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Effective community-based suicide prevention strategies require culturally relevant contextually driven approaches, validated by community members. Existing literature, funding agencies, and polices do not adequately address the differences in community vs non-community definitions and approaches to suicide prevention. These differences and the process must be articulated to fully understand the complexities of effective American Indian community-based suicide prevention strategies. This paper aims to discuss these issues.

This study uses a qualitative methodology to understand the process and meaning of an American Indian reservation's community-based approach to suicide prevention.

Seven recommendations emerge. These include: expand the understanding of suicide; plan activities and outreach early; uphold cultural values; build administrative and community capacity; prepare and respond to community needs and situations; anticipate challenges and develop solutions; and recognize the spiritual aspects of the endeavor.

This study provides new insight about the process in which American Indian communities define, develop and implement suicide prevention strategies that are culturally relevant and community driven. The process and recommendations may be useful for institutions, funding agencies, policy makers, and tribal leaders, and community-based prevention partners.

Purpose – The chapter describes how teacher preparation programs can design effective off-campus clinical programs. Information provided is applicable to clinical practicums, capstone experiences, and to individual course assignments at the undergraduate and graduate levels.

Methodology/Approach – The author describes the foundational components involved in designing a high-quality off-campus clinical-based program. These components include selecting and building a partnership with an off-campus site, using forms, fees, space, and materials, engaging families, aligning assignments to course content, grading, supervision, and acquiring funding.

Practical implications – In addition to the foundational components involved in designing an effective off-campus clinic, the chapters describes a university-based model that uses two different off-campus clinical-based experiences that support community-based programs and local area schools.

Social implications – The chapter addresses the need for teacher preparation programs to build partnerships with off-campus community-based programs to better prepare teachers to meet the literacy demands of all students, particularly students living and learning in urban communities.

This article aims to describe continuous quality improvement (CQI) for substance abuse prevention and treatment programs in a community‐based organization setting.

CQI (e.g., plan‐do‐study‐act cycles (PDSA)) applied in healthcare and industry was adapted for substance abuse prevention and treatment programs in a community setting. The authors assessed the resources needed, acceptability and CQI feasibility for ten programs by evaluating CQI training workshops with program staff and a series of three qualitative interviews over a nine‐month implementation period with program participants. The CQI activities, PDSA cycle progress, effort, enthusiasm, benefits and challenges were examined.

Results indicated that CQI was feasible and acceptable for community‐based substance abuse prevention and treatment programs; however, some notable resource challenges remain. Future studies should examine CQI impact on service quality and intended program outcomes.

The study was conducted on a small number of programs. It did not assess CQI impact on service quality and intended program outcomes.

This project shows that it is feasible to adapt CQI techniques and processes for community‐based programs substance abuse prevention and treatment programs. These techniques may help community‐based program managers to improve service quality and achieve program outcomes.

This is one of the first studies to adapt traditional CQI techniques for community‐based settings delivering substance abuse prevention and treatment programs.

The aims of this study were to determine (1) the degree to which an evidence‐based intervention (EBI) delivered outside the context of a research trial remained faithful to the content and design of the programme as intended and as reported in experimental trials of the same programme, and (2) whether implementation quality affected programme outcomes. We report results of an observational study of 11 sites involved in the statewide dissemination of a popular family‐focused prevention programme, the Strengthening Families Programme for Parents and Youth 10‐14. We found numerous differences between the community‐based implementations we observed and researcher‐driven implementations of the same programme, but variability in programme delivery and adherence to content were unrelated to programme outcomes. We conclude that short‐term outcomes of well‐designed EBIs delivered by well‐trained facilitators may be robust to minor changes in delivery and content. However, the effects of implementation quality on longer‐term outcomes are unknown.

The concept of power in the literature is not conclusive yet and still contradictive. As contested concept, power have multi-definition in the literature. This study aims to construct a concept of power between organizations, state-owned enterprises (SOE) and communities in the context of community-based tourism in Borobudur, Indonesia.

