The concepts of community as target and community as context are not mutually exclusive. An example helps demonstrate their interactive nature. At an elementary school in Toronto, students from fifth and sixth grades, with assistance from pediatric residents, developed a 20-page health magazine for their classmates. They were a community as target to the extent that all the children at the school were the intended recipients of the health magazine and were assessed as a unit to identify health topics. They were community as context to the extent that their level of knowledge, norms, social structure, and school structure were influences on developing the magazine.
Third, the designations of “based,” “focused,” and “driven” can also apply to families, populations, or other aggregates. Thus, family-based programs might be provided to individuals, but within the theoretical or physical presence of families, family-focused programs would be designed to enhance the family as a unit, and family-driven programs would be the result of a group of families advocating for or demanding the programs.