The models as presented in the table and in our chapter discussions are
discrete approaches to community practice and will help practitioners deter-
mine why a par tic u lar approach is more effective for certain outcomes than
others. Paying close attention to desired outcomes, systems targeted for change,
primary constituencies, and the scope of concern will help the practitioner
determine which model, roles, and skills will be most successful in the com-
munity practice efforts they undertake. At the same time the practitioner
needs to remain fl exible and attentive to the nuances of changing contexts,
power relationships, cultural and ethnic perspectives, historical overlays, ethi-
cal challenges, and opportunities for change. In the real world of practice,
some mixing and sequencing of models may be the most effective choice.
Because case examples are drawn from the real world, they often present les-
sons for more than one model.
Chapter 5, with its focus on neighborhood and community or ga niz ing, is a
lengthy chapter because we provide a detailed discussion of how the worker
can gain knowledge and practice skills necessary for community work. In the
remaining chapters, we will not discuss skills development in as much detail,
but will provide initial assessment and assignment suggestions, discuss groups
of skills called for in each model, and direct the reader to additional exercises
in the CPS Workbook. Most of the participatory group- assessment and self-
assessment tools we will provide will be found in the CPS Workbook; however,
some tools, tables, and fi gures that are designed to help clarify the model have
been included in this volume.
Engaging with the exercises will help you to determine which approaches
and skills best suit your own abilities, and to decide for which approaches you
may wish to fi nd partners and allies in order to bring a broader array of
knowledge and skills to the tasks required to more effectively engage with
communities.
