Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
(ORIGINAL MANUSCRIPT)
DEFINITIONS
1. It is a concept by which community residents band together to determine their particular needs,
mobilize resources and work as one towards the resolution of problems identified. It is also a process
directed at increasing people's power and mobilizing them for actual participation indecision making
2. It is a process that is people-centered and geared towards their continuing capability building, self-
reliance and empowerment. (Manatili, 1990)
3. Is a planned process to activate a community to use its social structure and any available resources
(internal-external) to accomplish community goals, decided primarily by community representatives .,.
interventions are organized ... from within the community to attain and then sustain community
improvements. (Bracht, 1990, p, 67)
2. COMMUNITY COMPETENCE
- is art expected outcome of community development and is closely related to the concept of
empowerment
- is the ability of the community to engage in effective problem solving ((score, 1980).
- when various members of the community are abte to collaborate effectively on identifying the
problems and needs of the community (Cottrell, 1983).
- If it can achieve a working consensus on goals and priorities; can agree on ways and means to
implement the agreed upon goats; (and) can collaborate effectively in the required actions.
3. PARTICIPATION AND RELEVANCE: Participation and relevance are two different concepts that are
intertwined with each other in order to have a grasp of the whole picture.
PARTICIPATION: refers to the need of the community members to be active rather than passive in the
learning process. According to Dewey (1946) and Lindeman (1926) it is the process of enlarging the
understanding of people by making them active and helping them make and implement decisions for
themselves.
Three ways to increase community Participation in Community health projects (Bracht, 1990)
a. Establishing work groups or task forces to work with specific component of the project
b. Involving target group members in selection of intervention strategies
c. Providing staff to carry out details and to offer technical assistance and consultation as needed to
community members.
RELEVANCE: the proposed change must be relevant to the people. The people must experience a need
for change if change or learning is to occur. The practitioner who starts with he community's felt needs
and concerns is more likely to experience success with change than the practitioner who tries to impose
an agency agenda from outside
4. SELECTION OF COMMUNITY ISSUES: This involves separating problems that are troubling but of
minor importance from those that the community feels strongly about. The best way to select an issue is
through the Problem-posing dialogue method by Freire (1973)
5. COMMUNITY ORGANIZATION IN PRACTICE: practitioners assist the community to , identify its
problems and help in finding some solutions using the strategies of community involvement to increase
its chances of success
2. SOCIAL PLANNNG: This model emphasizes a technical approach to solving social problems. Change is
believed to require expert planners, who, using technical abilities and skills, including the ability to
manipulate large bureaucratic organizations, can bring about complex changes. The planner usually
establishes, arranges, and delivers goods and services to people who need them. Building community
capacity (locality development) and fostering radical social change (social action) are not integral to this
approach.
a. emphasizes solving community problems (community issues)
b. task oriented with emphasis on completing a concrete task and solving problems
c. the planner sees the community as having major social problems such as physical or mental,
housing, and or some problems of interest to the planner
d. the planner gathers facts about a problem and decides what to do about it
e. the approach is "let's gather the facts and solve the problem."
f. the change tactic is consensus or conflict
g. the role of the practitioner is more technical by gathering data, implements programs, and
interacts with bureaucracies
h. the power structure is often the sponsor or employer of the practitioner
i. the boundary is the total community or segment of a community (e.g. mentally ill, aged, etc.)
j. the clients are the consumer of services
3. SOCIAL ACTION: This model assumes that a disadvantage segment of the population needs to be
organized, at times in alliance with others, to make adequate demands on the larger society
a. emphasize a redistribution of power, resources, and relationship and changes in basic institution
(community competence)
b. providing or establishing new services, or getting legislation passed
c. the planner views the community as a system of privileges and power with a disadvantaged
population and the problem is social injustice, deprivation, and inequity or exploitation at the
hands of the oppressors such as the "power structure, "big government," or "society."
d. the strategy is to identify the issues so people know who is the enemy and then to organize mass
action to pressure the enemy (The enemy may be an organization or person)
e. the approach is "let's crystallize the issue, organize mass action, and pressure on the selected
targets."
f. this model uses change tactic of conflict or contest, such as confrontation and direct action or
negotiation
g. the practitioner is an activist or advocacy rote and organizes groups and manipulates
organizations and movements to influence the political process
h. the power structure is viewed as an external target of action or an oppressor to be coerced or
overturned
i. the boundary is a community segment that is deprived ^AQ. The clients are the victims of the
system
In the past, health planners used Model 2, but this method has been found to be ineffective or partially
effective in dealing with current community problems, there has been more emphasis on the use of Model 1
(locality development model). This was because; model 1 has led to the timeliness of concepts such as
empowerment, community competence, and partnership.
PHASES OF COMMUNITY ORGANIZING
A. PREPARATORY PHASE
1. Area or site selection
• Relatively economically depressed
• Strategic
• With significant problem-health or other related community problem
• In terms of spread effect-position/location
• Population of 100-200 families for two staff
• Relatively free of similar agencies or programs (to avoid competition or duplication of
services)
• Clustered settlement patterns
• Other considerations: language (understandable by staff); distance transportation
(accessibility); communication facilities
Data to Gather
a. Demographic profile
b. Population, age groups, no. of women, etc.
c. Geographic profile
d. Terrain, natural resources, weather, drmate, etc.
e. Ethnographic profile
f. Way of life
g. Economic system/type of economic production (who owns and controls the means of production?
