An Introduction to Community Based Participatory Research (CBPR)

Summary

This video provides an overview of Community-Based Participatory Research (CBPR), a collaborative research approach that emphasizes equitable involvement of both academic and community partners. CBPR focuses on community-driven topics, aiming to combine knowledge with action to achieve social change. The video distinguishes CBPR from other participatory methods by highlighting its community-led direction. It discusses the historical roots of CBPR, key principles like co-learning, capacity building, and shared power, and emphasizes the importance of integrating research with action to foster long-term partnerships and systemic change.

Takeaways

• 🤝 CBPR (Community-Based Participatory Research) is a collaborative approach that equitably involves all partners in the research process, recognizing the strengths of both academic and community partners.
• 🏡 CBPR is grounded in topics important to the community, aiming to combine knowledge with action and achieve social change.
• 🔄 CBPR involves collaboration at every stage of the research process, from identifying research topics to disseminating findings and enacting change.
• 🌍 There are two traditions of CBPR: the Northern tradition (pragmatic, focused on problem-solving and leadership) and the Southern tradition (inspired by Paulo Freire, focusing on emancipation and social change).
• 📚 Paulo Freire's concept of 'popular education' emphasizes leveraging the expertise of people experiencing a phenomenon to drive social change.
• 🧑‍🤝‍🧑 CBPR emphasizes co-learning and capacity building for both community members and researchers, fostering shared leadership throughout the process.
• 📊 CBPR aims to improve the quality of research by ensuring that those most affected by the phenomena are involved, generating better insights and actionable outcomes.
• 🛠 CBPR integrates research and action, focusing on creating meaningful, long-term partnerships and fostering systems change.
• 📈 CBPR's outcomes extend beyond academic recognition, striving for real-world social impact and institutional changes in both community and academic settings.
• 🔬 CBPR is not just a research method but an orientation or philosophy that balances power and fosters equitable partnerships to produce more impactful, socially relevant research.

Q & A

What is the definition of community-based participatory research (CBPR)?

CBPR is a collaborative approach to research that equitably involves all partners in the research process. It recognizes the unique strengths of both academic and community partners, starting with a research topic important to the community and aiming to combine knowledge with action to achieve social change.

How does CBPR differ from traditional research?

CBPR differs from traditional research by involving the community throughout the research process, from topic identification to data collection and dissemination. Traditional research typically follows a top-down approach, where researchers are separate from the subjects and contexts they study, while CBPR emphasizes collaboration and the inclusion of local expertise.

What are the two traditions from which CBPR emerged?

CBPR emerged from the Northern and Southern traditions. The Northern tradition, from the 1940s, focuses on pragmatic problem-solving using consensus models. The Southern tradition, rooted in Paulo Freire’s work from the 1970s, emphasizes emancipatory research, challenging colonialism and political power dynamics to promote liberation and social change.

What is the concept of 'banking education' as discussed in relation to CBPR?

Banking education is a concept proposed by Paulo Freire, where teachers deposit knowledge into passive students, who are expected to reproduce it later. This approach is criticized for not fostering change. Freire advocates for 'popular education,' where individuals’ lived experiences and expertise are integral to the learning process, promoting action and social transformation.

What are the four pillars of CBPR as per the Southern tradition?

The four pillars of CBPR include: delivering high-quality research, co-constructing knowledge with the community, mobilizing impact-oriented evidence to create change, and fostering long-lasting partnerships between academic and community entities.

Why is CBPR considered more effective than traditional research for certain issues?

CBPR is considered more effective because it emphasizes the importance of context, engages those with lived experience of the phenomena being studied, and generates deeper insights and more practical solutions. By involving the community, CBPR is better positioned to promote social change and action compared to traditional research, which can be more detached from the subject matter.

How does CBPR address power dynamics in the research process?

CBPR emphasizes equitable power-sharing between academic and community partners. It challenges the traditional researcher-subject hierarchy by promoting shared leadership, co-learning, and joint decision-making at all stages of the research process, thus striving for more balanced and inclusive power relations.

What role do qualitative methods play in CBPR?

Qualitative methods are central to CBPR because they help capture the context and complexities of community experiences. These methods allow for a deeper understanding of social phenomena, which is crucial for generating insights and solutions that are meaningful to those most affected.

What are the long-term goals of CBPR partnerships?

The long-term goals of CBPR partnerships include achieving sustained social change, fostering long-lasting relationships between academic and community partners, and creating systems-level outcomes that result in changes in both community practices and institutional structures.

