Appreciating Living Well in Two Rural Nova Scotian Communities

Kevany, Kathleen; Ma, Jie; Biggs, Jaclyn; MacMichael, Margaret

doi:10.1080/10705422.2016.1269248

Cited by 4 publications

(7 citation statements)

References 22 publications

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“…Later, researchers and community practitioners discovered the value of appreciative inquiries in communities. For example, Kevany et al [12] examined the use of appreciative inquiries in rural communities, specifically how it relates to rural well-being. Appreciative inquiries are at the center of a paradigm shift from deficits to strengths.…”

Section: Methods: Appreciative Inquiries In Communitiesmentioning

confidence: 99%

“…For this article, community is defined as a group of individuals who have the same experiences and includes residents, people directly impacted by the issues, families, service providers, professionals, and city and county stakeholders. Kevany et al [12] refer to communities of knowledge, which are groups of people who are discovering and sharing knowledge (p.35). The following communities of knowledge are mentioned in the three case studies:…”

Section: Introductionmentioning

confidence: 99%

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The Use of Appreciative Inquiries In Rural Communities

Oliphant,

Bailey-Wallace,

Wyatt

et al. 2023

JSWWP

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Counties in East Texas experience elevated levels of poverty and underemployment, and limited access to important services. However, in these rural areas in Texas, Unites States, social capital and relationships are considered some of the most important strengths. The connection between people, ongoing support for each other, and the need to bring about change in their communities, lead people to use their own power to create sustainable change. When addressing specific needs such as rural access to services, substance use, mental health care, and supporting families with infants and children, it is important to build on the social capital of the communities. How do we connect people to engage and intervene in a sustainable way? In rural communities, coalitions have emerged for many years as an innovative way to address needs. Coalitions bring people with the same purpose together. To establish coalitions, community social workers use appreciative inquiries to strengthen the social capital and develop important sustainable and focused connections between people.The article focuses on the usability of the appreciative inquiry approach in rural communities and details three case studies of effective rural coalition development. In all three case studies the purpose was to (1) identify the needs, challenges and strengths as described by people with lived experiences and diverse stakeholders, (2) identify specific priorities and (3) develop and sustain a coalition to address the priorities in a sustainable way. As with any appreciative inquiry, the data collection takes place at the same time as reflection and development of action. A descriptive process to discover, dream, design, and deliver to establish coalitions (destiny) is introduced. At the center of this process are the people with lived experiences who participate in the discovery process, serve on the coalitions, and they are the key to the development of the coalitions.

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Section: Methods: Appreciative Inquiries In Communitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Use of Appreciative Inquiries In Rural Communities

Oliphant,

Bailey-Wallace,

Wyatt

et al. 2023

JSWWP

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“…Some traits contribute to their resilience, such as social connections and support systems. Appalachian communities tend to have strong social networks that provide emotional support and practical assistance during difficult times (Eyre et al, 2017;Magill et al, 2021). These networks can include family members, friends, neighbors, community organizations, and churches.…”

Section: Resilience In Appalachiamentioning

confidence: 99%

“…This attachment can foster a sense of collective identity and pride that helps weather difficult times. Individuals living in Appalachian communities are also very resourceful and have a long tradition of self-reliance and resourcefulness that can be traced back to their rural roots (Eyre et al, 2017). These traits have helped people survive in challenging environments and adapt to changing economic conditions.…”

Section: Resilience In Appalachiamentioning

confidence: 99%

“…Marginalized children and families, including those living in poverty, were among some of the most vulnerable groups impacted by the pandemic (Abrams & Szefler, 2020), which has substantial implications for educators working in rural communities. Rural communities, often known for building exceptional resilience (Eyre et al, 2017), are subject to issues with economic security, family well-being, food insecurity, and health security. COVID-19 exacerbated these social determinants of health for young children and increased risk for trauma (Sano & Mammen, 2022).…”

mentioning

confidence: 99%

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Trauma-Informed Research-Practice Partnership Building to Support Early Childhood Educators in an Appalachian Community

Caudle,

Grist,

Thompson

2023

tpre

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Trauma-informed initiatives that prioritize educator well-being through equitable research-practice partnership (RPP) building are necessary to advance trauma-informed education and care for young children in rural Appalachian communities. Early stages of partnership building that consider dimensions identified by Henrick et al. (2017) foster trusting relationships, address the goals of partnering organizations, and work toward capacity building. Burnout, secondary traumatic stress, and compassion fatigue are common problems faced by early childhood professionals who may be exposed to high levels of stress and trauma in their work with young children. Thus, any initiatives with early childhood educators should include short- and long-term strategies to address the status of the workforce. Recognizing how trauma and social determinants of health impact the rural early childhood workforce and their ability to implement trauma-informed practices in the classroom is a first step toward holistic professional development. The purpose of this article is to highlight how the early stages of a partnership study with a rural Appalachian pre-kindergarten (pre-K) program and two universities provided a foundation for future research, practice, and partnership activities. Often, trauma-informed professional learning relies on classroom strategies and swift problem-solving techniques that do not consider the primary and secondary trauma faced by early childhood educators and how these traumas directly impact educators’ ability to improve classroom practices.

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