Bonnie M Duran
Bonnie Duran Dr.PH (mixed race Opelousas/Coushatta) is a Professor Emeritus in the Schools of Social Work and Public Health at the University of Washington, in Seattle and is on the leadership team at the Indigenous Wellness Research Institute (http://health.iwri.org ). She received her Dr.PH from UC Berkeley School of Public Health in 1997. Bonnie teaches graduate courses in Community Based Participatory Research (CBPR), and Mindfulness. She has worked in public health research, evaluation and education among Tribes, Native Organizations and other communities of color for over 35 years.
Dr. Duran was the Principal Investigator of 2 NIH-funded research projects in “Indian Country.” Working with the American Indian Higher Education Consortium, 22 Tribal Colleges, and UW collaborators, she is conducting 2 studies: (a) a psychiatric epidemiology prevalence and correlates study (N=3,202, and (b) a TCU-cultural adaptation of Brief Alcohol Screening and Intervention for College Students (BASICS). Dr. Duran has also been Co-PI of an NIMH-funded R25 HIV and Mental Health research training program and a Co-Investigator on an NINR CBPR methods and measures study: Engage for Equity. Bonnie’s past work includes partnering with the Navajo Nation, Indian Health Service, the National Congress of American Indians Policy Research Center, and other Tribes and Indigenous Community Based Organizations on projects aimed at health equity, improving health services, and developing culture-centered health promotion.
The overall aims of Dr. Duran’s research are to work in partnership with communities to design health access and prevention efforts that are empowering, culture-centered, accessible, sustainable, and that have maximum public health impact. She has many publications, including articles in peer-reviewed journals, book chapters, and books. Dr. Duran is an Editor of the 2018 Community-Based Participatory Research for Health: Advancing Social and Health Equity, 3rd Edition. Wiley.
Bonnie Duran is also a Buddhist mindfulness practitioner and teacher. She teaches long and short mindfulness retreats and advanced programs at the Insight Meditation Society (IMS dharma.org) in Massachusetts and at Spirit Rock Meditation Center (SRMC Spiritrock.org) in California. She is on the Spirit Rock Guiding Teachers Council.
Phone: 2063005953
Address: 1822 152nd Ave NE Apt 105
Bellevue WA 98007-4274
Dr. Duran was the Principal Investigator of 2 NIH-funded research projects in “Indian Country.” Working with the American Indian Higher Education Consortium, 22 Tribal Colleges, and UW collaborators, she is conducting 2 studies: (a) a psychiatric epidemiology prevalence and correlates study (N=3,202, and (b) a TCU-cultural adaptation of Brief Alcohol Screening and Intervention for College Students (BASICS). Dr. Duran has also been Co-PI of an NIMH-funded R25 HIV and Mental Health research training program and a Co-Investigator on an NINR CBPR methods and measures study: Engage for Equity. Bonnie’s past work includes partnering with the Navajo Nation, Indian Health Service, the National Congress of American Indians Policy Research Center, and other Tribes and Indigenous Community Based Organizations on projects aimed at health equity, improving health services, and developing culture-centered health promotion.
The overall aims of Dr. Duran’s research are to work in partnership with communities to design health access and prevention efforts that are empowering, culture-centered, accessible, sustainable, and that have maximum public health impact. She has many publications, including articles in peer-reviewed journals, book chapters, and books. Dr. Duran is an Editor of the 2018 Community-Based Participatory Research for Health: Advancing Social and Health Equity, 3rd Edition. Wiley.
Bonnie Duran is also a Buddhist mindfulness practitioner and teacher. She teaches long and short mindfulness retreats and advanced programs at the Insight Meditation Society (IMS dharma.org) in Massachusetts and at Spirit Rock Meditation Center (SRMC Spiritrock.org) in California. She is on the Spirit Rock Guiding Teachers Council.
Phone: 2063005953
Address: 1822 152nd Ave NE Apt 105
Bellevue WA 98007-4274
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Methods: Data collection included three stages: 294 community-engaged research (CEnR) projects in 2009 identified from federally funded grant databases; 200 (68.0%) principal investigators (PI) completed a key informant survey that included measures of power/resource sharing and structural characteristics
of projects; 312 (77.2% of invited) community partners
and 138 PI (69.0% of invited) responded to a survey including research context, process, and outcome measures.
Results: Context and process correlates accounted for 21% to 67% of the variance in the specific outcomes. Seven categories of research partnership practices were positively associated with successful synergy, capacity, and health outcomes: power sharing, partnership capacity, bridging social capital, shared values, community involvement in research, mutuality,
and ethical management.
Conclusions: Through empirical testing of an innovative,
multidisciplinary CBPR model, key context and process
practices were identified that confirm the positive impact of partnership evaluation and self-reflection on research outcomes. Further, these findings provide academic and other key stakeholders with real-world practical recommendations to engage agencies, groups, and individuals who suffer most from inequities and may have unrecognized or indigenous knowledge, experience, and leadership to contribute to health and social research and to the creation of paths to wellness.
