Medicine, 1998; Schensul, 1999; Jensen, Hoagwood, and Trickett, 1999; Wandersman, 2003). Efforts to move from efficacy and effectiveness to full-scale implementation can and often do begin early by establishing such partnerships (Fixsen, Naoom, et al., 2005).

A number of prevention specialists have called for the scientific study of community–research partnerships (Chinman, Hannah, et al., 2005; Spoth and Greenberg, 2005; Trickett and Espino, 2004; Wandersman, 2003). The principles that guide such partnerships are clear and involve researchers developing win-win relationships with communities in their efforts to foster trust and mutual respect (see Madison, McKay, et al., 2000; Israel, Schulz, et al., 2003; Trickett and Espino, 2004; Bell, Bhana, et al., 2007; McKay, Hibbert, et al., 2007; Pinto, McKay, et al., 2007). Researchers and community collaborators should attempt to develop shared vision and mission,

BOX 11-3

CHAMP: Collaborative HIV Adolescent Mental Health Program

The Community Collaborative Board for the CHAMP project builds on the framework for an academic–community collaborative approach to HIV/AIDS risk reduction with urban adolescents (McKay, Hibbert, et al., 2007). The mission was “if the community likes the program, the research staff will help the community find ways to continue the program on its own” (Madison, McKay, et al., 2000).

The CHAMP Community Collaborative Board structure is characterized by moderate- to high-intensity collaboration (Hatch, Moss, et al., 1993). All of the CHAMP Family Programs use community representatives as liaisons between youth and families in need and prevention programs, as suggested by research (Koroloff, Elliott, et al., 1994; McKay and Paikoff, 2007). Community parent facilitators, who had participated in the program themselves, are trained to reach out to their neighbors and invite them to learn more about the program. In addition to providing factual program information, they are also able to share personal, firsthand program experience.

Community members also play a role in delivering the intervention, helping to address issues of cultural sensitivity and addressing research concerns of efficacy and effectiveness while preparing the community for dissemination. All of the intervention sessions are cofacilitated by a mental health intern/parent facilitator team. The team receives weekly joint training in program content; skills related to facilitation of child, parent, and multiple family groups; and issues related to prevention research and protection of human subjects, including confidentiality and mandated safety issues.

Grant funding to enhance leadership development among community board members was secured to help pave the way for the community to take over the



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