Community Readiness as a Multidimensional Construct

Autor/inn/en	Chilenski, Sarah M.; Greenberg, Mark T.; Feinberg, Mark E.
Titel	Community Readiness as a Multidimensional Construct
Quelle	In: Journal of Community Psychology, 35 (2007) 3, S.347-365 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4392
DOI	10.1002/jcop.20152
Schlagwörter	Readiness; Community Change; Program Implementation; Change Strategies; Organizational Climate; Social Psychology; School Community Programs; Partnerships in Education; College School Cooperation; Prevention; Models; Individual Characteristics; Program Evaluation + Suchen Sie Ihr Suchwort? Lösungsstrategie; Organisationsklima; Sozialpsychologie; Hochschulpartnerschaft; Prävention; Vorbeugung; Analogiemodell; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Programme evaluation; Programmevaluation
Abstract	Both the organizational studies literature and the community psychology literature discuss the importance of readiness when implementing change. Although each area emphasizes different characteristics, several common themes are present within the literature. The current study integrates and applies organizational and community psychology literature in evaluating community readiness in the context of a school-community-university collaborative prevention model. Results demonstrate (a) that there is substantial agreement between members of community prevention teams on the level of readiness of a community; (b) that readiness is a cohesive, but multidimensional, construct related to hypothesized community and individual characteristics; and (c) that there is small to moderate agreement between members of prevention teams and their "agency directors." These results support the notion that clear "theories of change" need to be formulated before deciding how to assess community readiness, as assessments will vary due to several factors: the type of respondent, the level in which analyses are conducted, and the specific community domain (i.e., school, workplace collaboration, collaboration experience) investigated. (Contains 1 figure, 4 tables, and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10