Analysing differences of leadership styles in the economies of the United States and India has provoked discourse. Finding the ‘sweet spot’ as a tool for community engagement will resolve the issues that exist. Those skills previously required in policy development, advocacy, teaching and stakeholder engagement that socially impact communities have been transferred into an operational model. In this article, sustainability discourse was addressed by finding the ‘sweet spot’ as it is related to management practice in the holistic implementation of programmes that improved human welfare, education and mental health. Implementation of sustainable programmes can now be used as a model for those that stagnate. Objectives developed that reflect the model that moved organizations towards goal achievement have been elucidated. The methodologies of Appreciative Sharing of Knowledge (ASK) and Positive Design have been reflected as proposed frameworks for developing trans-organizational collaborations among stakeholders and nonprofit government organizations (NGOs) to improve lives in the United States and India. The qualitative methodology adopted in this article is based on the case method and ethnographic approach. The study is relevant as it presents real examples of the implementation of best community practices advancing SDG 3 and SDG 17.
AriasB. M., & Morillo-CampbellM. (2008). Promoting ELL parental involvement: Challenges in contested times. National Educational Policy Center. www.nepc.colorado.edu
2.
AsanteM. K. (2020). Revolutionary pedagogy: Primer for teachers of black children. EccoS – Revista Científica, 52(1–6), e14458. https://doi.org/10.5585/eccos.n52.14458
3.
BalfanzR., & LegtersN. (2004). Locating the dropout crisis: Which high schools produce the nation’s dropouts? Where are they located? Who attends them. John Hopkins University Center for Social Organization of Schools. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/a3/a0.pdf
4.
BarkerV., & JordanJ. (2022). Finding the sweet spot: Critiquing a cultural ecosystems approach to civic cultural strategy making. Journal of Cultural Economy, 15(3), 277–292. https://doi.org/10.1080/17530350.2022. 2041464
5.
FriedmanT. (2007). The world is flat (3rd ed.). Picador.
6.
GalderisiS., AndreasH., KastrupM., BeezholdJ., & SartoriusN. (2015). Toward a new definition of mental health. World Psychiatry, Wiley Publication. https://onlinelibrary-wiley-com-443.web.bisu.edu.cn/doi/epdf/10.1002/wps.20231
7.
GOI. (2016). National mental health survey of India, 2015–16: Summary. https://indianmhs.nimhans.ac.in/phase1/Docs/Summary.pdf
8.
GOI. (2018). National health profile 2018 (13th Issue). Central Bureau of Health Intelligence, Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India-WHO Collaborating Centre on Family of International Classifications (ICD-10, ICF & ICHI).
History. (2019). Marshall plan. https://www.history.com/topics/world-war-ii/marshall-plan-1
12.
HutchinsD. J., GreenfeldM. D., EpsteinJ. L., SandersM. G., & GalindoC. (2012). Multicultural partnerships: Involve all families (1st ed.). Routledge. https://doi.org/10.4324/9781315854076
13.
KaushikS. (2018). An initiative in psychological well-being by the Rajbala Foundation, India. http://rajbalafoundation.org/
14.
KolanoL. Q., DavilaL. T., LachanceJ., & CoffeyH. (2014). Multicultural teacher education: Why teachers say it matters in preparing them for English language learners. The CASOL Journal, 25, 41–65. https://files.eric.ed.gov/fulltext/EJ1111871.pdf
15.
LaRocqueM. (2013). Addressing cultural and linguistic dissonance between parents and schools. Preventing School Failure: Alternative Education for Children and Youth, 57(2), 111–117. http://eds.a.ebscohost.com.wgu.idm.oclc.org/eds/pdfviewer/
16.
LiW., ZhangX., GaoH., GuiJ., YangX., & YangJ. (2024). Developing positive design with innovative thinking framework: A design pedagogical approach to enhance subjective well-being. Heliyon, 10(23), e39342. https://doi.org/10.1016/j.heliyon.2024.e39342
17.
MollandJ. (2018). Falling into the achievement gap. https://www.greatschools.org/gk/articles/what-is-the-achievement-gap-and-its-affect-on-your-child/
18.
National Education Association. (2011). Transforming teaching: Connecting professional responsibility with student learning. NEA.
19.
