PMID- 26639387
OWN - NLM
STAT- MEDLINE
DCOM- 20160202
LR  - 20211203
IS  - 1557-0541 (Print)
IS  - 1557-055X (Electronic)
IS  - 1557-0541 (Linking)
VI  - 9
IP  - 4
DP  - 2015 Winter
TI  - Concept Mapping as an Approach to Facilitate Participatory Intervention Building.
PG  - 599-608
LID - 10.1353/cpr.2015.0076 [doi]
AB  - BACKGROUND: A challenge to addressing community-defined need through 
      community-based participatory intervention building is ensuring that all 
      collaborators' opinions are represented. Concept mapping integrates perspectives 
      of individuals with differing experiences, interests, or expertise into a common 
      visually depicted framework, and ranks composite views on importance and 
      feasibility. OBJECTIVES: To describe the use of concept mapping to facilitate 
      participatory intervention building for a school-based, teacher-focused, positive 
      youth development (PYD) promotion program for Latino, Hmong, and Somali youth. 
      Particiants were teachers, administrators, youth, parents, youth workers, and 
      community and university researchers on the projects' community collaborative 
      board. We incorporated previously collected qualitative data into the process. 
      METHODS: In a mixed-methods process we 1) generated statements based on key 
      informant interview and focus group data from youth workers, teachers, parents, 
      and youth in multiple languages regarding ways teachers promote PYD for Somali, 
      Latino and Hmong youth; 2) guided participants to individually sort statements 
      into meaningful groupings and rate them by importance and feasibility; 3) mapped 
      the statements based on their relation to each other using multivariate 
      statistical analyses to identify concepts, and as a group identified labels for 
      each concept; and 4) used labels and statement ratings to identify feasible and 
      important concepts as priorities for intervention development. RESULTS: We 
      identified 12 concepts related to PYD promotion in schools and prioritized 8 for 
      intervention development. CONCLUSIONS: Concept mapping facilitated participatory 
      intervention building by formally representing all participants' opinions, 
      generating visual representation of group thinking, and supporting priority 
      setting. Use of prior qualitative work increased the diversity of viewpoints 
      represented.
FAU - L Allen, Michele
AU  - L Allen M
FAU - Schaleben-Boateng, Dane
AU  - Schaleben-Boateng D
FAU - Davey, Cynthia S
AU  - Davey CS
FAU - Hang, Mikow
AU  - Hang M
FAU - Pergament, Shannon
AU  - Pergament S
LA  - eng
GR  - R24 MD007966/MD/NIMHD NIH HHS/United States
GR  - UL1 TR000114/TR/NCATS NIH HHS/United States
GR  - R24MD007966/MD/NIMHD NIH HHS/United States
PT  - Journal Article
PT  - Research Support, N.I.H., Extramural
PT  - Research Support, Non-U.S. Gov't
PL  - United States
TA  - Prog Community Health Partnersh
JT  - Progress in community health partnerships : research, education, and action
JID - 101273946
SB  - IM
MH  - Adolescent
MH  - *Adolescent Development
MH  - Communication
MH  - Community-Based Participatory Research/*methods
MH  - Cooperative Behavior
MH  - Ethnicity
MH  - Female
MH  - Health Promotion/*organization & administration
MH  - Humans
MH  - Male
MH  - Needs Assessment/*organization & administration
MH  - Professional Role
MH  - Schools/*organization & administration
MH  - Staff Development
MH  - Trust
PMC - PMC5451901
MID - NIHMS862118
EDAT- 2015/12/08 06:00
MHDA- 2016/02/03 06:00
PMCR- 2017/06/01
CRDT- 2015/12/08 06:00
PHST- 2015/12/08 06:00 [entrez]
PHST- 2015/12/08 06:00 [pubmed]
PHST- 2016/02/03 06:00 [medline]
PHST- 2017/06/01 00:00 [pmc-release]
AID - S1557055X15400178 [pii]
AID - 10.1353/cpr.2015.0076 [doi]
PST - ppublish
SO  - Prog Community Health Partnersh. 2015 Winter;9(4):599-608. doi: 
      10.1353/cpr.2015.0076.