Thank you for your question. A couple of thoughts come to mind in terms of uniting a community that has been impacted by broader political environments.
- One approach is to hold a listening session to understand what these experiences entail and use these spaces as an opportunity to share issues across groups. You can reference our page on organizing listening sessions here: https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/conduct-public-forums/main. It might be the case that books aren't addressing what the issue or concern is. From what you learn through the listening sessions, you can then begin to develop some strategies to help facilitate barriers or blocks that different individuals are experiencing.
- Another approach is to utilize behavior change strategies that focus on promoting motivation, beliefs, and capabilities to ultimately change behaviors and make communities more engaged with political engagement. Here, you might consider designing an initiative that embeds all core components of motivation, beliefs and capabilities. You can review what these involve here: behavior change wheel. The general idea is that the initiative you develop has some element that attempts to reinvigorate motivations to participate. The listening sessions might be a good opportunity to ask people what their dreams are, what success looks like, etc so that they can consider what motivates them. Beliefs are harder to shift, but for this you would try to capture what beliefs people have about parties involved and how it affects their well being. Perhaps, their beliefs only focus on the negative components and this may present an opportunity to offer positive alternatives or outcomes that expand on current beliefs. It might also be the case that people have limited knowledge on how political activities typically function. So, explore these concepts more deeply to understand the state of beliefs among the different groups of people. Capabilities relate to the environment that allows people to participate or utilize skills. Are there opportunities to build their capabilities by training or ensuring they have proper paperwork for engaging in political activities more meaningfully (or certifications), or even the resources to participate in such activities.
Overall, you will need to expand beyond the book club and consider partnering with other community agencies that are involved in this space to see if they would be interested in collaborating to promote capabilities and motivations among the group of folks you're engaging.
1- Student participant selection from ELL population.
2- Letters of Consent/Assent (Parent/Student Participant)
3- How to/which training/s to schedule participation in focus group and photovoice research/feedback for parents/student participants.
4- How to present data/photos of research.
5- Anything else that should be part of research, please.
4- Best equipment for photography? (cell phones, disposable cameras, other?)
Hello, thank you for your questions about using Photovoice research in the classroom.
Generally, be sure to review the Community Tool Box's section on Implementing Photovoice in Your Community for directions and rationale for using Photovoice. Specific answers and implementations will very, depending on your goals for the process. We do not have specific experience using Photovoice in the area of language learning, but it can definitely can be used to help students or teachers understand challenges with the approach.
In addition, you may be able to find online reports, articles, and websites devoted to implementing Photovoice in specific areas. See, for example, Ferdiansyah et. al's 2020 Photovoice in the English as an Additional Language (EAL) Writing Classroom: No Need to Rush to Love Writing Because Love Will Grow with Time
The CTB section on Photovoice has more details on recruiting participants, but I'd encourage you to start by considering the story that you want to document and tell. For example, who do you want represented? You could include all learners in terms, or just a representative sample of those that are the most challenged. Photovoice is not overly prescriptive on participants, and your recruitment and selection will depend on the goal of the project.
If the participants have access to cell phones, they are the easiest and most convenient solution. Smartphone cameras have excellent quality and make it easy to process and share results. Disposable cameras can be another option. In any case, high-end equipment is not necessary.
You may find some examples of sharing photovoice findings and exhibiting your results in the CTB's Photovoice section. You can also create written documents, hold media events, make public presentations, and/or offer a photovoice exhibit. If you are planning to exhibit results, you may want access to a projector, but posters and other methods work well.
You may find other examples and discussion around how to write letters of consent and informational statements on the internet, but a good starting point is the Joint Commission's 2022 primer on Informed Consent (pdf)
Hello and thank you for reaching out with your questions regarding cultural humility.
I cannot think of a particular validated scale for cultural humility, but I know there are several examples of process and outcomes measures related to cultural humility in the context of community research partnerships that may be helpful. In particular, Nina Wallerstein's team has developed a conceptual model of CBPR that presents measurable outcomes that one can consider in their measurement approaches -- https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-022-01663-y. Another article that comes to mind is from Foronda et al (2021), where they offer some factor items that are indicative of key tenets in cultural humility. I recommend reviewing the items as they appear to be adaptable across contexts, not just clinical settings. For instance, the attention to power imbalances and diversity as a factor in our perspectives may be relevant to apply with your partners.