National Education Association. (2017). Identifying factors that contribute to achievement gaps. http://www.nea.org/home/17413.htm
20.
PathareS., & KapoorA. (2020). Implementation update on Mental Healthcare Act, 2017. In India’s Mental Healthcare Act, 2017. Springer. https://doi.org/10.1007/978-981-15-5009-6_11
21.
PellsR. (2017). Black and ethnic minority teachers face ‘invisible glass ceiling in schools’, report warns. https://www.independent.co.uk/news/education/education-news/black-asian-thnic-minority-teachers-invisible-glass-ceiling-racism-schools-report-runnymeade-nut-a7682026.html
22.
PradeepB. S., GururajG., VargheseM., BenegalV., RaoG. N., SukumarG. M., AmudhanS., ArvindB., GirimajiS., KT., PM., VijayasagarK. J., BhaskarapillaiB., ThirthalliJ., LoganathanS., KumarN., SudhirP., SathyanarayanaV. A., PathakK., SinghL. K., MehtaR. Y., RamD., … MisraR. (2018). National mental health survey of India, 2016: Rationale, design and methods. PloS One, 13(10), e0205096. https://doi.org/10.1371/journal.pone.0205096
23.
QuezadaR. (2014). Family, school, and community partnerships working with culturally diverse families. Multicultural Education, 21(3/4), 2–4. http://eds.b.ebscohost.com.wgu.idm.oclc.org/
24.
SangeetaS., & SinhaS. (2017). Communicative sensitivity in palliative care: A case on the ‘happiness angels’ of Rajbala Foundation. Emerald Emerging Markets Case Studies, 7(2), 1–20. https://doi.org/10.1108/
25.
SavitzA., & WeberK. (2006). The triple bottom line. Jossey-Bass.
26.
SchieleJ. (1990). Organizational theory from an Afrocentric perspective. Journal of Black Studies, 21(2), 145–160.
27.
SheridanD. (2006). Cultural competence in the classroom: An advocacy guide (Mimeograph draft). National Education Association.
28.
SoH. J., & KimB. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1).
29.
ThatchenkeryT. (2005). Appreciative sharing of knowledge. Taos.
30.
ThatchenkeryT. (2009). Appreciative intelligence: Seeing the mighty oak in the acorn. ReadHowYouWant. com.
31.
ThatchenkeryT., AvitalM., & CooperriderD. L. (2010). Introduction to positive design and appreciative construction: From sustainable development to sustainable value. In ThatchenkeryT., CooperriderD. L., & AvitalM. (Eds), Positive design and appreciative construction: From sustainable development to sustainable value (advances in appreciative inquiry, Vol. 3) (pp. 1–14). Emerald Group Publishing Limited. https://doi.org/10.1108/S1475-9152(2010)0000003005
32.
ThatchenkeryT., & ChowdhryD. (2007). Appreciative inquiry and knowledge management: A social constructionist perspective. In Appreciative inquiry and knowledge management. Edward Elgar Publishing.
33.
US Department of Education. (2015). Trends in high school dropout and completion rates in the United States: 1972–2009. Compendium Report. http://www.eric.ed.gov/PDFS/ED524955.pdf
34.
Van VelsorP., & OrozcoG. L. (2007). Involving low-income parents in the schools: Communitycentric strategies for school counselors. Professional School Counseling, 11(1), 2156759X0701100103.
35.
WalkerJ. M., WilkinsA. S., DallaireJ. R., SandlerH. M., & Hoover-DempseyK. V. (2005). Parental involvement: Model revision through scale development. The elementary school journal, 106(2), 85–104.
36.
WatersL., & WhiteM. (2015). Case study of a school wellbeing initiative: Using appreciative inquiry to support positive change. International Journal of Wellbeing, 5, 19–32. https://doi.org/10.5502/ijw.v5i1.2
World Health Organization. (2004). Promoting mental health: Concepts, emerging evidence, practice: Summary report. http://www.searo.who.int/india/en/
39.
World Health Organization. (2019). The WHO special initiative for mental health (2019–2023): Universal health coverage for mental health. https://apps.who.int/iris/handle/10665/310981
40.
YourDOST Provides Helpline to Support 100,000 College Students. (2020). India education diary. https://indiaeducationdiary.in/yourdost-provides-helpline-to-support-100000-college-students/
