Skip to main content Accessibility help
×
Home
Hostname: page-component-5c569c448b-8lphq Total loading time: 1.16 Render date: 2022-07-01T20:38:35.718Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "useRatesEcommerce": false, "useNewApi": true } hasContentIssue true

6 - Conducting Culturally Responsive Community Needs Assessments

from Part II - Research, Assessment, and Program Evaluation

Published online by Cambridge University Press:  16 December 2021

Caroline S. Clauss-Ehlers
Affiliation:
Long Island University, New York
Get access

Summary

Community assessment utilizes an ecological approach by gathering qualitative and quantitative data to examine contextual factors that may play a role in the creation and maintenance of resources, needs, and concerns impacting a community. Inclusion of culturally competent interdisciplinary stakeholders who have knowledge of a community from a strengths-based perspective is critical. We highlight the process of community assessment from the initial planning stage to developing a community action plan. Strategies such as recruiting a community advisory board and use of qualitative (e.g., interviews, focus groups, observations, social media applications, photo journals), and quantitative measures focusing on various facets of community (e.g., resources, social capital, neighborhood characteristics) are considered important parts of the community needs assessment. Two case examples are provided to illustrate how community assessment can be used to inform service provision. The first case addresses the needs of underserved members of a growing community of refugee families, and the second addresses concerns to improve the academic performance of Black and Latinx students in two large public school districts. Both cases reflect the complexities of community-based assessment involving stakeholders from different professional disciplines with potentially unique agendas, various qualitative and quantitative data sources, and innovative action plans.