As an alternate, it may be beneficial to think about the core components of cultural humility and co-create an instrument with your partners instead. If the purpose of the instrument is for holding accountability and capturing progress, then co-creating a tailored instrument may be more beneficial. If you are seeking to test whether cultural humility is impacting certain outcomes, then I think you may need to develop instrumentation for the project.
Our community toolbox also has some materials that expand on the core tenets of cultural humility that may be a good starting point for your discussion with partners: Multicultural collaboration,
Hope that this information gives you a direction on where to go next!
Thank you, Bill
Greetings from the Community Tool Box!
We are so glad you have found the Community Tool Box resource and appreciate you reaching out about opportunities to partner. We do provide a number of services nationally (and beyond).
In order to determine how we might be most helpful, lets start with a chat (email toolbox@ku.edu or visit https://calendly.com/toolboxdemo/touch-base-meeting?month=2024-10 to schedule a meeting).
In the meantime, there are other ways we hope we can be helpful.
- Use of free skills-building materials from the Community Tool Box, http://ctb.ku.edu
- Link to freely available capacity-building tools on the Community Tool Box from your website as relevant for your users.
- Share with us any adaptations or translations of Community Tool Box resources so we can share them with the world. Email: toolbox@ku.edu
- Share your stories about how you are using Community Tool Box materials in your community work. See our Guestbook: http://ctb.ku.edu/en/guestbook
- Keep in touch with us via our eNewsletter: http://ctb.ku.edu/en/subscribe-newsletter; Facebook: https://www.facebook.com/CommunityToolBox and Twitter: https://twitter.com/CToolBox
- Collaborate with us on using services of the Community Tool Box as resources allow (see: http://ctb.ku.edu/en/services)
We hope to hear from you and wish you all the best as you work to improve the community.
Greetings from the Community Toolbox
In some content, we offer PowerPoint presentation slides, checklists, etc that offer other formats with the same information. We don't currently have a feature that converts any fof the files into PDF. However, you can copy paste the content into Word to save as a PDF, though it may take some minor editing to ensure the format is consistent. If there is a specific area you'd like to convert to PDF, that would be helpful for us to know for future considerations of allowing file conversions.
Thank you again for your question and hope that you continue to use our resources for improving your community.
i'm a musician from the uk. recently at a gig, an employee of the venue sexually assaulted multiple underage girls. when the owner of the venue was confronted, he put his full support behind the employee. the offender was removed eventually, but was allowed back in quickly and was seen drinking at the bar with the owner.
my friends and I want to boycott this venue, with the goal of putting them out of business or least the assaulter getting fired. after some research i believe the most effective way to do this is to set up a picket of sorts, or to hand out fliers during business hours. however, i am unsure of the legality of this in the UK, especially with recent anti-protest legislation. is there any advice you can give for staying within the bounds of the law? or on how to avoid criminal charges generally?
many thanks,
Bee.
Thank you for submitting a question to the Community Toolbox!
We appreciate you sharing this story with us and reaching out for support. Based on what we know from our experiences in the U.S., it may benefit your group to identify an investigative journalist in the UK to follow-up on what has happened. Some public awareness from a trusted journalist might motivate community action. You should also consider making multiple requests to investigative authorities (police). After that, other options may be to organize coalition efforts to amplify awareness of the issue. We cannot suggest what would be legal within the bounds of UK law, but we can suggest ways to motivate your community into action through the toolbox activities.
There may be some helpful resources here: https://ctb.ku.edu/en/not-enough-action
Thank you for submitting a question to the community tool box and using Ask An Advisor!
Unfortunately, I am not familiar with the IMAGINE framework. It may very well be based on the Toolbox, but I do not think it is derived from it. There aren't any pages dedicated to the IMAGINE framework. In terms of endorsement in practice, as a community psychologist, I have not come across the IMAGINE framework. That does not mean people don't apply it! Our community tool box has several other resources that may help for community change initiatives to offer alternative approaches:
https://ctb.ku.edu/en/table-of-contents/overview/model-for-community-cha...
https://ctb.ku.edu/en/dont-know-how-to-solve-problem
You can review the links above to see what components you may want to add to the framework or align the framework with some of our promising practices for approaching community change.
