Community Readiness and Prevention Programs

Donnermeyer, Joseph F.; Plested, Barbara; Edwards, Ruth W.; Oetting, Gene; Littlethunder, Lawrence

doi:10.1080/15575339709489795

Cited by 83 publications

(84 citation statements)

References 8 publications

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“…Community readiness generally refers to the degree to which communities have accepted that change is needed and feasible and that the program or action that is designed to address a problem will succeed (Donnermeyer, Plested, Edwards, Oetting, & Littlethunder, 1997). Over the past decade, research has shown that communities differ in their levels of readiness and that communities with higher levels of readiness are much more successful in planning, implementing, and sustaining community initiatives (e.g., Brackley et al, 2003;Logan, Williams, & Leukefeld, 2001;Plested, Smithman, Jumper-Thurman, Oetting, & Edwards, 1999).…”

Section: Community Readiness For Changementioning

confidence: 99%

Building an active citizenry: the role of neighborhood problems, readiness, and capacity for change

Foster-Fishman

Cantillon

Pierce

et al. 2007

American J of Comm Psychol

131

116

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Community-building initiatives strive to involve residents as the drivers of the change process, involving them in an array of activities including collective action efforts. Recent evaluations of many of these initiatives, however, suggest that developing the levels of resident involvement needed in such efforts is challenging. This study examines the neighborhood conditions that are related to whether and how much residents become involved in individual activism and collective action efforts. A random-digit-dial phone survey of 460 residents in 7 distressed neighborhoods suggested that while demographic variables were relatively unimportant, resident perceptions of neighborhood readiness (i.e., hope for the future and collective efficacy) and capacity for change (i.e., social ties and neighborhood leadership), and the level of neighborhood problems were strongly related to whether and how much residents were involved in individual and collective action efforts. Moreover, different elements of these neighborhood conditions were more or less important depending on the type and level of resident involvement. For example, while perceptions of neighborhood problems was the strongest predictor of whether an individual became involved at all, perceived strength of neighborhood leadership was the strongest predictor of an individual's level of activity. The implications of these findings for practitioners and scientists are discussed.

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Section: Community Readiness For Changementioning

confidence: 99%

Building an active citizenry: the role of neighborhood problems, readiness, and capacity for change

Foster-Fishman

Cantillon

Pierce

et al. 2007

American J of Comm Psychol

131

116

View full text Add to dashboard Cite

show abstract

“…Evaluating community readiness, defined here as the degree to which a community is prepared to take action on an issue (Donnermeyer et al 1997), helps researchers understand processes of community change and develop strategies for addressing issues (Plested, Edwards & Jumper-Thurman 2006). In turn, this encourages communities to define their own issues and strategies, builds cooperation between stakeholders and participants, encourages participation, and increases capacity for intervention.…”

Section: Methodology Of the Projectmentioning

confidence: 99%

Needs and readiness assessments: Tools for promoting community-university engagement with Aboriginal communities

et al. 2013

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Community-based participatory research (CBPR) is an important means of connecting the perspectives of community members with critical social issues, such as health and wellness. As beneficial as CBPR can be, effective engagement with community members remains a difficult goal to achieve. In this article, we draw on the international literature around needs and readiness assessments to explore their potential for establishing solid foundations for engaged research. We examine the stages and dimensions identified in the literature, and use these as a framework for a needs and readiness assessment project undertaken with a Métis Settlement community in Alberta, Canada. We share how the needs and readiness assessments helped to foster the emergence of community priorities, informing the next steps in research design, program content and evaluation methods, and heightening community-university engagement. It is our hope that our example of engagement, which focuses on the role of needs and readiness assessments in strengthening community-university partnerships, will better inform engagement approaches so that they become relevant, culturally appropriate and community specific. Keywords: Métis, Aboriginal, community-based participatory research, needs assessment, readiness assessment, community-university partnership

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“…Second Generation CPTED is similar in some ways to the concept of community readiness ( Donnermeyer et al , 1997 ;Edwards et al , 2000 ). The idea of readiness is that there are levels or stages of relative support for localized interventions and preventive actions among neighborhood and community leaders.…”

Section: Applying Second Generation Cpted To Rural Woman Abusementioning

confidence: 99%

“…As well, they serve to increase the readiness of communities to sustain actions on a wider scale ( Donnermeyer et al , 1997 ), supported by law enforcement, elected offi cials and other local elites because it is expedient and in their vested interest to conform to new standards, rather than clinging tightly to anachronistic forms of patriarchy.…”

Section: Community Culturementioning

confidence: 99%

Toward a gendered Second Generation CPTED for preventing woman abuse in rural communities

DeKeseredy

Donnermeyer

Schwartz

2009

Secur J

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Informed by several studies of woman abuse in rural settings, the main objective of this paper is to discuss how key principles of Second Generation Crime Prevention Through Environmental Design (CPTED) can be applied to help design appropriate community-based prevention strategies for improving the security of women living in rural places from abuse by spouses and partners in both ongoing and terminated relationships. The gender-sensitive version of CPTED recognizes that communities are contested places where differing strands of values, norms, beliefs and tolerance for crime infl uence the security of rural women. Hence, some forms of social organization or collective effi cacy (not social disorganization) may promote and condone rural woman abuse, and other forms serve to prevent and deter it. We propose a Second Generation CPTED framework that considers the utilization of four main strategies, each tailored to directly address feminist concerns and enhance a locality ' s collective effi cacy to increase women ' s security: community culture; connectivity and pro-feminist masculinity; community threshold and social cohesion.

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Community Readiness and Prevention Programs

Cited by 83 publications

References 8 publications

Building an active citizenry: the role of neighborhood problems, readiness, and capacity for change

Building an active citizenry: the role of neighborhood problems, readiness, and capacity for change

Needs and readiness assessments: Tools for promoting community-university engagement with Aboriginal communities

Toward a gendered Second Generation CPTED for preventing woman abuse in rural communities

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