An Introduction to Community Based Participatory Research (CBPR)
Summary
TLDRThis 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
- đ€ 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.
- đĄ CBPR is grounded in topics important to the community, aiming to combine knowledge with action and achieve social change.
- đ CBPR involves collaboration at every stage of the research process, from identifying research topics to disseminating findings and enacting change.
- đ 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).
- đ Paulo Freire's concept of 'popular education' emphasizes leveraging the expertise of people experiencing a phenomenon to drive social change.
- đ§âđ€âđ§ CBPR emphasizes co-learning and capacity building for both community members and researchers, fostering shared leadership throughout the process.
- đ 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.
- đ CBPR integrates research and action, focusing on creating meaningful, long-term partnerships and fostering systems change.
- đ CBPR's outcomes extend beyond academic recognition, striving for real-world social impact and institutional changes in both community and academic settings.
- đŹ 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 Freireâs 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 individualsâ 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
đ 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.
đ± Paulo Freireâs Influence on Participatory Research
This paragraph dives into Paulo Freireâs 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.
đ 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.
đ 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 donât 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.
đ 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.
đ Principles of CBPR and Its Application
Barbara Israel's nine principles of CBPR, developed in 1998, are highlighted as key to the methodâs 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.
đ§ 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.
đ 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.
đĄ 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.
đ€ 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.
Mindmap
Keywords
đĄCommunity-Based Participatory Research (CBPR)
đĄCollaborative Partnership
đĄCo-Learning
đĄPower Dynamics
đĄPraxis
đĄPopular Education
đĄEquitable Involvement
đĄAction-Oriented Research
đĄContext Matters
đĄCapacity Building
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 Freireâs 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 Israelâs 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
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