The Critical Difference Engagement Practice Model: Using Community Engaged Model Development to Forge Alliances Across Difference in Community Practice

                                                                                  Background

This project stemmed from the need to engage practitioners, community members, and neighborhood leaders in building methodologically rigorous research informed models within practice contexts that continue to grow increasingly complex.  Derived from a neighborhood initiative, community engaged participants alongside a practitioner-researcher built a preliminary practice model using grounded theory methods informed by Rothman and Thomas’ intervention model development.  The Critical Difference Engagement practice model based on building alliances across difference demonstrates the efficacy of developing research informed models and approaches within community practice. 

                                                                                   Objectives

Three main objectives guide the study.  The first involves building practical knowledge utility for community practitioners working across difference.  The second centers on developing rigorous research-informed community practice tools unique to work across difference in multiple contexts. Another critical objective addresses the overall lack of community practice models and approaches rooted in systematic data generation in the field of practice. 

Methods

The following research questions guided the study:

1. What are the key components of effective community practice models and approaches?
2. How can the issue of difference in community practice be facilitated effectively?

The design, informed by principles of developmental research used grounded theory to guide the foundational stages of the model development.  Eighteen participants were selected using a combination of purposive sampling based on their work within a community organizing initiative and maximum variation along boundaries of ethnicity, age, gender, socio-economic status, sexual orientation, ability, and power.  Interview protocols constructed through analysis of community practice models and approaches linked dominant critical practice concepts to questions and prompts.   Data were subsequently generated through in depth semi-structured interviews, and analyzed using constant comparison, open, axial, and selective coding guided by Strauss and Corbin’s grounded theory methodology.

Results

Results, represented in a visual model, show the integration of three core categories of knowledge building, relationship care, and quality communication, and subsequent critical stage based categories within the model. These include coming together, common ground, common cause, and moving forward.  Each category, from the core categories to the critical stage based categories contain practical skills and facilitative barriers embedded within each that serve to direct the practitioner through navigating and facilitating each stage.  The practical skills arising out of the core categories of knowledge building, quality communication, and relationship care modeled, facilitated, and implemented throughout the critical stage based categories, play a crucial role in effective difference practice. 

Conclusion

Study implications call for further model exploration and testing.  This study stands as an initial step in developing research informed practice tools unique to the needs of community practice, and utilizing community-engaged model development as a mechanism for advancing effective practice.  Results provide practical skills related to working across difference, and reinforce the need for further model development research in community practice.