Partnerships for Prevention: The Story of the Highfield Community Enrichment Project
Partnerships for Prevention: The Story of the Highfield Community Enrichment Project
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DOI：
10.3138/9781442678286
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发表时间：
2005-11
期刊：
影响因子：
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通讯作者：
G. Nelson;K. Hayward;S. Pancer
中科院分区：
文献类型：
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作者：
G. Nelson;K. Hayward;S. Pancer
这本书提供了一个以社区为基础的预防和健康促进示范项目，为儿童，家长和家庭的丰富描述。更好的开始，更好的未来，是一个为期五年的研究计划，由加拿大政府在八个不同的地点赞助。这本书为其中一个地点，一所小学的预防和健康促进奠定了基础。学校位于加拿大安大略省的一个低收入，文化多样的社区，其大多数居民出生在加拿大以外。该社区创建了一个名为“海菲尔德社区致富项目”的示范预防计划。这个方案模式有三个主要组成部分：家庭支助方案、校内方案和社区发展方案。在本书的第一部分，作者讨论了在项目的各个利益相关者之间建立平等伙伴关系的主要初始挑战：社区居民，研究人员，教师，机构，服务提供者和项目工作人员。研究过程需要利益相关者，特别是社区居民，在方案规划、开发和设计、实施和评估的各个方面采取高度参与和协作的方法。作者使用了大量的定性研究和民族志来展示项目期间利益相关者之间的沟通和关系是如何演变的。该项目的独特性源于其基层和社区驱动的预防和健康促进思想。例如，社区居民被视为专家（社区居民占项目委员会成员的52%），社区在集体技能、能力、资源和优势方面的丰富保护因素（社会资本）得到承认。海菲尔德社区致富项目强调一种预防模式，强调已确定的社区需要，而不是
This book provides a rich description of a community-based prevention and health promotion demonstration project for children, parents, and families. Better Beginnings, Better Futures, is a five-year research initiative sponsored by the Canadian government at eight different sites. This book sets the stage for prevention and health promotion at one of those sites, an elementary school. The school is situated in a low-income, culturally diverse community in the province of Ontario, Canada, with most of its residents born outside of Canada. The community created a model prevention program called the Highfield Community Enrichment Project. This program model had three main components: family support programs, inschool programs, and community development programs. In Part 1 of this book, the authors discuss the major initial challenge of developing equal partnerships among the project’s various stakeholders: community residents, researchers, teachers, agencies, service providers, and project staff members. The research process required a highly participatory and collaborative approach from its stakeholders, especially from the community residents, in all aspects of the program’s planning, development and design, implementation, and evaluation. The authors use a great deal of qualitative research and ethnography to demonstrate how communications and relationships among the stakeholders evolved during the project. This project’s uniqueness stems from its grass-roots and community driven prevention and health promotion ideologies. For example, the community residents are viewed as the experts (community residents comprise 52% of the project’s committee memberships) and the community’s rich protective factors (social capital) in terms of collective skills, capacities, resources, and strengths are acknowledged. The Highfield Community Enrichment Project highlights a prevention model that emphasizes identified community needs rather than