Learning Communities

Another fundamental aspect of this paradigm shift is the bridging and integration of sound science and innovative practice into action. There is significant research in the field of mental health that goes underutilized, and even more at the practice level that goes unnoticed. Often, the former negates or undervalues culture, and the latter is often the very essence of cultural acceptance and significance. It becomes essential that the building and sustaining of collaborative, cooperative, relevant, inclusive, and constructive partnerships lead the way to this union of practice and science. Learning community and community-building approaches (see A Community Builder's Toolkit, a project of The Institute for Democracy Renewal an Project Change Anti-Racism Initiative) can be paramount as a vehicle to take advantage of the current paradigm shift in the delivery of mental health services in California. Patrick Hill, Academic Vice President at The Evergreen State College states that learning communities are flexible and can be conceived in a variety of ways that addresses the particular context necessary for adaptation (Inaugural Conference on Learning Communities of The Washington Center for Undergraduate Education, October, 1985). Successful learning communities address the growing complexity and interdependence of the problems that individuals face by linking theory with practice. The key benefit that a learning community model will bring to this project is that both authoritative and expert knowledge can be mutually respected. The knowledge base of the participants gained through their professional/personal experience and practice has equal value to "expert" knowledge. The University of Wisconsin-Stevens Point Learning Community has identified the key themes of Community, Collaboration, Networking, Reflection, Responsibility, Ownership of Learning, Authentic Assessment, and Constructivist Learning that exist within a cohort learning community model. Each of these elements will be critical and must be nurtured during the development of the Mental Health Practices to Science Learning Community to affect sustained systemic change.

Participatory Action Research

A logic model rooted in the principles of Participatory Action Research is an extremely promising approach to synthesize this wealth of information and activate change in the cultural competence of the mental health system in California. Understanding race and overcoming discrimination, bias, and stigma are central to this effort. The notions of difference must be revealed and dealt with appropriately in order to take advantage of the paradigm shift in mental health around cultural issues currently being experienced in California and nationally. Many attempts have been made to grapple with the notion of social justice in both social services and health and health care (i.e. Cross, et al., 1989; DHHS, 1999 & 2001; DHHS, 2000; IOM, 2001 & 2003). The 1998 President's Initiative on Race identified emerging and promising practices throughout America that where addressing issues related to multicultural responses to communities in need and those often underserved to eliminate racism. Human service systems must attend to issues of governance through the modeling of equity in order to more fully respond to this paradigm shift. Inclusion of diverse and multidimensional stakeholders is a critical element in reducing the impacts that inappropriate or destructive governance plays (i.e. lack of diverse community representation at all levels; ineffective avenues to address disparities; measures, objectives, and outcomes not fully cognizant of all constituencies). Specific implications for public policy and implicit systems change is discussed in Section VIII.

Resources for Learning

http://cahealthliteracy.org/