What are some key principles of CBPR as identified by Barbara Israel and colleagues?

Some key principles of CBPR include viewing the community as the unit of identity, building on the strengths and resources of all partners, promoting collaborative and equitable partnerships across all research phases, emphasizing local relevance, integrating action with research, and committing to long-term partnerships for lasting social change.

Outlines

00:00

📚 Introduction to Community-Based Participatory Research (CBPR)

Jenna Hebert-Burn introduces herself as an associate professor and provides an overview of Community-Based Participatory Research (CBPR). She explains that CBPR is a collaborative research approach that emphasizes equitable partnerships between academic and community/practice partners. The research is grounded in community priorities and aims to combine knowledge with action to achieve social change. CBPR involves partners throughout all research phases, from identifying the research question to disseminating findings.

05:00

🌱 Paulo Freire’s Influence on Participatory Research

This paragraph dives into Paulo Freire’s concepts of 'banking education' and 'popular education.' Freire critiques the traditional 'banking' model of education, where teachers deposit knowledge into students without fostering critical thinking or change. Instead, he advocates for 'popular education,' where individuals' lived experiences are used to co-create knowledge and drive social change. Freire's ideas emphasize the importance of oppressed people being agents of change, connected to the dynamics between the oppressed and oppressors.

10:01

🌍 Northern vs. Southern Traditions in CBPR

Here, the differences between the Northern and Southern traditions of CBPR are explored. The Northern tradition is pragmatic, focusing on problem-solving and consensus-building with broad stakeholders, while the Southern tradition, inspired by Paulo Freire, emphasizes liberation and social change. The Southern tradition challenges traditional research power dynamics and advocates for oppressed groups leading their own change, with oppressors also playing a role by relinquishing power. Both traditions follow key principles of delivering high-quality research, co-constructing knowledge, and creating long-lasting partnerships.

15:03

🔍 Continuum of Community Engagement in Research

This paragraph discusses how different types of community-engaged research exist on a continuum of engagement. The far-right end represents CBPR, which emphasizes shared leadership and collaborative research with community co-investigators. Other forms of engagement may involve community feedback or advisory boards but don’t reach the full partnership model of CBPR. The move from research participants as subjects to research partners leads to improved research quality and potential for greater social impact.

20:07

🔄 The Value of Context and Insider Perspectives in CBPR

CBPR is presented as a contrast to traditional research approaches, which often involve researchers as outsiders to the phenomena they study. In CBPR, researchers partner with communities, gaining insider insights that lead to better hypotheses, richer understanding, and more impactful interventions. Context is central to CBPR, and qualitative methods are especially useful because they emphasize the importance of the lived experiences of participants. This approach challenges the 'helicopter' model of research and promotes collaboration for social change.

📊 Principles of CBPR and Its Application

Barbara Israel's nine principles of CBPR, developed in 1998, are highlighted as key to the method’s success. These principles include recognizing the community as the unit of identity, building on strengths and resources, promoting equitable partnerships, fostering co-learning, integrating research with action, and maintaining long-term commitments. The dissemination of research findings for community and academic benefit is crucial, with an emphasis on collaboration even during challenging phases like data analysis.

🧠 CBPR as an Orientation, Not Just a Method

This paragraph emphasizes that CBPR is not just a set of research methods but an orientation or philosophy. It centers on the attitude of both researchers and community partners, which affects how research is conceptualized, conducted, and interpreted. Power dynamics are key, with CBPR challenging traditional notions of researcher authority. The paragraph also notes that successful CBPR should reveal the complexities of reality and push back against traditional deductive and positivist views of science.

🔄 Conceptual Model for CBPR and Its Outcomes

The latest conceptual model for CBPR, updated by Wallerstein and colleagues in 2016, is explained. The model outlines four domains: context, partnership processes, interventions/research, and outcomes. The interconnectedness of these domains highlights the cyclical nature of CBPR, where the context influences partnerships, which in turn affects research design, and ultimately leads to community and institutional changes. The outcomes of CBPR should be measured not only in academic success but also in tangible community improvements.

💡 Rethinking Research Excellence Through CBPR

In this concluding paragraph, the focus is on the need to redefine how research excellence is measured, particularly in CBPR. Traditional research outcomes focus on publications and researcher recognition, but CBPR emphasizes systems-level changes in communities and institutions. These broader impacts should be recognized as measures of research success, pushing academic institutions to rethink how they evaluate and reward researchers involved in community-engaged work.

