Abstract
The Lawrence W. Green Paper of the Year recognizes one paper published during the preceding year in Health Education & Behavior that is judged by the Editor-in-Chief, Associate Editors, and Editorial Board of the journal as exemplifying the highest level of scholarship and making a singularly important contribution to the literature of the field. The award carries a $1,000 cash prize.
The paper is named for Lawrence W. Green (1940– ), whose long and distinguished career has included teaching posts on the faculties of the University of California, Berkeley (where he received his MPH and DrPH degrees), Johns Hopkins University, Harvard University, University of Texas at Houston, University of British Columbia, and the University of California at San Francisco. Dr. Green also served as the first director of the U.S. Office of Health Information, Health Promotion, and Physical Fitness and Sports Medicine in the Office of the Assistant Secretary for Health and later became a vice president and director of the National Health Promotion Program of the Henry J. Kaiser Family Foundation. He later served as Distinguished Fellow/Visiting Scientist at the Centers for Disease Control and Prevention (CDC), where he was director of the CDC-World Health Organization Collaborating Center on Global Tobacco Control and the Office of Science & Extramural Research of the CDC Public Health Practice Program Office. The author of a voluminous corpus of published scholarship, he is renowned for his PRECEDE-PROCEED Model, which has been used throughout the world to guide health program intervention design, implementation, and evaluation. Dr. Green is a past president and Distinguished Fellow of the Society for Public Health Education and a member of the Health and Medicine Division (formerly the Institute of Medicine) of the National Academies of Science, Engineering, and Medicine. He served in editorial capacities for both of Health Education & Behavior’s prior titles as editor of Health Education Monographs from 1973 to 1975 and as an Editorial Board member of Health Education Quarterly from 1982 to 1984. Since 1988, Dr. Green has remained an insightful and guiding member of the journal’s Advisory Board of Editors Emeriti.
The fund that supports the Paper of the Year Award was established in 1995 through a generous gift from SAGE Publishing. The award was renamed the Lawrence W. Green Paper of the Year Award by the Board of Trustees of the Society for Public Health Education in 2004 to honor Dr. Green’s enduring contributions to the scholarship of health education and to the Society.
2019 Nominees
The two finalist manuscripts nominated for the award (in alphabetical order by first author) were the following:
Getman, R., Helmi, M., Roberts, H., Yansane, A., Cutler, D., & Seymour, B. (2018). Vaccine hesitancy and online information: The influence of digital networks. Health Education & Behavior, 45(4), 599-606. doi:10.1177/1090198117739673
Vaughn, L. M., Jacquez, F., & Zhen-Duan, J. (2018). Perspectives of community co-researchers about group dynamics and equitable partnership within a community–academic research team. Health Education & Behavior, 45(5), 682-689. doi:10.1177/1090198118769374
2019 Winner
The Editor-in-Chief, Associate Editors, and Editorial Board of Health Education & Behavior are delighted to announce that the winners of the Lawrence W. Green Paper of the Year Award for 2019 are Lisa M. Vaughn, Farrah Jacquez, and Jenny Zhen-Duan for their article “Perspectives of Community Co-Researchers About Group Dynamics and Equitable Partnership Within a Community–Academic Research Team” (Health Education & Behavior, October 2018, 45(5), 682-689).
Abstract
Equitable partnership processes and group dynamics, including individual, relational, and structural factors, have been identified as key ingredients to successful community-based participatory research partnerships. The purpose of this qualitative study was to investigate the key aspects of group dynamics and partnership from the perspectives of community members serving as co-researchers. Semistructured, in-depth interviews were conducted with 15 Latino immigrant co-researchers from an intervention project with Latinos Unidos por la Salud (LU-Salud), a community research team composed of Latino immigrant community members and academic investigators working in a health research partnership. A deductive framework approach guided the interview process and qualitative data analysis. The LU-Salud co-researchers described relationships, personal growth, beliefs/identity motivation (individual dynamics), coexistence (relational dynamics), diversity, and power/resource sharing (structural dynamics) as key foundational aspects of the community–academic partnership. Building on existing CBPR and team science frameworks, these findings demonstrate that group dynamics and partnership processes are fundamental drivers of individual-level motivation and meaning making, which ultimately sustain efforts of community partners to engage with the research team and also contribute to the achievement of intended research outcomes.