What is the size or number of property of the different classes and sectors? What is their position
in production?)
h. Political system/decision making structure (what are the decision-making structures in the
community? Who controls them? What are the responses and attitudes of the people to these
structures and to their decisions? What is the attitude of the people to change?)
i. Social system (what are the agencies, organizations which are existing in the community?
Describe their structure and membership? What are their projects and programs? Which of these
are active and popular among the people?)
j. Cultural system/beliefs and values (what cultural media and Institutions exist in the community?
Who owns and controls them? What values and beliefs do they propagate?)
Sub-phases
Preliminary social investigation
• Demographic profile
• Geographical profile
Deepening social investigation
• Economic system
• Political system
• Social system
• Cultural system
Integration
Types
• Pasawsaw-sawsaw, padalaw-dalaw
• Boarder or staff house
• People oriented
Guidelines
a. Participate directly in production process
b. Conduct house-to-house calls
c. Seek out and converse with the people where they usually congregate
d. Participate in social activities (take care that this does not occupy most of your time)
e. Avoid gambling and drinking
B. ORGANIZATIONAL PHASE
1. Social Analysis/preparation: It is an activity that helps raise the level of consciousness of the
people and the organizer. It evolves on the people's lives, their experiences and aspirations.
Guidelines
• Deepen social investigation and integration with the people by continuing to dialogue with the
people in order to know gradually learn the way of life of the community
• Work hand-in-hand with the people in relating their problems to the deep-seated problems of the
society and the nation
• Help the people go through the analysis of the situation more systematically
• Float the idea of a health program informally through chats and mini-sessions
• Plot out seasonal patterns in the community
• Make a spot map during this time
4. RECRUITMENT OF MEMBERS
It is the core group members that implement this phase. Since the group represents all the
sectors of the community, the members that they should recruit must come from the sector that they
represent. From the core group members, the organizing then progresses geometrically. Each one
will invite their own members until the whole community is covered. With this, community organizing
becomes people-centered rather than leader-centered organization.
5. SETTING-UP AN ORGANIZATION
At this time, the people are now ready to organize; they are now convinced by the need to
organize. It is during the general assembly that they wilt declare their unit and select their
leaders.
Activities Involved
1. Establishing links with other sectors in the community. This is done in the conscious efforts
of beefing up organizing work and initiating the formation of mass organizations in the
community
2. Assistance and support to organizing efforts of other sectors
a. helping in deepening the community study
b. conducting regular mobilizations for supporting issues
3. Participate in mobilization for supporting issues carried by the involved individual and
providing direct assistance in form of a first aid team in mobilization,
4. Development of secondary liners/leaders/CHWs
8. PHASE OUT/EVALUATION
• Referral to coordinating body= The CBHP is endorsed at different (evefs for assistance and support
(regional, sub-regional, national, etc.)
• Periodic follow-up = This is in form of staff development sessions, consultations or conferences and
sometimes program visit and evaluation
These are some of the guidelines in establishing a CBHP in an unorganized community that in the
process is enable to develop its own community organization. This tedious process, the joys and sorrows of
organizing is not overtly mentioned here. Perhaps due to the fact that we recognize the existence of various
organizing efforts of other classes and segments.
Importance
An important tool for community and people empowerment because it helps the people become
aware of the present and existing conditions of their community and encourages participation and maximizes
involvement of the people through out the research process utilizing the existing community resources.
Attributes of PAR
1. Shared ownership of the research enterprise
2. Community-based teaming
3. Community-initiated action
Principles
1. People even coming from the most oppressed, exploited and deprived sectors of the society have the
capacity and the capability to go through the research process if guided property
2. Action research is a cogenerative process through which the organizer(s) and interested members of
the community or organization collaborate to research, understand and resolve problems of mutual
interest.
3. Is a social process in which the professional knowledge, local knowledge, process skills, research
skills and democratic values are the basis for cocreated knowledge and social change
4. Research process and the results are adjusted to each other at every point to ensure continued
relevance of the research process to the needs and interests of the community people and to keep the
broader research questions addressed fully.
Concepts of PAR/AR
1. PAR is context bound and addresses real-life situations or problems
2. PAR is an inquiry where researchers cogenerate knowledge through collaborative communicative
process in which all participants' contributions are taken seriously
3. PAR treats the diversity of experience and capacities within the local group as an opportunity for the
enrichment of the research-action process
4. The meanings constructed in the inquiry process lead to social action, or these reflections on action
lead to the contribution of new meanings
5. The credibility-validity of AR knowledge is measured according to whether actions that arise from it
would solve the problem/s and increase participants* control over their own situation
Processes
1. Progressive cycle of Action-Reflection-Action (ARA) - begins with small, local and concrete issues
within the community and identified by the people
2. Consciousness-Raising - experiential learning
3. Participatory and Mass-based - it is primarily and directed towards the members of the
community/organization
4. Group/Community centered and not leader-oriented - leaders are identified and emerged through
action rather than appointed or selected by some external force or entity
Elements of PAR/AR
1. Research - most powerful way of generating new knowledge
2. Participation - placing a strong value on democracy (peoples' power) and control over one's own life
situations.
3. Action - involves the participation of the stakeholders