Community Research Liaison
LOCATION
SPECIAL REQUIREMENTS
Fingerprint/background clearance is required.Fingerprint/background clearance, educator's level, is required since many of our projects involve working closely with children. However, much planning, preparation, etc. can be accomplished while waiting for fingerprint clearance, a process that can take from 4 weeks to several months, depending on the time of year. SIRC reimburses costs for fingerprinting upon receipt from DPS. Training is part of each project and will be integrated into the internship experience.
SCHEDULE OPTIONS
Semester availability
FallSpring
Service hours
MorningAfternoon
Available days/hours
Our work with community-based programs may take place at any time of weekday or weekend, although most takes place during normal business/school hours. Work with research and evaluation teams also may include travel (as part of SIRC responsibilities) to field sites away from campus.
REQUIRED/DESIRED SKILLS
Effective oral communication skills; A focused work ethic with an emphasis on demonstrating value as a productive asset to our research and organization; Multi-cultural competency, including LGBTQ in addition to ethnic and minority cultures present in society; Ability to follow written and oral directions; Ability to self-initiate, once tasks are understood; A desire to embrace new and unknown learning experiences; and, The enthusiasm of a willing learner.
CATEGORIES
EducationLGBTQ
Youth (direct interaction)
Youth II: 5-11 years (K-6th grades)
Youth III: 11-14 years (6th-9th grades)
Youth IV: 14-18 years (high school)
COMMUNITY PARTNER
ASU Southwest Inderdisciplinary Research Center
ABOUT THE INTERNSHIP
Duties
Participate in the kiREAL teacher training, during which the student will learn how to be a facilitator for the curriculum for youth;
Be present on school campuses at least 1.5 each week to either provide assistance to teachers or students, as needed, as well as to;
Conduct fidelity observations in classrooms where kiREAL lessons are being facilitated; Participate in pre-surveying students prior to kiREAL implementation at elementary schools, grades 6, 7, and 8th grades;
Procurement and management of kiREAL materials, participant incentives, and other logistical responsibilities directly related to increasing the effectiveness of kiREAL in participating elementary schools; Participate in family education workshops training to become facilitator to deliver workshops to parents of students in 6, 7, and 8 grades in elementary schools; Participate as an observer and/or providing technical assistance for community-based facilitators; Provide limited facilitation assistance in the Olweus Bullying Prevention Program at all school staff trainings; Participate in the planning for and implementation of community kick-off event, including brainstorming-to-completion of awareness-raising activities with 3rd-8th grade students (poster contests, school assemblies, community meetings, video-taped PSAs for school-wide distribution); These activities fit within the range of approved direct services activities, including (a) lead children in service projects, (b) conduct outreach at community events, (c) recruit and organize volunteers, (d) Work with classroom teachers to create/teach lessons directly to children, (e) Provide in-class assistance for struggling children, (f) address health and wellness in minority communities, (g) Organize and/or participate in community information and/or policy change meetings where beneficials of outcomes are community's at risk or underserved children, (h) Call to recuit, schedule, or remind prospective parent participants, (i) Provide tutoring to children when said activity increases family member attendance in evening parenting program workshops, (j) Lead sports/fitness, art, or drama activities (e.g., video-taped PSAs, poster contests, etc.)
Population served
All underserved populations in Phoenix and throughout Arizona including urban American Indian youth and families; the Asian/Pacific Islander community through lay health navigators; the Latino community through substance abuse prevention interventions for parents and youth; and, through the African American community through the development of an intevention to promote cardiovascular health and the reduction of hypertension disease among African American men.
Community need/impact
Collaboration with community partners across many areas of interest and expertise to address and resolve community-identified needs for improved health for underserved populations and to promote the reduction and elimination of health disparities not only in Phoenix and throughout Arizona, but also nationally by bringing scientific findings to bear on local issues raised by the SIRC Community Advisory Board.
Students will add to SIRC's effective communication, embeddedness, and interactions skills at the micro, meso, and macro intervention levels within these varied communities. Their interactions with communities and organizations will offer opportunities for both the students and the collaborating community partner to develop in-depth interactions which will illuminate and enrich the effects of combined efforts on community outcomes--they will add a diverse perspective to a wide range of projects sponsored by SIRC, allowing new and interesting insights into discussions among established research teams.