Methods: Data collection included three stages: 294 community-engaged research (CEnR) projects in 2009 identified from federally funded grant databases; 200 (68.0%) principal investigators (PI) completed a key informant survey that included measures of power/resource sharing and structural characteristics
of projects; 312 (77.2% of invited) community partners
and 138 PI (69.0% of invited) responded to a survey including research context, process, and outcome measures.
Results: Context and process correlates accounted for 21% to 67% of the variance in the specific outcomes. Seven categories of research partnership practices were positively associated with successful synergy, capacity, and health outcomes: power sharing, partnership capacity, bridging social capital, shared values, community involvement in research, mutuality,
and ethical management.
Conclusions: Through empirical testing of an innovative,
multidisciplinary CBPR model, key context and process
practices were identified that confirm the positive impact of partnership evaluation and self-reflection on research outcomes. Further, these findings provide academic and other key stakeholders with real-world practical recommendations to engage agencies, groups, and individuals who suffer most from inequities and may have unrecognized or indigenous knowledge, experience, and leadership to contribute to health and social research and to the creation of paths to wellness.
community explained that present problems had their etiology in the traumatic events known as the "soul wound." Knowledge of the soul wound has been present in Indian country for many generations. Current synonymous terms include historical trauma (Brave Heart, in press a), historical legacy, American Indian holocaust, and intergenerational posttraumatic stress disorder
(Brave Heart & De Brun, in press). In addition, there has been academic literature documenting the American Indian holocaust, thus bringing some validation to the
feelings of a community that has not had the world acknowledge the systematic genocide perpetrated on it (Brave HeartJordan & DeBruyn, 1995; Brown, 1971; Legters, 1988; Stannard, 1992; Thornton, 1987).
—racism, power, and privilege;
—trust development;
—ethical practice within and beyond IRBs;
—cultural humility; and many more.
Organized around the CBPR Conceptual Model, all new case studies illustrate the importance of social context, promising partnering practices, and the added value of community and other stakeholder engagement for intervention development and research design. Partnership evaluation, measures, and outcomes are highlighted, with a revised section on policy outcomes, including global health case studies. Appendices showcase new CBPR tools, in the text and through web-links, such as:
—Principles of CBPR and community-engaged research
—Data sharing and ownership agreements
—Community-based IRB trainings
—Government and foundation funding
—Evaluation instruments and tools
—Policy-analysis methods
This report lays out a variety of possible strategies and approaches, based on the available evidence on the nature of the issues and what works in various situations. Although the report includes an array of recommendations, no real progress will be made unless individual institutions decide to promote a climate that clearly values the wellbeing of every student. The overall tone for that campuswide atmosphere must, of course, be articulated by the leadership—the president, the board of trustees, faculty leaders—but must also involve all sectors of the institution—faculty, staff and students. Each has a role to play. A part of that culture change will require devoting more resources to promoting mental wellbeing, and that need is coming at a terrible time. Financial resources at almost every institution are severely constrained. However, this issue is of sufficient importance that, if necessary, priorities should be reevaluated and rearranged.
The impacts of this problem are critical and broad enough that ensuring the wellbeing of all students must be near the top of the priority list. Hopefully, this report will help articulate the need for additional resources and provide a basis for moving forward on this issue. I am extremely grateful to my superb colleagues on the National Academies of Sciences, Engineering and Medicine’s committee that authored this report. Leading such an expert and committed group of scholars has been an extremely rewarding experience. I also want to express, on behalf of the whole committee, our gratitude to the exceptionally competent and dedicated staff of the National Academies and the many others cited in the acknowledgments that follow.
Alan I. Leshner (NAM), Chair Committee on Mental Health, Substance Use, and Wellbeing in STEMM Undergraduate and Graduate Education
Harvard Divinity Bulletin Spring 2016
* What: Epistemologies of the South--Indigenous Approaches in Science and Mental Health;
* How: Community Engaged Research with Tribal Colleges and Universities:
a. Drug and Alcohol Problems and Solutions Study
b. Behavioral Wellness Epidemiology Study
c. Adaptation of Brief Alcohol Screening and Intervention for Colleges Students -- TCU BASICS
How did our minds get colonized?
Why should we decolonize our minds?
Philosophy of Indigenous Healing
What is Indigenous Presence?
How can we practice and teach healing practices?
n = 53,288) were identified for inclusion. Mindfulness-based and multi-component positive psychological interventions demonstrated the greatest efficacy in both clinical and non-clinical populations. Meta-analyses also found that singular positive psycho-logical interventions, cognitive and behavioural therapy-based, acceptance and commitment therapy-based, and reminiscence interventions were impactful. Effect sizes were moderate at best, but differed according to target population and moderator, most notably intervention intensity. The evidence quality was generally low to moderate. While the evidence requires further advancement, the review provides insight into how psychological interventions can be designed to improve mental wellbeing.