerns among a community-based sample of 447 urban two-spirit American Indian/Alaska Native adults who had attended boarding school as children and/or who were raised by someone who attended boarding school.
METHOD:
Eighty-two respondents who had attended Indian boarding school as children were compared to respondents with no history of boarding school with respect to mental health and substance use.
RESULTS:
Former boarding school attendees reported higher rates of current illicit drug use and living with alcohol use disorder, and were significantly more likely to have attempted suicide and experienced suicidal thoughts in their lifetime compared to non-attendees. About 39% of the sample had been raised by someone who attended boarding school. People raised by boarding school attendees were significantly more likely to have a general anxiety disorder, experience posttraumatic stress disorder symptoms, and have suicidal thoughts in their lifetime compared to others.
Systematic efforts of assimilation removed many Native children from their tribal communities and placed in non-Indian-run residential schools.
OBJECTIVES:
To explore substance use and mental health concerns among a community-based sample of 447 urban two-spirit American Indian/Alaska Native adults who had attended boarding school as children and/or who were raised by someone who attended boarding school.
METHOD:
Eighty-two respondents who had attended Indian boarding school as children were compared to respondents with no history of boarding school with respect to mental health and substance use.
RESULTS:
Former boarding school attendees reported higher rates of current illicit drug use and living with alcohol use disorder, and were significantly more likely to have attempted suicide and experienced suicidal thoughts in their lifetime compared to non-attendees. About 39% of the sample had been raised by someone who attended boarding school. People raised by boarding school attendees were significantly more likely to have a general anxiety disorder, experience posttraumatic stress disorder symptoms, and have suicidal thoughts in their lifetime compared to others.
Lewis, J.; Boyd, K.
Forward steps and missteps: What we’ve learned through the process of conducting CBPR research in rural Alaska Journal Article
In: Journal of Indigenous Research, vol. 2, no. 1, 2012.
Abstract | Links | BibTeX | Tags: Lewis J
@article{Lewis2012,
title = {Forward steps and missteps: What we’ve learned through the process of conducting CBPR research in rural Alaska},
author = {Lewis, J. and Boyd, K.},
url = {http://digitalcommons.usu.edu/kicjir/vol2/iss1/3},
year = {2012},
date = {2012-08-16},
journal = {Journal of Indigenous Research},
volume = {2},
number = {1},
abstract = {Historically, research in Alaska has disregarded community input, creating mistrust among tribal communities toward researchers, and resulting in communities limiting their involvement in research projects. Over the past few years, tribal communities are becoming more involved in the research process; including developing their own tribal review boards and approval processes. This has resulted in the development of rigorous tribal approval processes that protect both the tribal communities and the researchers and can be time consuming. The communities are also taking a more active role in the research projects. This paper highlights some of the challenges we have faced while conducting community-based participatory research (CBPR) with tribal communities in Alaska and share lessons learned, including challenges with academic versus tribal community expectations, language translations and bilingual elders, and disagreement between researchers and communities. We conclude the paper with recommendations that can prepare other researchers interested in conducting research with Alaska Native communities or other tribal communities across the United States that will help establish rapport and strengthen the relationships between researchers and tribal communities.},
keywords = {Lewis J},
pubstate = {published},
tppubtype = {article}
}
Historically, research in Alaska has disregarded community input, creating mistrust among tribal communities toward researchers, and resulting in communities limiting their involvement in research projects. Over the past few years, tribal communities are becoming more involved in the research process; including developing their own tribal review boards and approval processes. This has resulted in the development of rigorous tribal approval processes that protect both the tribal communities and the researchers and can be time consuming. The communities are also taking a more active role in the research projects. This paper highlights some of the challenges we have faced while conducting community-based participatory research (CBPR) with tribal communities in Alaska and share lessons learned, including challenges with academic versus tribal community expectations, language translations and bilingual elders, and disagreement between researchers and communities. We conclude the paper with recommendations that can prepare other researchers interested in conducting research with Alaska Native communities or other tribal communities across the United States that will help establish rapport and strengthen the relationships between researchers and tribal communities.
Lewis, J. P.; Boyd, K
Determined by the Community: CBPR in Alaska Native Communities Building Local Control and Self-Determination Journal Article
In: Journal of Indigenous Research, vol. 1, no. 2, pp. Article 6, 2012.
Abstract | Links | BibTeX | Tags: Lewis J
@article{Lewis2012b,
title = {Determined by the Community: CBPR in Alaska Native Communities Building Local Control and Self-Determination},
author = {Lewis, J. P. and Boyd, K},
url = {http://digitalcommons.usu.edu/kicjir/vol1/iss2/6},
year = {2012},
date = {2012-01-01},
journal = {Journal of Indigenous Research},
volume = {1},
number = {2},
pages = {Article 6},
abstract = {Objectives: Past research conducted with Alaska Native communities involved researchers entering the community to gather data then leaving with that data never being returned or presented or the researchers to be heard from again. The communities were not made aware of the findings, how the data was used, or where the information was published. This method of research resulted in significant mistrust of researchers by tribal communities. This article will briefly describe the context and history of research with Alaska Native people; provide an overview of the complex approval process for research through two case studies; highlight the relevant principles of Community-Based Participatory Research (CBPR) when working with tribal communities; and our own experiences with the tribal approval process.
Methods: Using a case study format, the authors provide a guide to the complex approval process in working with tribal communities and the relevance of Community-Based Participatory Research (CBPR). This is based on their experiences with the approval processes in a dissertation study and a community-based Elder Needs Assessment project.
Results and Conclusions: Drawing from their personal experiences and understanding of the tribal approval process, the authors discuss the benefits and challenges associated with conducting research with tribal communities in rural Alaska. They also provide recommendations for future researchers on how to work effectively with tribal communities, from entry into the community through dissemination and publication of information.},
keywords = {Lewis J},
pubstate = {published},
tppubtype = {article}
}
Objectives: Past research conducted with Alaska Native communities involved researchers entering the community to gather data then leaving with that data never being returned or presented or the researchers to be heard from again. The communities were not made aware of the findings, how the data was used, or where the information was published. This method of research resulted in significant mistrust of researchers by tribal communities. This article will briefly describe the context and history of research with Alaska Native people; provide an overview of the complex approval process for research through two case studies; highlight the relevant principles of Community-Based Participatory Research (CBPR) when working with tribal communities; and our own experiences with the tribal approval process.
Methods: Using a case study format, the authors provide a guide to the complex approval process in working with tribal communities and the relevance of Community-Based Participatory Research (CBPR). This is based on their experiences with the approval processes in a dissertation study and a community-based Elder Needs Assessment project.
Results and Conclusions: Drawing from their personal experiences and understanding of the tribal approval process, the authors discuss the benefits and challenges associated with conducting research with tribal communities in rural Alaska. They also provide recommendations for future researchers on how to work effectively with tribal communities, from entry into the community through dissemination and publication of information.
Methods: Using a case study format, the authors provide a guide to the complex approval process in working with tribal communities and the relevance of Community-Based Participatory Research (CBPR). This is based on their experiences with the approval processes in a dissertation study and a community-based Elder Needs Assessment project.
Results and Conclusions: Drawing from their personal experiences and understanding of the tribal approval process, the authors discuss the benefits and challenges associated with conducting research with tribal communities in rural Alaska. They also provide recommendations for future researchers on how to work effectively with tribal communities, from entry into the community through dissemination and publication of information.
