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Last month, we explored the
theoretical principals of Appreciative Inquiry,
and began an examination of how they applied to issues facing the African American community. The theory
of Appreciative Inquiry was examined within the contextual framework of a research study that focused on youth
who had gravitated to gangs and was conducted by Dr. Christopher Anne Easley.
The second series of this article will focus on the actual application of the intervention
Dr. Easley conducted with the youth, which should begin to provide you with a framework as to how Appreciative Inquiry can work.
Appreciative Inquiry as Lever for Driving Social Change
Christopher Anne Easley, Ph.D., RODC
(Note: The research, report out and conclusions from this article is derived in full from the following publications/dissertation)
Easley, C. A. (1999). The Role of Appreciative Inquiry in the fight to save our Youth. Unpublished doctoral dissertation, Benedictine University, Lisle, IL.)
Easley, C.A., Yaeger, T. F. & Sorensen, P. F. (2002). "Appreciative Inquiry: Evoking New Ways of Understanding, Valuing and Loving and Changing the Youth We Have Lost to Gangs", Paper presentation made at the July 24=26 conference, Organizational Discourse: From Micro-Utterances to Macro-Interferences, The Management Centre, Kings College, University of London, and the Abstract publication of the conference proceedings, The Management Centre, Kings College, University of London, July 24-26, 2002, Organizational Discourse: From Micro-Utterances to Macro-Interferences. ISBN: 900089 05 X
Throughout this article, reference to Appreciative Inquiry goes to Dr. David Cooperrider (1986) and his subsequent publications, who first developed Appreciative Inquiry as a part of his dissertation research at Case Western Reserve University and reference to the term and concept of search conference goes to the M. Weisbord (1992), and F. Emery and R. Purser, (1996).
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