Nation Maury, Collins Leslie, Nixon Carol, Bess Kimberly, Rogers Sydney, Williams Neeley, Juarez Paul
Vanderbilt University, USA.
Prog Community Health Partnersh. 2010 Fall;4(3):197-205. doi: 10.1353/cpr.2010.0003.
School-community partnerships offer an opportunity to promote positive youth development. However, there is a need for community-based participatory research (CBPR) models that leverage community and school resources to create environments that support youths' success.
Describe the CBPR process used by Alignment Enhanced Services (AES) partners to develop and implement a strategy to promote a positive school climate, and to discuss factors that influence the AES process in the schools.
A committee of school and community members developed the AES process, which included an environmental scan that solicited input from internal and external stake-holders on the schools' assets and needs related to youth development and school climate. AES coordinators, in consultation with school administrators, developed and implemented action plans that leveraged each school's existing strengths, while identifying and utilizing new resources to address systemic and individual needs.
To date, the project has produced encouraging results; however, the AES process resulted in numerous challenges for the coordinators, schools, and community partners.
AES offers a method for engaging the stakeholders in addressing critical issues related to youth development and school climate.
学校与社区的伙伴关系为促进青少年的积极发展提供了契机。然而，需要基于社区的参与式研究（CBPR）模式，利用社区和学校资源来营造支持青少年成功的环境。
描述协同强化服务（AES）伙伴采用的CBPR流程，以制定和实施促进积极学校氛围的策略，并探讨影响学校AES流程的因素。
一个由学校和社区成员组成的委员会制定了AES流程，其中包括一次环境扫描，征求内部和外部利益相关者对学校与青少年发展及学校氛围相关的资产和需求的意见。AES协调员与学校管理人员协商，制定并实施行动计划，利用每所学校现有的优势，同时识别和利用新资源来满足系统性和个体性需求。
迄今为止，该项目已取得令人鼓舞的成果；然而，AES流程给协调员、学校和社区伙伴带来了诸多挑战。
AES提供了一种让利益相关者参与解决与青少年发展和学校氛围相关关键问题的方法。