Participants were 29 individuals representing SOEs (i.e. executive members) and local communities (e.g. village chiefs, community enterprise, managers and residents). Data collection was conducted through interviews, focus group discussions, field records and documents. Using grounded theory, the data were analyzed using open, axial and selective coding.

This study discovered that power was fluid. At first, power was a static resource then when it exchanged, it turned into relational/power interplay and at last, became output resource. There was a transformation of antecedent resources of power into a consequential source of power through relationship processes.

This study should be replicated in other settings for further research, for example, in a business-to-business context and business-to-government to develop a general framework.

Policymakers should be aware of such fluid power to ensure that community-based tourism programs can benefit all parties involved.

Findings from this study make several contributions to current literature as follows: this study extends from the existing theories of power, the community-based tourism context where this study was conducted represents actual social situation allowing it to be transferrable to real environment and elaborating theory of power into a comprehensive framework.

The purpose of this paper is to investigate the critical success factors (CSFs) of community‐based post‐disaster housing reconstruction projects (CPHRP) during the pre‐construction stage.

An extensive literature review and interviews were undertaken to establish selected factors contributing to the success of community‐based post disaster housing reconstruction projects. Following this, a questionnaire survey was administered to key stakeholders in order to perceive their view on CSFs of CPHRP. Data were analysed by deploying statistical software.

It was found that 12 factors are considered to be the CSFs: transparency and accountability, appropriate reconstruction policy/strategy, an understanding of the community‐based method, gathering trust from the community, facilitator capacity, good coordination and communication, sufficient funding availability, implementer capacity, having a significant level of community participation/control, government support, involvement of all community members, and successful beneficiary identification.

The establishment of CSFs in CPHRP helps key stakeholders to identify factors that must exist and go well during pre‐construction of CPHRP, in order to ensure the success of the programme.

The paper is very specific as it attempts to discover the CSFs of CPHRP during the pre‐construction stage.

The United Nation’s Convention of the Rights of Persons with Disabilities in 2006 declared the need for countries to facilitate the right of individuals with disabilities to their full inclusion and participation within communities across the globe. The community clearly plays a necessary role in the overall preparation and quality of life of students with disabilities and their families. The present chapter will specifically address the role of the community within instructional programming and parent advocacy. First, the chapter discusses the importance of integrating community experiences within inclusive K-12 preparation for students with disabilities for the purpose of enhancing students’ postsecondary outcomes. Second, the chapter reviews the role of community organizations in supporting parental advocacy for effective inclusive programming while highlighting the work of two specific community agencies. These sections are followed by concluding comments emphasizing the role of schools and community-based organizations in supporting inclusive education, community-based instruction, and family advocacy for students with disabilities.

The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs.

This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors.

The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program.

This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience.

This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.

The research illustrates the impact of young people shaping a community-based program.

From the perspective of a youth educator, this research uses participatory action research (PAR) in youth urban agriculture education.

Findings illustrate how youth-led programming creates new processes, revealing new educational opportunities. Outcomes of education programs are strengthened by engaging with students in ways that interest them.

Findings illustrate opportunities for social network bonding through community-based farm stands and challenges in social network bridging through Community Supported Agriculture (CSAs).

Previous articles have noted the need for practitioner perspective in youth education. Scholars have also noted the lack of research that assesses the role of youth urban agriculture programming to advance community engagement. This article contributes to both.

Community-based disaster risk management (CBDRM) initiatives have strong roots in Philippine society not only because of the country's contributory vulnerability to disasters but also because of a culture of community cooperation known as bayanihan and a history of social movement driven by the citizens’ discontent with bad governance leading to social injustice and environmental degradation (Heijmans, 2009). CBDRM in the Philippines has been a mechanism for change within civil society (Allen, 2006; Heijmans, 2009). In this way, community-based approaches are a fundamental form of empowerment of participants and a compelling strategy for enforcing the transmission of ideas and claims from the bottom up (Allen, 2006).