School and Community Politics: Issues, Concerns, and Implications When Conducting Research in African- American Communities

Debro, Julius; Dj, Conley

doi:10.1037/e496032006-016

Cited by 2 publications

(2 citation statements)

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“…Our partners' willingness to recruit others bespoke their individual commitment to making the programs successful. However, this willingness did not preclude the tension that arose from our partners' desire to place service goals ahead of scientific goals, such as program fidelity or from skepticism about or motives for agreeing to partner with them (Debro and Conley, 1993;Pokorny et al, 2004;Rebach, 1991). Initially, we did not thoroughly discuss this tension and our failure to do so eroded a significant amount of the trust that had been established.…”

Section: Building Trustmentioning

confidence: 99%

“…Several of our partners held very negative attitudes about research and the harm research causes its participants. As other researchers also have experienced, we encountered several community representatives whose disdain for research was due in large measure to their awareness of a Tuskegee research project that used trusted, influential members of the community to injure unsuspecting participants (Debro & Conley, 1993;Hatch et al, 1993;Jones 1981;Thomas & Quinn, 1991). Our partners were adamant that they not become a part of victimizing their own community, but because the interventions we offered had a high degree efface validity (e.g.…”

Section: Partner Attitudes About Researchmentioning

confidence: 99%

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Research meets the real world: Lessons learned in three community implementations of fast track.

Winn¹,

Herman²

2004

Children's Peer Relations: From Development to Intervention.

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Funding agencies and private foundations continue to promote large, cross-site prevention research on sociopsychological programs that use highly rigorous methodologies. They have funded such expensive prevention research projects over the past decade in recognition that improving the science of prevention necessarily includes a recursive progression from clinical trials to large-scale field trials to community implementation, and relies on close collaboration between multiple disciplines and communities (Coie, Miller-Johnson, & Bagwell, 2000). Ironically, not enough has been done to document whether translation from large-scale field trials to community implementation is even possible or how such a task should be undertaken. Early research indicates that community implementation projects typically had less positive outcomes than did the original large-scale field trials and were difficult to implement (Berman & McLaughlin, 1978;Rappaport, Seidman, & Davidson, 1979). Hence, more careful analysis of what makes dissemination of field trials successful seems warranted. We offer our own experience in dissemination as the focus of this chapter in hopes that the strategies we employed to resolve issues that arose will serve as a warning or a guide for others.This chapter describes the processes and barriers we encountered in our efforts to form community partnerships while disseminating the preventive intervention field trial called Fast Track. Fast Track is a multisite, 10-yearlong, university-based preventive intervention program whose research goal is to test the efficacy of combining seven intervention programs to decrease problem behaviors in youth (Conduct Problems Prevention Research Group, 1992). The intervention programs were selected for the Fast Track field trial because of their prior efficacy or their relevance in addressing issues thought to adversely impact healthy, prosocial child development. The seven programs are home visiting, a socioemotional classroom curriculum entitled Promoting Alternative Thinking Strategies (PATHS), pairing peers to practice social skills, academic tutoring, parenting groups, child socioemotional skill-building 223

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Section: Building Trustmentioning

confidence: 99%