🤝 Core Concepts of CBPR Recap

The final paragraph recaps the core concepts of CBPR, including its emphasis on collaborative, empowering research processes that balance action and research. CBPR involves co-learning, systems development, and capacity building, engaging both community members and academics. The process is participatory and aims to increase participants' control over their lives while promoting social change.

Keywords

💡Community-Based Participatory Research (CBPR)

CBPR is a collaborative approach to research that emphasizes equitable involvement of both academic and community partners throughout the research process. It is designed to merge knowledge with action to drive social change. The script explains that CBPR begins with topics important to the community and ensures that both academia and community members contribute to all phases of the research, including design, data collection, and analysis.

💡Collaborative Partnership

This term refers to the equal involvement of all partners—academic and community—in the research process. In the video, it is emphasized that CBPR relies on collaborative partnerships to ensure that the strengths of both sides are utilized, allowing for better research outcomes and the co-construction of knowledge that can lead to action and social change.

💡Co-Learning

Co-learning is the process through which both academic researchers and community members learn from each other during the research process. It builds capacity in both the academic and community realms. In the context of CBPR, co-learning ensures that the research process is reciprocal and that both groups develop new skills and knowledge as they engage in the research.

💡Power Dynamics

The video highlights that CBPR challenges traditional power dynamics by emphasizing equitable partnerships. It argues that power needs to be redistributed between the 'oppressed' (community members) and the 'oppressors' (academics or systems with more influence). For meaningful social change to occur, those in power must be willing to relinquish some control and share leadership.

💡Praxis

Derived from Paulo Freire’s work, praxis refers to the cycle of action, reflection, and further action in the pursuit of social change. In the context of CBPR, praxis is critical because it promotes learning through doing, where community members actively participate in the research and are engaged in efforts to improve their conditions through this reflective cycle.

💡Popular Education

Popular education is an approach that values the expertise of individuals experiencing a phenomenon, as emphasized by Paulo Freire. It contrasts with traditional 'banking' models of education where the teacher deposits knowledge into students. In CBPR, popular education means privileging the experiences of community members as vital sources of knowledge, which is used to drive social and educational change.

💡Equitable Involvement

This concept refers to the balanced participation of both community and academic partners in all phases of the research. In the video, equitable involvement is portrayed as a key feature of CBPR, where both parties contribute to decisions on the research topic, methods, and analysis to ensure that the outcomes benefit all stakeholders involved.

💡Action-Oriented Research

Action-oriented research seeks to combine knowledge creation with efforts to promote social change. CBPR, as described in the video, focuses not just on understanding community issues but also on using the research findings to drive concrete actions that benefit the community. The idea is that research should result in actionable insights that lead to improvements in health, social conditions, or policies.

💡Context Matters

The importance of context is a recurring theme in CBPR, where it is emphasized that research must be grounded in the specific realities of the communities involved. Unlike traditional research, which often seeks to generalize findings across different settings, CBPR emphasizes that understanding the unique social, cultural, and political context of a community is crucial for producing relevant and actionable research.

💡Capacity Building

Capacity building in CBPR involves developing the skills, knowledge, and resources of both community members and academic researchers. As outlined in the video, capacity building is a two-way process where researchers learn to engage more effectively with communities, while communities gain the skills necessary to participate in and benefit from the research process. This mutual growth is a central goal of CBPR.

Highlights

Community-based participatory research (CBPR) is a collaborative approach involving academic and community partners, emphasizing equitable involvement and recognizing the strengths of both.

CBPR focuses on research topics important to the community, combining knowledge with action to achieve social change.

Collaborative partnerships in CBPR span all research phases, from identifying the research topic to data analysis and dissemination.

CBPR recognizes the community as the unit of identity, making it especially valuable for neighborhood or community-level research.

The co-learning and capacity-building process in CBPR enhances both community and academic partners' abilities, fostering a more collaborative research environment.

CBPR has roots in both the Northern and Southern traditions, with the former emphasizing problem-solving and leadership transformation, and the latter focusing on emancipation and liberation education.

Paulo Freire’s philosophy of popular education, which values the lived experiences of the oppressed, heavily influences the Southern tradition of CBPR.

CBPR emphasizes the importance of community-driven research, rather than merely research placed within communities.

CBPR promotes action with communities rather than for them, emphasizing shared leadership between the oppressed and the oppressors in the process of social change.

In CBPR, research participants are not merely subjects but partners, leading to a deeper understanding of the phenomena being studied.

