Role of community in development of an instr
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Abstract
Background
School violence is a worldwide public health issue with negative effects on education. Official statistics and reports do not include daily occurrences of violent behavior that may precede severe incidents.
Objectives
This project aimed to engage school community members in the development, validation and implementation of an observation instrument to identify characteristics of school violence.
Methods
The role of members of each participating school community in all phases of the research is described.
Results (or Lessons Learned)
The input of community members contributed to enrich the process by providing insight into the problem studied and a more informed framework for interpreting results.
Conclusions
Taking into account distinctive features of each particular school made results meaningful to the school community and fostered a sense of empowerment of community members as they recognized their knowledge is essential to the solution of their problems.
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Background
School violence is a world-wide public health issue that has a negative impact on the educational process. 1 Current research in neuroscience is helping us understand how early experiences, such as exposure to violence, shape brain development and may make it susceptible to physical and mental health challenges. 2 In Puerto Rico, from 2006 to 2008 there was an increase in simple assault, peace alteration, as well as illegal appropriations perpetrated in schools. 3 In addition, severe bullying incidents have been frequently reported by the media. These statistics and reports provide some evidence of serious incidents that disrupt the educational experience of teachers and students. However, the statistics available are not consistently updated and they tend to focus on isolated situations of extreme violence where weapons were used or property was damaged or destroyed. In addition reports lack information of daily occurrences of less severe violent behavior that may precede more acute incidents. This lack of information makes it difficult to understand this phenomenon and design effective prevention strategies. New tools are needed to identify the characteristics of school violence. Moreover, the exclusion of school communities in the development, implementation and evaluation of these strategies affect their efficacy and sustainability. Efforts must be made to develop ways for community collaboration to design prevention programs and strengthen their short and long-term impact.4
Through an academic-community partnership, VIAS Project (Violence and Asthma Health Disparity Network) strives to develop new ways to address school violence. VIAS is funded by the National Institute on Minority Health Disparities through a grant from the Research Infrastructure in Minority Institutions Program (P20MD003355). VIAS’ aims to strengthen the university’s research infrastructure while studying health disparities and their impact in surrounding school communities using a Community Based Participatory Research Approach (CBPR) approach. CBPR partnerships have been increasingly used to mobilize and empower communities to address health disparities issues such as violence prevention 5, and mental health.6VIAS’ Violence Prevention Component (VPC) researches school violence through the development of prevention strategies based on community participation including capacity building activities, data gathering to understand the problem, development of community-based
Background
School violence is a worldwide public health issue with negative effects on education. Official statistics and reports do not include daily occurrences of violent behavior that may precede severe incidents.
Objectives
This project aimed to engage school community members in the development, validation and implementation of an observation instrument to identify characteristics of school violence.
Methods
The role of members of each participating school community in all phases of the research is described.
Results (or Lessons Learned)
The input of community members contributed to enrich the process by providing insight into the problem studied and a more informed framework for interpreting results.
Conclusions
Taking into account distinctive features of each particular school made results meaningful to the school community and fostered a sense of empowerment of community members as they recognized their knowledge is essential to the solution of their problems.
Go to:
Background
School violence is a world-wide public health issue that has a negative impact on the educational process. 1 Current research in neuroscience is helping us understand how early experiences, such as exposure to violence, shape brain development and may make it susceptible to physical and mental health challenges. 2 In Puerto Rico, from 2006 to 2008 there was an increase in simple assault, peace alteration, as well as illegal appropriations perpetrated in schools. 3 In addition, severe bullying incidents have been frequently reported by the media. These statistics and reports provide some evidence of serious incidents that disrupt the educational experience of teachers and students. However, the statistics available are not consistently updated and they tend to focus on isolated situations of extreme violence where weapons were used or property was damaged or destroyed. In addition reports lack information of daily occurrences of less severe violent behavior that may precede more acute incidents. This lack of information makes it difficult to understand this phenomenon and design effective prevention strategies. New tools are needed to identify the characteristics of school violence. Moreover, the exclusion of school communities in the development, implementation and evaluation of these strategies affect their efficacy and sustainability. Efforts must be made to develop ways for community collaboration to design prevention programs and strengthen their short and long-term impact.4
Through an academic-community partnership, VIAS Project (Violence and Asthma Health Disparity Network) strives to develop new ways to address school violence. VIAS is funded by the National Institute on Minority Health Disparities through a grant from the Research Infrastructure in Minority Institutions Program (P20MD003355). VIAS’ aims to strengthen the university’s research infrastructure while studying health disparities and their impact in surrounding school communities using a Community Based Participatory Research Approach (CBPR) approach. CBPR partnerships have been increasingly used to mobilize and empower communities to address health disparities issues such as violence prevention 5, and mental health.6VIAS’ Violence Prevention Component (VPC) researches school violence through the development of prevention strategies based on community participation including capacity building activities, data gathering to understand the problem, development of community-based
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