The Morehouse Model

by Ronald L. Braithwaite, Tabia Henry Akintobi, Daniel S. Blumenthal, W. Mary Langley

2020 · Johns Hopkins University Press

How can the example of Morehouse School of Medicine help other health-oriented universities create ideal collaborations between faculty and community-based organizations? Among the 154 medical schools in the United States, Morehouse School of Medicine stands out for its formidable success in improving its surrounding communities. Over its history, Morehouse has become known as an institution committed to community engagement with an interest in closing the health equity gap between people of color and the white majority population. In The Morehouse Model, Ronald L. Braithwaite and his coauthors reveal the lessons learned over the decades since the school's founding—lessons that other medical schools and health systems will be eager to learn in the hope of replicating Morehouse's success. Describing the philosophical, cultural, and contextual grounding of the Morehouse Model, they give concrete examples of it in action before explaining how to foster the collaboration between community-based organizations and university faculty that is essential to making this model of care and research work. Arguing that establishing ongoing collaborative projects requires genuineness, transparency, and trust from everyone involved, the authors offer a theory of citizen participation as a critical element for facilitating behavioral change. Drawing on case studies, exploratory research, surveys, interventions, and secondary analysis, they extrapolate lessons to advance the field of community-based participatory research alongside community health. Written by well-respected leaders in the effort to reduce health inequities, The Morehouse Model is rooted in social action and social justice constructs. It will be a touchstone for anyone conducting community-based participatory research, as well as any institution that wants to have a positive effect on its local community.

The Teenage World

by Daniel Offer, Eric Ostrov, K.I. Howard, R. Atkinson

2013 · Springer Science & Business Media

A Cross-National Study of Adolescent Self-Image Adolescence is not, as has been previously assumed, a developmental stage that was defined after the industrial revolution. There is substan tial historical evidence to suggest that adolescence and youth, as a stage, was recognized by the ancient Romans, Greeks, and even Egyp tians. The concept survived through the Dark Ages. In Le Grand Pro prietaire, written in 1556, it is stated: "The third age, which is called adolescence, . . . ends in the twenty-first year . . . and it can go on till thirty or thirty-five. The age is called adolescence because the person is big enough to beget children. In this age the limbs are soft and able to grow and receive strength and vigor from natural heat" (Aries, 1962, p. 21). The span of years devoted to adolescent development varies in different cultures and with different definitions. The term adolescence is no longer equivalent to pubescence. "Adolescence" is a psycho social-biological stage of development that corresponds to changes in many areas which accompany the transition from childhood to adult hood. The working definition of adolescence we use is the stage of life that starts with puberty and ends at the time when the person has attained a reasonable degree of independence from his parents. Once in high school or its equivalent, the vast majority of teenagers have al ready undergone the biological changes of puberty.