Type
Chapter
Information
The Cambridge Handbook of Community Psychology
Interdisciplinary and Contextual Perspectives
, pp. 115 - 136
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ahmed, R., Seedat, M., Van Niekerk, A., & Bulbulia, S. (2004). Discerning community resilience in disadvantaged communities in the context of violence and injury prevention. South African Journal of Psychology, 34(3), 386408. doi.org/10.1177/008124630403400304CrossRefGoogle Scholar
Centers for Disease Control and Prevention. (2013). Community needs assessment. www.cdc.gov/globalhealth/healthprotection/fetp/training_modules/15/community-needs_pw_final_9252013.pdfGoogle Scholar
Community Science. (n.d.). Sense of community. www.senseofcommunity.com/soc-index/Google Scholar
Connolly, P. (1995). Racism, masculine peer-group relations and the schooling of African/Caribbean infant boys. British Journal of Sociology in Education, 16(1), 7592. www.jstor.org/stable/1393127CrossRefGoogle Scholar
Corrigan, P. W. (2020). Editorial: Community-based participatory research (CBPR), stigma, and health. Stigma and Health, 5(2), 123124. doi.org/10.1037/sah0000175CrossRefGoogle Scholar
Craig, S. L. (2011). Precarious partnerships: Designing a community needs assessment to develop a system of care for gay, lesbian, bisexual, transgender, and questioning (GLBTQ) youths. Journal of Community Practice, 19(3), 274291. doi.org/10.1080/10705422.2011.595301CrossRefGoogle Scholar
DeAngelis, T. (2015). In search of cultural competence. APA Monitor, 46(3), 64. www.apa.org/monitor/2015/03/cultural-competenceGoogle Scholar
Ellaway, A., Macintyre, S., & Kearns, A. (2001). Perceptions of place and health in socially contrasting neighbourhoods. Urban Studies, 38(12), 22992316. doi.org/10.1080/00420980120087171CrossRefGoogle Scholar
Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304312. doi.org/10.1037/1040-3590.6.4.304CrossRefGoogle Scholar
Henry, A. (1998). “Speaking up” and “speaking out”: Examining “voice” in a reading/writing program with adolescent African Caribbean girls. Journal of Literacy Research, 30(2), 233252. doi.org/10.1080/10862969809547997CrossRefGoogle Scholar
Jackson, J. V., & Cothran, M. E. (2003). Black versus black: The relationships among African, African American, and African Caribbean persons. Journal of Black Studies, 33(5), 576604. www.jstor.org/stable/3180977CrossRefGoogle Scholar
King, J. E. (2005). A transformative vision of Black education for human freedom. In King, J. E. (Ed.), Black education: A transformative research and action agenda for the new century (pp. 317). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Kramer, S., Seedat, M., Lazarus, S., & Suffla, S. (2011). A critical review of instruments assessing characteristics of community. South African Journal of Psychology, 41(4), 503516. doi.org/10.1177/008124631104100409CrossRefGoogle Scholar
Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17(4), 6384. doi.org/10.1007/BF01807017CrossRefGoogle Scholar
Lather, P. (2018). Thirty years after: From research to praxis to praxis in the ruins. In Malone, H. J., Rincon-Gallardo, S., & Kew, K. (Eds.), Future directions of educational change: Social justice, professional capital and systems change (pp. 7186). New York: Routledge.Google Scholar
Long, D. A., & Perkins, D. D. (2003). Confirmatory factor analysis of the sense of community index and development of a brief SCI. Journal of Community Psychology, 31(3), 279296. doi.org/10.1002/jcop.10046CrossRefGoogle Scholar
Marks, L. R., West-Olatunji, C. A., & Goodman, R. D. (2016). A pilot study evaluating the Parent Proficiencies Questionnaire for African American Parents (PPQ-AA). Urban Education Research and Policy Annals, 4(1), 99109.Google Scholar
McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 623. doi.org/10.1002/1520-6629(198601)14:1<6::AID-JCOP2290140103>3.0.CO;2-I3.0.CO;2-I>CrossRefGoogle Scholar
Newman, S. D., Andrews, J. O., Magwood, G. S., et al. (2011). Community advisory boards in community-based participatory research: A synthesis of best processes. Preventing Chronic Disease, 8(3). www.cdc.gov/pcd/issues/2011/may/10_0045.htmGoogle ScholarPubMed
Pfefferbaum, B., Pfefferbaum, R. L., & Van Horn, R. L. (2015). Community resilience interventions: Participatory assessment-based, action-oriented processes. American Behavioral Scientist, 59(2), 238253. doi.org/10.1177/0002764214550298CrossRefGoogle Scholar
Prendes-Lintel, M., & Peterson, F. (2008). Delivering quality mental health services to immigrants and refugees through an interpreter. In Suzuki, L. A. & Ponterotto, J. G. (Eds.), Handbook of multicultural assessment: Clinical, psychological, and educational applications (3rd ed., pp. 220243). San Francisco: Jossey Bass.Google Scholar
Rubin, C. L., Martinez, L. S., Chu, J., et al. (2012). Community-engaged pedagogy: A strengths-based approach to involving diverse stakeholders in research partnerships. Program Community Health Partnerships, 6(4), 481490. doi.org/10.1353/cpr.2012.0057CrossRefGoogle ScholarPubMed
Sarason, S. B. (1974). The psychological sense of community: Prospects for a community psychology. San Francisco: Jossey-Bass.Google Scholar
Shorkey, C., Windsor, L. C., & Spence, R. (2009). Assessing culturally competent chemical dependence treatment services for Mexican Americans. The Journal of Behavioral Health Services & Research, 36(1), 6174. doi.org/10.1007/s11414-008-9110-xCrossRefGoogle ScholarPubMed
Smith, E. J. (2006). The strength-based counseling model. The Counseling Psychologist, 34, 1379. doi.org/10.1177/0011000005277018CrossRefGoogle Scholar
Sue, D. W. (2001). Multicultural facets of cultural competence. The Counseling Psychologist, 29(6), 790821. doi.org/10.1177/0011000001296002CrossRefGoogle Scholar
Tillman, L. (2006). Researching and writing from an African American perspective: Reflective notes on three research studies. International Journal of Qualitative Studies in Education, 19(3), 265287. doi.org/10.1080/09518390600696513CrossRefGoogle Scholar
Trickett, E. J. (2009). Multilevel community‐based culturally situated interventions and community impact: An ecological perspective. American Journal of Community Psychology, 43(3–4), 257266. doi.org/10.1007/s10464-009-9227-yCrossRefGoogle Scholar
Van de Vijver, F. J. R. (2016). Test adaptations. In Leong, F. T. L., Bartram, D., Cheung, F. M., Geisinger, K. F., & Iliescu, D. (Eds.), The ITC international handbook of testing and assessment (pp. 364376). New York: Oxford University Press.CrossRefGoogle Scholar
Wallerstein, N. B., Yen, I. H., & Syme, S. L. (2011). Integration of social epidemiology and community-engaged interventions to improve health equity. American Journal of Public Health, 101(5), 822830. doi.org/10.2105/AJPH.2008.140988CrossRefGoogle ScholarPubMed
West-Olatunji, C., Shure, L., Jean-Paul, N., Goodman, R. D., & Lewis, D. (2014). Culture-centered research and counselor efficacy. Turkish Psychological Counseling and Guidance Journal, 5(42), 129137. www.turkpdrdergisi.com/index.php/pdr/article/view/18Google Scholar
West-Olatunji, C., Yang, M. J., Wolfgang, J. D., Henesy, R., & Yoon, E. (2017). Highlighting the challenges when conducting cross-national studies: Use of transcultural theory. Journal of Counseling and Development, 95(4), 457464. doi.org/10.1002/jcad.12160CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×