ArticleProgress in community health partnerships : research, education, and action2015
Concept Mapping as an Approach to Facilitate Participatory Intervention Building.
Article in Progress in community health partnerships : research, education, and action, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Developing implementation strategies to enhance PrEP delivery to immigrant Latino men who have sex with men using concept mapping.AIDS care · 2025Article
- Development and validation of a health literacy scale for family caregivers of older people with chronic illness.BMC nursing · 2024Article
- Parents' Perceptions of the Factors Influencing the Uptake of Remote Pediatric Hearing Aid Support: Development of a Conceptual Framework.JMIR pediatrics and parenting · 2023Article
- Using concept mapping to identify opportunities for HPV vaccination efforts: Perspectives from the Midwest and West Coast.Evaluation and program planning · 2021Article
- Applying a Race(ism)-Conscious Adaptation of the CFIR Framework to Understand Implementation of a School-Based Equity-Oriented Intervention.Ethnicity & disease · 2021Article
- A Retrospective on the Vision forProgress in community health partnerships : research, education, and action · 2017Article
- Promoting resilience in diverse classrooms: The answers are not in the back of the book.MinneTESOL journal (2014) · 2015Article
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Authors and funding
5 authors.
Funding
Abstract
backgroundA challenge to addressing community-defined need through community-based participatory intervention building is ensuring that all collaborators' opinions are represented. Concept mapping integrates perspectives of individuals with differing experiences, interests, or expertise into a common visually depicted framework, and ranks composite views on importance and feasibility.
objectivesTo describe the use of concept mapping to facilitate participatory intervention building for a school-based, teacher-focused, positive youth development (PYD) promotion program for Latino, Hmong, and Somali youth. Particiants were teachers, administrators, youth, parents, youth workers, and community and university researchers on the projects' community collaborative board. We incorporated previously collected qualitative data into the process.
methodsIn a mixed-methods process we 1) generated statements based on key informant interview and focus group data from youth workers, teachers, parents, and youth in multiple languages regarding ways teachers promote PYD for Somali, Latino and Hmong youth; 2) guided participants to individually sort statements into meaningful groupings and rate them by importance and feasibility; 3) mapped the statements based on their relation to each other using multivariate statistical analyses to identify concepts, and as a group identified labels for each concept; and 4) used labels and statement ratings to identify feasible and important concepts as priorities for intervention development.
resultsWe identified 12 concepts related to PYD promotion in schools and prioritized 8 for intervention development.
conclusionsConcept mapping facilitated participatory intervention building by formally representing all participants' opinions, generating visual representation of group thinking, and supporting priority setting. Use of prior qualitative work increased the diversity of viewpoints represented.
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