Chapter Twelve Community-Based Intervention Research Strategies: Digital Inclusion for Marginalized Populations

2021 ◽  
pp. 245-264
Keyword(s):  
Intervention Research ◽  
Marginalized Populations ◽  
Digital Inclusion ◽  
Research Strategies ◽  
Community Based

scholarly journals Does the Arc of Science Bend Towards Impact? Four Decades of Empirical Research Published in JADD Since the DSM-III

2021 ◽  
Author(s):  
Peter Doehring
Keyword(s):  
Empirical Research ◽  
Research Funding ◽  
Basic Research ◽  
Intervention Research ◽  
Community Based ◽  
Community Impact ◽  
Population Impact ◽  
Community Based Programs ◽  
Over 40 Years ◽  
Over Time

AbstractThe present study explored the shift from understanding to intervention to population impact in the empirical research published in this journal at five points of time over 40 years since the release of DSM-III. Two-thirds of the more than 600 original studies identified involved basic research, a pattern that is consistent with previous analyses of research funding allocations and that did not change over time. One of every eight studies involved intervention research, which occurred in community-based programs only about one-quarter of the time. These gaps in intervention research and community impact did not improve over time. The findings underscore the need to broaden the training and experience of researchers, and to re-consider priorities for research funding and publication.

scholarly journals A Community Based Collaborative Research Model to Fight Coronavirus Disease (COVID-19). A Report on Nairobi, Kenya COVD-19 Efforts

2021 ◽  
Vol 7 (5) ◽  
pp. 01-03
Author(s):  
Samson Chama
Keyword(s):  
Collaborative Research ◽  
Intervention Research ◽  
Research Model ◽  
Community Based ◽  
Research Project ◽  
Preventative Measures ◽  
Corona Virus ◽  
The World ◽  
The Impact

Today nearly almost every part of the world has been impacted by the corona virus COVID-19 pandemic. COVID-19 has been unrelenting in its impact as thousands and thousands of people have died from its infections and resulting complications. Some countries have experienced severe effects of the virus than others. However, in both situations the virus has been vicious and many of those who have recovered and survived its infections have testified of how deadly this virus is. In the wake of this pandemic nations around the world have taken measures to curb its impact and spread in communities and societies. Preventative measures taken have disrupted in most cases schools and the workforce with many people being forced to work remotely from their homes and with schools going virtual. However, progress in fighting this virus is in the offing as promising vaccines are on the horizon. This paper discusses a preliminary intervention research project whose goal is to mitigate the impact of COVID-19 in Nairobi, Kenya. Results of this study may have promise of being replicated in other parts of Africa affected by this pandemic.

scholarly journals The downside of digital inclusion: Expectations and experiences of privacy and surveillance among marginal Internet users

2015 ◽  
Vol 19 (4) ◽  
pp. 597-615 ◽  
Author(s):  
Seeta Peña Gangadharan
Keyword(s):  
United States ◽  
Digital Literacy ◽  
Underserved Populations ◽  
Personal Information ◽  
The United States ◽  
Public Institutions ◽  
The Internet ◽  
Digital Inclusion ◽  
Community Based ◽  
Internet Users

Increasing broadband adoption among members of underserved populations remains a high priority among policymakers, advocates, corporations, and affected communities. But questions about the risks entailed in the flow of personal information are beginning to surface and shine light on the tension between broadband’s benefits and harms. This article examines broadband adoption programs at community-based and public institutions in the United States in order to understand the ways in which privacy and surveillance issues emerge and are engaged in these settings. While adults who enroll in introductory digital literacy classes and access the Internet at public terminals feel optimistic about broadband “opportunities,” they encounter “privacy-poor, surveillance-rich” broadband. Users experience myriad anxieties, while having few meaningful options to meet their concerns.

scholarly journals Ancillary Care in Community-Based Public Health Intervention Research

2010 ◽  
Vol 100 (2) ◽  
pp. 211-216 ◽  
Author(s):  
Maria W. Merritt ◽  
Holly A. Taylor ◽  
Luke C. Mullany
Keyword(s):  
Public Health ◽  
Public Health Intervention ◽  
Intervention Research ◽  
Health Intervention ◽  
Community Based ◽  
Ancillary Care

scholarly journals Universities without Walls: A Blended Delivery Approach to Training the Next Generation of HIV Researchers in Canada

