5218.0: Wednesday, October 24, 2001 - 5:00 PM

Abstract #30790

A formative evaluation of the Promoting Assets Across Cultures (PAAC) Project: Lessons learned from a community-research partnership

Clarence Spigner, DrPH, MPH1, Stella Gran-O'Donnell, MSW, MPH2, Sandra Ciske, MN, RN2, Chau Nguyen, MPH, CHES3, Nancy Farwell, PhD, MSW4, and James Krieger, MD, MPH2. (1) Department of Health Services, University of Washington, Box 357660, Seattle, WA 98195, (206) 616-2948, cspigner@u.washington.edu, (2) Epidemiology, Planning and Evaluation Unit, Public Health - Seattle & King County, 999 Third Avenue, Suite 1200, Seattle, WA 98104, (3) Prevention Division, Public Health - Seattle & King County, 999 Third Avenue, Suite 900, Seattle, WA 98104, (4) School of Social Work, University of Washington, 4101 - 15th Avenue NE, Box 354900, Seattle, WA 98105

A participatory action approach was used in the formative evaluation of this multi-ethnic youth leadership project designed to build community among low-income public housing residents. Aspects of individual and community health were assessed using the social determinants of health (SDOH) framework. Representatives from four community-based organizations serving primarily Southeast Asian (Vietnamese, Cambodian) and East African (Amhara, Tigrinya, Oromo, Somali) refugees and immigrants, the local housing authority, the local health department, and an academic research institution, collaborated throughout the formative evaluation process. This involved group planning, decision-making, implementation, and analysis of the formative evaluation. Twenty focus groups, ten key informant interviews, field and participant observations were conducted. Various products were generated from these collaborative efforts. Examples of products included: cultural, linguistic, age, and gender appropriate interview guides, and protocols for the identification and recruitment of focus group participants. The process resulted in decisions made about the appropriate use of incentives for resident participation, resident input regarding the analysis of data and effective dissemination of findings. Among the lessons learned were: (1) early development of clearly defined partner roles and responsibilities requires mutual trust, (2) commitment to the participatory process and clear communication between all partners are key, (3) implementation of a formative evaluation based on a participatory approach benefits both community members and researchers promoting an opportunity to share skills and expertise.

Learning Objectives: 1. Describe the benefits and challenges in using a participatory action research approach when evaluating community-based programs. 2. Identify three ways to significantly involve grassroots representatives from refugee and immigrant communities in a formative evaluation.

Keywords: Community-Based Partnership, Ethnic Minorities

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

The 129th Annual Meeting of APHA