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Community Partnership for Health and Equity (CPHE): University-Community collaborations to advance student leadership and participation in sustainability research
Association for the Advancement of Sustainability in Higher Education October 28, 2014
Research Collaborators:Research Collaborators:
This presentation and the research study is supported by a grant from
the James F. and Marion L. Miller Foundation through the PSU Institute for
Sustainable Solutions
Our Objectives Our Objectives
• Link health equity and social sustainability
• Discuss student-led research project and contributions from faculty and students
• Introduce Virginia Garcia Wellness Center’s health promotion approach
• Report results of our exploratory study and the progression of the CPHE and Virginia Garcia as partners
Social Sustainability Defined
• Refers to both the processes that create, and the institutions that facilitate, social health and wellbeing now and in the future
• Recognizing that political and economic factors and arrangements will affect environmental sustainability, and all three influence social sustainability
• Thus providing a macro lens to view social interactions as intertwined, not operating separately
(Dillard, Dujon, & King, 2008)
Social Sustainability Development
• Compatible with the harmonious evolution of civil society, fostering an environment conducive to compatible cohabitation of culturally and socially diverse groups
• While at the same time encouraging social integration,
• With improvements in the quality of life for all segments of the population.
(Polese & Stren (2000) The Social Sustainability of Cities: Diversity and the Management of Change)
Development of Development of CPHECPHE
History of Community Partnership for Healthy & Equity
•Collaboration addressing health inequities in and around Portland, with the goal of facilitating effective and sustainable community lead solutions
•The CPHE focuses on the inequities created by the unequal exposure to stressors in the built and natural environment
•Leaning on the strengths of the collaborative the CPHE is able to develop appropriate service plans and effective research w/ community groups• Taking a Community-Based Participatory Research
(CBPR) approach
Solutions Generator Solutions Generator ProgramProgramThe Purpose:
•To fund and inspire interdisciplinary teams of student leaders who gain sustainability leadership skills through project-based learning
•Priorities given to projects addressing social, economic, and environmental outcomes and practices
Our Outcome:
•Exploratory research opportunity to align a larger project with community partner organizations and community members to address an identified community health concern
Research Mentoring Research Mentoring RelationshipRelationship
Mentee Perspective
•Develop strong relationships with faculty members where multiple perspectives are honored and encouraged
•Participate in guided research leadership roles:
Grant Application (project manager, assessment, fiscal roles)
Institute Review Board Application Formulate Research Guidelines and Tools Facilitate Focus Groups Analyze Data Present Research Project Write Research Reports to funding agency (weekly updates
and final report)
•Student Team Work facilitates long term collegial relationships
Virginia Garcia Wellness Virginia Garcia Wellness Center and Community Center and Community
Capacitation CenterCapacitation Center
Virginia Garcia Wellness Virginia Garcia Wellness CenterCenter
Soon after 1979
October 2012
Research Context: Research Context: Cornelius, ORCornelius, OR
• A small rural community located within the Portland metropolitan area.
• Of 11,869 residents, 50.1% were Hispanic/Latino, 44.4% were non-Latino Whites, 2.2% were Asian, and 4.0% were of other racial/ethnic groups or multiracial (U.S. Census Bureau, 2012).
• 48.2% speak a language other than English at home, 26.0% are foreign-born, and 16.9% live below the poverty level.
Solutions Generator Solutions Generator ProjectProject
Methods
• Community-Based Participatory Research (CBPR) & Popular Education utilized to facilitate and gather information during three bilingual focus groups—90 minutes each
Purpose• Gather community input in shaping Virginia Garcia’s community gardening program
• Identify community priorities for the use of community gardens
• Explore community’s relationship with Community Health Workers
Solution Generator Solution Generator ProjectProject
Community Participants
•20 community members (Latino/a n=18 and Caucasian n=2)•Identified Spanish as their home language (90%) and Mexico as their country of origin (90%)•Lived in Cornelius community for a minimum of five years or more (90%)•Age ranged from 29 to 61 years old, with a majority falling between 31 and 38 years (32%)
Solution Generator Solution Generator ThemesThemes
• Community’s Definition of Health and Wellness
• Community’s Connection to Community Gardening & Health
• Cultural Tensions of Community Gardening Structure
• Connection to Community Health Workers
Health and Health and Wellness Wellness
•Defined as something that feels good to one’s entire body including the mind and spirit
•Achieved through exercise, eating healthy foods, and spending time with one’s family and/or being a part of a community
•Specific conditions such as obesity, diabetes, high blood pressure, loss of vision
•Importance of parents being role models for their children by accessing, motivating, and eating/cooking healthy foods and engaging in healthy activities.