CBPR leverages critical insights from community members to generate hypotheses, positioning the research for more meaningful and actionable outcomes.

Qualitative methods are central to CBPR, as they are well-suited to exploring context and the insider knowledge provided by the community.

Barbara Israel’s nine principles of CBPR, including promoting co-learning and emphasizing local relevance, are still widely influential in the field.

CBPR is an orientation to research rather than a set of methods, focusing on power-sharing and equitable collaboration throughout the research process.

Long-term partnerships and sustainable social change are core outcomes of CBPR, with the goal of creating systemic changes both in communities and academic institutions.

Transcripts

everyone this is Jenna Hebert burn I'm

an associate professor in Community

Health Sciences and I'm going to provide

you with a brief overview of

community-based participatory research

so a common definition people use for

CBPR or community-based participatory

research is that it's a collaborative

approach to research that equitably

involves all partners in the research

process recognizing the unique strengths

that both brings so both the academic

partner and the community or the

practice partner so it begins with a

research topic that's important to the

community so this grounds the research

in community priorities and it has the

aim of combining knowledge with action

and achieving social change so when we

think about CBPR we think about research

that Phil excuse me involves

collaborative equitable partnership

across all the research phases so this

starts from as I just said the

identification of what even is the

research topic or the research focus the

research question and but involves

community or practice partners through

each stage of the research so that's the

identification of the research design

the research instruments the data

collection the data analysis the

dissemination of findings into action so

cbpr also recognizes the community as

the unit of identity which makes it a

particularly useful approach for people

like me who do community level research

or neighborhood level research as I said

it recognizes the strengths that

academia brings to the partnership and

communities bring to the partnership and

it it involves co-learning or capacity

building so the idea that through the

process of engaging in partnership

Koller nning occurs and capacity

building occurs again both of the

community and of the academy so in this

case it's the Academy learning how to do

more collaborative research better

because we typically learn how to do

research without partners really driven

by

the academic as the person with the

knowledge and the expertise to drive

research so there's a lot of different

kinds of participatory research

sometimes you'll hear about action

research which I'll distinguished from

CBPR in a few slides people engage in

participatory action research par

research or youth participatory action

research or wipe our you can also hear

language around action science or

inquiry so action research and inquiry

and all of these kinds of research all

intersect around these three

interconnecting goals of research action

and education CBPR we distinguished CBPR

from these other kinds of research in

that it's not just placed in a community

community-based but it's community

driven and directed and so we'll talk a

little bit about some distinguishing

features but cbpr is about community

driven research or community directed

research that's not just placed within a

neighborhood or a population group but

has actually co-lead so the history of

cbpr it emerges from two different

traditions one is the northern tradition

kind of having a global perspective this

emerged around the 1940s and this kind

of collaborative research really is

focused is very pragmatic it's focused

on problem solving it uses consensus

models coming up to consensus with broad

groups of stakeholders and also involves

a lot of focus on leadership the

transforming of leaders to engage in

partnership so leaders within practice

or community settings and also leaders

within academic settings the other kind

of cbpr emerged is referred to as the

Southern tradition and emerged around

the 1970s and this kind of research

draws from Paulo Freire Ian's work in

liberation education and this involves

what people refer to as emancipatory

research or liberation kinds of research

where it really challenges the

colonizing

disses of research generally and of

political power so this pulls from

fairies ideas of both um banking

education versus popular education and

his idea of praxis so I'm going to just

define both of those at this point so

Paulo Freire II suggested that he draws

a lot of his inspiration from education

adult education and suggests that this

model the common model of educating

involves banking education where the

teacher has all the knowledge and

deposits knowledge into students and in

that way banks the knowledge until the

teacher needs to make a withdrawal of

the knowledge and usually that what all

is done in some kind of test where the

student demonstrates the degree to which

they can produce knowledge that looks

very much like the teacher and this kind

of banking he says doesn't move anything

doesn't involve any kind of action or

change and so he proposes that popular

education where we draw from people who

are experiencing a phenomenon of

interest and leverage and privilege

basically their expertise in their own

experience and use their expertise and

their experience in the education model

is a kind of education that leads to

change so this kind of philosophy of of

recognizing the expertise of people's

experience along with the expertise of

the teacher or in this case the

researcher is variants idea that this is

how you make social change and he refers

a lot to the importance of the oppressed

people who are experiencing a particular

phenomena that's leading to social or

health inequalities being the agents of

change and that one must recognize the

experiences of the oppressed are tied to

