Speer P W, Jackson C B, Peterson N A
Human and Organizational Development, Vanderbilt University, Nashville, Tennessee 37203, USA.
Health Educ Behav. 2001 Dec;28(6):716-32. doi: 10.1177/109019810102800605.
Empowerment theory represents an expansive view of individual and collective behavior that includes the active participation of individuals and groups in altering and shaping the socioenvironmental context. Critical to health educators are local interventions that yield participation of community members and empowerment for participants. The concept of social cohesion embraces participation but expands this behavioral emphasis to incorporate notions of trust, connectedness, and civic engagement. This study presents two data sets on the relationship of participation to empowerment. The first replicates and extends previous research by examining participation with interactional as well as intrapersonal empowerment. Second is the examination of how the quality of the participatory experience--the cohesive nature of participation--is related to interactional and intrapersonal empowerment. Findings support and extend previous findings, reliably cluster residents by the degree of connectedness in their participatory experiences, and reveal that social cohesion is related to intrapersonal empowerment.
赋权理论代表了一种对个体和集体行为的广泛观点，其中包括个人和群体积极参与改变和塑造社会环境背景。对健康教育工作者来说至关重要的是那些能促使社区成员参与并赋予参与者权力的地方干预措施。社会凝聚力的概念包含参与，但将这种行为重点扩展到纳入信任、联系和公民参与等概念。本研究呈现了两组关于参与与赋权关系的数据集。第一组通过考察参与与互动性赋权以及人际内赋权来复制和扩展先前的研究。第二组是考察参与体验的质量——参与的凝聚性质——如何与互动性赋权和人际内赋权相关。研究结果支持并扩展了先前的发现，根据居民参与体验中的联系程度可靠地对他们进行聚类，并揭示社会凝聚力与人际内赋权相关。