Thank you for submitting to our tool box.
Thank you for submitting your question to the community toolbox and using Ask An Advisor!
There are several examples of questions for community needs surveys out in the field, but the questions you include will depend on your theory of change, your community's context, and the overall framework you bring in to the work. I have provided resources below to help get you started:
https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-n...
I approach community needs assessment very systematically - first in discussion with communities to learn more about their experiences and priorities. Once you do some of that initial work, which you may have already, you want to bring in theory or a guiding framework in terms of what it is you hope to understand that is needed for community change AND aligns with the priorities of communities. I encourage you to view this as a broader approach to the community needs assessment as that will influence the impact you can make with it!
One example is seen in the Gen County Community Needs Assessment Survey: https://gfhc.org/wp-content/uploads/2022/07/hc726-CHNA-Report-2022_web.pdf. This community needs assessment applied the SDOH framework to help guide the design of questions, they also brought in community representatives to help with the instruments and data collection. Overall, your questions will depend on several factors and there isn't a template you can just copy and implement across all communities because every community is different. These assessments typically work better when you tailor them in collaboration with community members.
You can review other examples on this page: https://ctb.ku.edu/en/assessing-community-needs-and-resources/examples
Another idea to consider is having community member representatives help you shape the questions so that the design is culturally responsive and inclusive of the community's context. Is there a partner group you could possibly pilot questions with or elicit additional questions from? Perhaps conducting a quick scan of what kind of needs assessment the community has already done might also be helpful so that you dont ask the same questions (unless they are dated) and you can identify more relevant questions to understanding current priorities.
I also prioritize assets and strongly recommend this to other practitioners. As you build the needs assessment, you can build in questions that explore assets, expanding on needs, while also understanding the strengths that communities rely on and utilize as support resources. This question could be as simple as an open-ended item that allows folks to respond to: "What are some of the strengths you see in your community."
Hope that this helps and best of luck in your approach to the needs assessment. Feel free to post any additional questions as you learn more about the community's experiences.
Who is eligible to benefit from your aid ?
Thank you for submitting to The Community Tool Box! We appreciate this question about benefits. Given the detail provided in the question, it sounds like you may be interested in understanding how we can ensure mutual benefits are in place to provide others with opportunities to gain resources, skills or knowledge. You are also interested in understanding how to set eligibility to determine who those mutual benefits are based on (e.g., which community). The second question is a bit more challenging than the first, but the responses below may be a helpful starting point.
First, I strongly recommend that you define "community" for your current program or initiative. What particular groups are you prioritizing already with the existing design? It is ok if you' make adaptations based on these reflections.
Next, you want to determine the alignment between the benefits that you currently have with the benefits the communities would like/actually need. What would serve to benefit you as the program and what would serve to benefit the community as a result of that program or engagement with the program design. Some ways to collect that information could be done through listening sessions, focus groups or reviewing the landscape of current issues in the community to determine what might be feasible to offer as a benefit.
You also want to think about long term and short term benefits. It helps to think about the smaller steps we need to take toward impact. What can we currently offer community partners to benefit in engaging with us in the program? Compensation is most commonly provided as a benefit, depending on the type of project you have them engaged in. For instance, we offer compensation for community advisory boards for co-creating projects with us. The way that we determine their "eligibility" in receiving compensation is usually specified in a memorandum of understanding so that the scope of our activities are clearly defined. So, we might include items such as "attendance, providing input" etc to show that in order to proceed with payment, we need active participation. In other instances, benefits can be skills training, offering more access to software or techniques that can improve their respective organizations, career development opportunities through publications or participating in research. Compensation is always a great benefit to offer community partners if they are providing you with their lived expertise in refining the program or initiative. Either way, you want to explore what motivates communities to engage with you and ensure you reflect those benefits the best extent possible.
Other resources that might be helpful:
https://www.urban.org/research/publication/equitable-compensation-community-engagement-guidebook