the experiences of the oppressor which

are usually mainstream society that has

power at the time so varian's idea of

popular education

and his idea of praxis which is this

idea of action reflection and action

kind of learning-by-doing

defines this Southern tradition so both

traditions follow these four pillars of

CBPR delivering high quality research

the idea that with participation

research is better the co-construction

of knowledge mobilizing impact oriented

evidence so that are the the evidence

that is collected is designed to have an

impact that we don't collect data or

evidence for research unless there's an

opportunity to make some kind of impact

or change and that the research process

should result in long lasting

partnerships so this Southern tradition

that Paolo Ferrari really inspired

speaks to the fact that action should

not be for populations but with and that

the oppressed and the oppressor or play

roles that socially construct each

other's realities and so while the

oppressed must be engaged for fight for

their liberation so we don't want to

engage in social change on behalf of

others we want to engage with the

oppressed have to be engaged as well and

in this case issues of power are really

important because the oppressed I'm

sorry the oppressors must be willing to

give up power for social change to

happen so it emphasizes the social

change agents of the oppressed who

should lead but the oppressors who

should also be involved in the process

and that's the southern tradition so

these kinds of research can be laid out

on a continuum of engagement with kind

of this shared leadership the shared

learning this action-oriented research

being on the far right of the continuum

of shared leadership but that engagement

can happen across this continuum and so

when we talk about community engaged

research you can see research where

there's an engagement component where

you're out reaching reaching out to as

pertick

population get feedback there's a kind

of research in which you might have a

community advisory board that oversees

or approves the kind of research there's

a kind of research that involves

research participants as

co-investigators so and this is moving

towards this model of more partnership

collaboration co-leadership and as we

move on the continuum to the to the

right we think about community-based

participatory research being on this

farm right kind of aspiring for these

goals of shared leadership so when we

think then of traditional research where

we study participants a from the outside

we can think about kind of these levels

of engagement in moving from the

research participant as a subject or a

study position to a research participant

as a partner and the idea is that as we

move towards this model where research

participants can be research partners

our research improves because we are

best positioned to understand the

phenomena because the people who

experience the phenomena are at the

table of the research study but it also

were able then to leverage the findings

from our study and our partnerships to

promote social change and I'll show a

model of CBPR in a second where we can

talk a little bit more about that so in

CBPR then there's the negotiation of

information and capacities in both

directions so researchers are able to

transform tools for community members to

analyze and decide on the action and the

community members can transfer their

expertise the of the content or the

experience and the meaning of this to

the researchers in Purdue's pursuit of

this co-learning this co-construction of

knowledge and then the application to

change so why is cbpr needed what people

argue is that our traditional model of

research in which we do research

separate from people who experience the

phenomena is it is limited in the fact

that

it can be this positivist deductive way

of thinking where we test hypotheses

that typically emerge from outside the

experience that we're interested in so

the role of the research in this

traditional kind of research is meant to

be outside of the researched phenomena

and in that way being kind of unbiased

and it and it uses this laboratory

setting or this helicopter way of doing

research where we helicopter around the

phenomena we take the data we analyze it

outside of the context and we make

recommendations a contextually or

without people at the table who best

know the phenomena to understand it so

the idea is that this model is kind of

top-down way of doing research is not

positioned in a way to get the greatest

insight on the phenomenon nor is it

positioned for us to make the most

change with respect to the phenomena so

that participatory research research

that is done in partnership with people

who experience the phenomena will be

able to identify those those portals or

those intervention points within the

phenomena where we can make the most

change and it's also positioned to have

a better understanding of the phenomena

have a deeper richer understanding

because your research partners are

people who know the phenomena really

well so cbpr is kind of the opposite of

this kind of helicopter way is it is

really good at generating hypotheses

because of this kind of a mech or

insider understanding rather than a core

outside understanding we can get

critical insights um from people most

affected and because the research focus

and the approach is mutually agreed-upon

at every stage of the analysis we think

this leads to higher quality better

research research that's better

positioned in cbpr instead of trying to

avoid contacts kind of being outside of

context it emphasizes that context

matters that context is central to our

research and both because of this and

because CBPR is really good at

generating hypotheses for you

research qualitative methods are really

central to CBP are very useful to CPR

and that's why people who do CBP are

also tend to be qualitative researchers

or have a strong interest in qualitative

research so in 1998 Barbara Israel and

her colleagues came up with nine

principles of cbpr that have really

tested have really are really central