2020 ◽  
Vol 17 (12) ◽  
pp. 4265
Author(s):  
Francisco Ibáñez-Carrasco ◽  
Catherine Worthington ◽  
Sean Rourke ◽  
Colin Hastings
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Critical Pedagogy ◽  
Community Service ◽  
Intervention Research ◽  
Community Service Learning ◽  
Community Based ◽  
Community Based Research ◽  
Persons Living With Hiv

(1) Background: Although HIV has not diminished in importance in Canada, the field of HIV research remains small, and the graduate students who decide to pursue careers within it feel isolated and uncertain about their professional skills and opportunities. Universities Without Walls (UWW) was created in 2009 to help redress these shortcomings. This paper presents a case study of UWW, a non-credit training program for emerging HIV researchers in Canada. In particular, we focus on the possibilities of experiential learning via online and blended delivery. UWW uses both online and in-person teaching modalities to teach engaged scholarship, interdisciplinarity, community-based research (CBR), intervention research, and ethics. (2) Methods: Using a case study, we elucidated the research question: “What are the factors that make Universities Without Walls a viable training environment in the contemporary HIV/AIDS field?” Focus groups were conducted with 13 UWW key stakeholders in 2012 during a program mid-point evaluation; in 2014, telephone or in-person interviews with the three directors were conducted by a UWW fellow (the 4th author of this paper), and in 2019 the authors analyzed the information and anecdotal evidence, which had been incorporated as thick description. In addition, fellows’ self-assessments via portfolio and results from formal learning assessments were included. We also thematically analyzed 65 student self-reports (2009–2015). (3) Results and Discussion: Each UWW cohort lasted 9 months to one year and was comprised of: a) sustained mentorship from the co-directors (e.g., phone conversations, assistance with grant writing, letters of reference, etc.); b) fortnightly online webinars that aim to develop fellows’ knowledge of community-based research (CBR), research ethics, intervention research, and interdisciplinary research; c) community service learning in the form of a “field mentoring placement”; d) face-to-face engagement with fellows and mentors, most notably at the week-long culminating learning institute; e) a stipend for fellows to carry out their training activities. The UWW pedagogical framework features experiential learning, critical pedagogy, and heutagogy made manifest in the field mentoring placements (community service learning), mentorship mediated by technologies, and in-person learning institutes. Our analysis showed that experiential learning was imparted by UWW’s a) transparency about its “implicit curriculum”, the attitudes, values, character, and professional identity imparted in the program as well as the overarching programmatic elements, such as commitment to diversity, the inclusion of those with lived experience, the flexible admissions policies and procedures, interdisciplinary faculty, flexible team, administrative structure, and valuing of technology in conducting research, learning, and teaching; b) curriculum co-designing and co-teaching, and c) sustaining a community of practice. The main results reported in our case study included significant “soft outcomes” for UWW fellows, such as developing a “social presence” as a precursor to lasting professional connections; learning to experience community-based research, intersectionality, and interdisciplinarity by interacting online with persons living with HIV, leaders in the field, and a variety of stakeholders (including nonprofit staff and policymakers). (4) Limitations: While fellows’ self-evaluation data were collected by an independent assessor and anonymized to the extent this was possible, the co-authors inevitably bring their preconceptions and positive biases to UWW’s assessment. As UWW was developed to function outside of traditional academic structures, it is unlikely that the UWW program could be transferred to a post-secondary environment in its entirety. UWW was also built for the socio-political environment of HIV health research. (5) Conclusions: The experiences of those involved with UWW demonstrate that explicit curricular components—such as interdisciplinarity, community-based research, intervention research, and applied ethics—can be learned through a blended delivery when combined with opportunities to apply the knowledge in ways, such as a field mentoring placement and a learning institute. Related to this outcome, our case study describes that implicit curricular components in the formation of a professional—the sense of self in the field as a researcher, student, and community member—can also be delivered through a blended model. However, the tools and activities need to be tailored to each student for their context, while pushing their disciplinarian and professional boundaries.

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