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Partnerships for Prevention

Partnerships for Prevention: The Story of the Highfield Community Enrichment Project

Copyright Date: 2005
Pages: 290
  • Book Info
    Partnerships for Prevention
    Book Description:

    The Highfield Community Enrichment Project is one of eight demonstration sites for the ?Better Beginnings, Better Futures? initiative, a comprehensive, community-driven program dedicated to the prevention of children?s mental health problems in Ontario and the promotion of child, family, and community wellness. Drawing from this multi-method, longitudinal research project, authors Geoffrey Nelson, S. Mark Pancer, Karen Hayward, and Ray DeV. Peters have writtenPartnerships for Prevention, providing insights and lessons on how prevention programs can be planned, implemented, and managed in a low-income, multicultural context with a high degree of community involvement.

    The authors demonstrate not just that the program works, but how it works, and in so doing make a contribution to theory, research, and practice in primary prevention and mental health promotion for children.Partnerships for Preventionprovides a great deal of knowledge that will be of interest and use to policy-makers, program planners, practitioners, and community residents, who wish to create prevention programs.

    eISBN: 978-1-4426-7828-6
    Subjects: Sociology

Table of Contents

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  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-viii)
  3. Preface
    (pp. ix-xii)
  4. Acknowledgments
    (pp. xiii-2)
  5. Part 1 Setting the Stage: The Context of the Highfield Community Enrichment Project (Better Beginnings, Better Futures)
    (pp. 3-4)

    This is the story of the Highfield Community Enrichment Project, one of eight Better Beginnings, Better Futures sites in Ontario. Better Beginnings is an initiative, funded by the provincial government through three different ministries, which was designed to prevent problems in living for young children and their families and to promote child, family, and community health and wellness. The approach to Better Beginnings is multi-year, multi-component, universal (albeit focused on low-income communities), and community-driven, with residents playing a significant role in the development of the project’s programs.

    In Part 1, we set the stage by providing background information. The goal...

  6. Part 2 The Programs and Their Development: A Partnership Approach to Prevention
    (pp. 55-56)

    In Part 2 we describe the programs of the Highfield Community Enrichment Project and the processes through which the programs were developed and implemented in the community. The goal of this part of the book is to answer the question: What were the main program components of the Highfield project and how were they developed? Each chapter is based on data gathered from the qualitative component of the research described in Chapter 2.

    Chapter 4 is concerned with how the programs got started. In this chapter, we outline the steps that were taken in the planning, implementation, and maintenance of...

  7. Part 3 A New Way
    (pp. 143-146)

    In Part 3 we show that the Highfield project is illustrative of ‘a new way’ in prevention programs. As noted in Part I, there was a ‘revolution’ in the government planning for Better Beginnings, in which the stakeholders who participated in formulating this initiative rejected the researcher-driven programs that had dominated the prevention field up until that time. Instead, Ontario stakeholders wanted an initiative in which local communities played a more active role in the formulation of prevention programs that they would host. A key part of this new way involved partnerships among service providers, community residents, project staff, and...

  8. Part 4 Changed Lives, a Changed Community
    (pp. 213-214)

    In Part 4, we describe the impact of the Highfield Community Enrichment Project on the children, the parents and families, and the school and community. As noted in Chapter 2, the Better Beginnings, Better Futures project had three main outcome goals: (a) to reduce the incidence of child and family problems (a prevention goal), (b) to enhance child and family wellness (a health promotion goal), and (c) to improve the schools and communities in which the projects were situated (a community development goal). Unlike prevention programs that focus primarily on the children, Better Beginnings had a more holistic approach in...

  9. Part 5 The Future

    • 14 What Have We Learned?
      (pp. 273-299)

      The renowned educator John Dewey is reported to have said, ‘You can make one of two choices in your life – build a building or go on a journey’ (Newborough, 2005). The metaphor of constructing a building suggests that some kind of end state is reached, while the metaphor of going on a journey emphasizes an ongoing, dynamic process that is filled with opportunities for learning. Throughout this book we have related the story of the Highfield Community Enrichment Project and its many components and constituents. The project has never reached an end state, and it is much more than the...

    • 15 Where Do We Go from Here? Critical Reflections on the Highfield Community Enrichment Project
      (pp. 300-308)

      In this final chapter, we critically reflect on how communities and society can and should serve families living in poverty. Based on our experiences with the Highfield project, we note three tensions: (a) prevention/promotion vs. community development, (b) wellness vs. social justice, and (c) empowerment vs. exploitation. Exploring these tensions is important in determining the future of policies and prevention programs for low-income families.

      As we noted in Chapter 1, Better Beginnings had both a prevention/promotion goal and a goal of community development. Yet, as Boutilier, Cleverly, and Labonte (2000) have articulated, prevention/ promotion and community development are conceptually and...

  10. Epilogue: Current Status of the Highfield Community Enrichment Project
    (pp. 309-310)

    This book covered the project’s development, implementation, and the five-year demonstration project. Since the end of the demonstration phase, there have been some changes. The biggest change has been that the sponsor organization for the program is no longer the local school board, but a children’s mental health centre. Throughout the demonstration phase, a letter of agreement between the school board and the project was never finalized. The board had difficulty giving the project the autonomy it needed to respond to the needs of the community, though affiliation with a smaller organization was desired by the Executive Team.

    In addition,...

  11. Appendix: Methodology
    (pp. 311-320)
  12. References
    (pp. 321-346)
  13. Contributors
    (pp. 347-348)
  14. Author Index
    (pp. 349-365)