still to a lot of the ways in which we

do CBP are so Barbara Israel and her

colleagues talked about community as the

unit of identity building on the

strengths and resources of both the

Academy in the community

emphasizing collaborative equitable

partnerships across all phases of the

research even those research stages that

are really hard to be collaborative like

data analysis cbpr promotes co-learning

and capacity building it integrates and

achieves balance between research and

action for the mutual benefits of all

partners it emphasizes local relevance

of public health problems ecological

perspectives that recognize and attend

to the multiple determinants CBPR

involves systems development through a

cyclical and iterative process and cvpr

disseminates findings and knowledge gain

to all partners on so dissemination is a

key piece and knowledge translation is a

key piece to cbpr because those findings

should be disseminated in ways that make

change and that can be change in the

community and that could be change in

the Academy and CBPR involves a

long-term process and commitment so one

of the important things is that cvpr

because qualitative methods are often

used in cbpr people think about cbpr as

a research method or as a compilation of

research methods methods but in fact

it's an orientation or a to research or

a fundamentally different approach to

research and so Cornwall and colleagues

talked about the methodological context

of the application of the methods is

what's important in CBP are not the

methods themselves

it's the attitudes of the researchers

both the academic researcher in the

community researcher which in turn

determined how by and for home research

is conceptualized and conducted and this

this is corresponding to the location of

power than at every stage of the

research process and so this idea of

balancing power throughout CBPR

throughout long-term academic community

partnerships in cvpr

is really fundamental to how we

understand cbpr and also very hard to do

so flex and his colleagues suggested if

we do our research well and CBP our

reality should appear actually more

unstable complex and disorderly than we

do than it does now and so this kind of

thinking where our research is

positioned to show the complexities

Makka Minh thinking in in CBPR which

pushes back on this deductive positivist

view of science it really challenges

whose knowledge matters the knowledge of

the academic investigator or the

community member who experiences the

issue it challenges the role of the

researcher as a leader and as I said

before challenges these power

relationships and the idea that a more

equitable relationship between the

researcher and the researched will lead

to better research better findings

better opportunity for social change so

this is a the latest conceptual model

for CBPR and I want to just briefly walk

through this model this is from

wallerstein and her colleagues the

latest version of this was updated in

2016 and the idea is that it

hypothesizes that cbpr has these kind of

four overarching domains so context on

the far left partnership processes

intervention and research and outcomes

and it basically hypothesized that this

context of any given community academic

partnership

grounds the partnership processes which

in which include characteristics

relationships partnership structures and

that this in turn affects or changes the

intervention or the research of the

research design or the health

intervention that occurs and that the

implementation of the research methods

and interventions then effect can affect

long-term systems and capacity outcomes

and that these outcomes should happen on

multiple levels and that the circle back

so you see at the bottom the arrows

circling back this points to the systems

change that should happen and again that

ideally this social change that can

happen in in our context but also the

system's change in the institutions in

which the research is happening so

academic setting and then the

communities in which we do research so

this complex way of thinking about cbpr

it's also really important to think

about what are the outcomes of our

research so we tend to think in

traditional kinds of research more

positivist kinds of research in which

the researcher is outside of the

phenomena that the outcome are the

results of the findings then those

findings are published in a manuscript

and those that manuscript has certain

kind of indirect and direct outcomes

that come from that which include the

researcher getting credit for the

research findings and may be promoted

because of that and cbpr challenges of

this idea of what are the outcomes and

that there should be these systems level

outcomes that we should be able to see

change in communities and change in

institutions because of this and right

now academic institutions aren't really

counting those other kinds of changes in

how we measure excellence of research or

the basis for the promotion of

researchers or the recognition of change

in community so it's kind of this

fundamentally different way of thinking

about research that that we would like

to see results and kind of changes in

institutional thinking around what is

excellence

and community research so is a bit of a

recap there are some core concepts to

cvpr CBPR whether it's action research y

par par it's a collaborative kinds of

research engaging community members and

these can be community members and

neighborhoods or these can be practice

partners at local health departments and

researchers in a joint process in which

all contribute equally it's co-learning

it involves systems development capacity

building in the Academy and in the

community and it's an empowering process

in which participants increase control

over their lives and it achieves balance

between research and action so here's

some references from which I drew some

of these slides from and I'm pulling

these slides together as part of some

modules for the collaboratory for health

justice and any questions concerns or

ideas we welcome dialogue on these

topics so thank you very much for your

time