Community Gardening and Community Gardening and HealthHealth
• A way to access foods they enjoyed, especially organic and fresh foods, save money, and build community connections
• Definition of “organic:” produce is more natural, doesn‘t contain chemicals, and one knows where it was planted or the process from seed to cultivation
• A working-hobby that provides an opportunity for relaxation and distraction building positive family and community networks support children’s educational attainment and healthy eating habits
Community Gardening and Community Gardening and HealthHealth
• Some Participants abandoned community gardening when they relocated to the US from Mexico, Indigenous communities and Central America
culturally and socially expectation that whole families and communities participated in gardening together
cost of individual plots and change in climate
• Participants infused cultural norms into US gardening structure
Collaborating with others to pay gardening fee
Sharing space with those who have access to land within apartment complexes or backyards
• Participants grew plants in home countries for enjoyment and food consumption in addition to medicinal purposes
• Desire to know the types of plants to grow or how to prepare the soil in Cornelius, OR
Community Health Community Health WorkersWorkers
• 25% of participants knew or had heard of a CHW and these community members who knew about the CHWs reported connecting with a worker only once per year
Participants had experiences with CHW’sCHW’s at Adelante Mujeres (N=4)Role as a CHW at church (N=1)
• Topics CHWs could teach or organize:
Types of plants or vegetables to grow under local conditions
Eating healthier; buying foods not available in garden
Where/how to buy foods that weren’t available in the garden; couponing to support their financial resources
Cooking Classes utilized foods from the community gardens cook cross-cultural foods
Sharing each other’s culture within the community
Exploring Health and Wellness through Community Gardening using Community Based Participatory Research (CBPR)
infused with Popular Education Methodology
• To use focus groups to identify community priorities for the use of community gardens
• To use popular education to identify community priorities to address social and health disparities
• To empower community members and build local leadership to promote healthy behavior
Focus Group Themes3 Focus Groups – 20 participants
Project Objective
Ryan Bender, SSW Graduate StudentBrianna C. Bragg, CFS/SS Student (SSW)Eileen Brennan, PSU, Social WorkArika Bridgeman-Bunyoli, Multnomah County Health Dept. Karen Cellarius, Regional Research InstituteVeronica Dujon, PSU, SociologyIgnolia Dyuck, Virginia Garcia Wellness Clinics
LeRoy Patton, Social Sustainability AdvisorDana Peters, SSW Graduate StudentLaurie Powers, PSU, Social WorkSandy Rodriguez, OSU Intern Virginia Garcia Wellness CenterMarion Sharp, PSU, Continuing EducationIvy Wagner, Virginia Garcia Wellness CenterNoelle Wiggins, Multnomah County Health Dept
Rujuta Gaonkar, Community Capacitation CenterGinny Garcia-Alexander, PSU, SociologyCarlos Lopez, Centro Cultural of Washington CountyJana Meinhold, PSU, Child & Family Studies (SSW)Gill Munoz, Virginia Garcia Wellness ClinicsSummer Newell, Sociology Graduate StudentElia Ortiz, Virginia Garcia Wellness Center
This Research has been supported by grants from the Institute for Sustainable Solutions, PSU
Solutions Generator - Community Partners
Guiding Principles Used:•Opportunities to connect our personal experiences to national and global realities.•Opportunities to reflect on our personal experiences and identify community problems.•Feelings and Emotions are an important part of learning. We learn with head, heart, and body.•We learn more when we are having fun!•People should be active participants (not passive recipients) in their own learning process.•We all know a lot, we should always start with what people know and do.•It is important to create an atmosphere of trust so people can share their ideas and experiences.
Popular Education Method
About Wellness
Nothing HurtingExercising/Walking
Sleeping BetterEating Healthy as a Family
Good Nutrition Limited/No Junk Food, Salt, and Sugar
Be Active as a FamilyBe Healthy as an Individual
Eat LessHave Clean Toys
Be Around FamilyEating Meals with Your FamilyPlay and Engage with Your Kids
Model Healthy BehaviorsAccess to Organic Foods
Community Gardens
Connection to Food/Healthy EatingCommunity gardens are important
Community EngagementAccessibility to Cultural FoodsOrganic and Fresh Vegetables
Impacts Health and BudgetKids Learning About Gardening –
Cultivating, Caring, & Identifying PlantsHobby
RelaxationDistraction
Children’s HappinessModeling Physical Health
Hard Work/Physically DemandingDesire Community Chicken Farm
Desired Roles/Class Topics for Community Health Workers
Gardening Practices/Types of plants or vegetablesProvide Health Education
Healthy Food Portions Appropriate Amounts of Fat and Salt Intake
Healthy/Unhealthy FatsCouponing
Canning FoodHealthy Cooking
Emphasis on Cross-Cultural Experiences Classes for Kids, Adolescents and Family
Exercise/FitnessEvening Classes (accommodating work)
Community Building
Methods Used:•Ground Rules/Group Agreements•Dinamicas (Purposeful Games)•Brainstorm
• Problem Posing• Group Evaluations• Cooperative Learning
Indicators of CBPR
Measured Indicators:•The group agreed upon how to show respect for each other and the list was visible for the entire meeting.•I felt my ideas were respected by focus group members and the facilitators.•I learned something about the other members in the group.•Group members and the facilitators respected each other’s ideas in the meeting.•I thought the majority of group members participated in the meeting.•Facilitators addressed group members in a respectful manner.•Group members took turns speaking.•I felt comfortable asking questions during the meeting.•I learned something about my community from the meeting.•Group members’ ideas inspired others’ ideas and comments.•The group is willing to examine issues raised by members.
ConcernsOverweight/Obesity
School LunchesMotivation
Kid-Friendly Healthy FoodsFood Choices
Disease PreventionTV/Video GamesMoney/Childcare
DiabetesSchedules
25% of Individuals had knowledge of
Community Health Workers and had
approximately one contact per year
Solutions Generator Student Collaborators:Ryan Bender, Brianna C Bragg, Summer Newell,
Dana Peters
Next StepsNext Steps• Ongoing Senior and Tenure Faculty
mentoring to expand research portfolio
• Ongoing and increasing Graduate Student involvement in research phases and presentations
• Increase involvement of community members and partners in the research process
• Increased academic partners to expand expertise on diabetes care
• Develop diabetes management within the family context intervention which is based upon community priorities
• Apply for federal funding to implement and evaluate pilot intervention