Action research in health promotion

Whitehead, Dean; Taket, Ann; Smith, Pam

doi:10.1177/001789690306200102

Cited by 64 publications

(69 citation statements)

References 50 publications

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“…Kemmis and McTaggart (2005) illustrate PAR as consisting of repeating self-reflective cycles that (1) plan a change, (2) act and observe the process and consequences of change, (3) reflect on the processes and consequences, (4) plan again, (5) act and observe again, and (6) reflect again, and so on (p. 563). Therefore, PAR requires the personal involvement of both researcher and research (Kemmis and McTaggart 2005;Whitehead et al 2003).…”

Section: Methodsmentioning

confidence: 99%

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Generating Dialogical Practices in Mental Health: Experiences from Southern Norway, 1998–2008

Ulland

Andersen

Larsen

et al. 2013

Adm Policy Ment Health

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In Norway and many other countries, political guidelines prescribe the development of mental health strategies with both a service user's perspective and a treatment system established by the local authority. The development of new strategies frequently involves challenges regarding procedures and treatment as well as a view of knowledge and humanity. Dialogical practices might provide a solution for these challenges not only because of its procedures but also due to its attitudes toward service users. The aim is to explore the implementation of three dialogical practice programs in Southern Norway from 1998 to 2008 and to critically analyze and discuss the authors' experiences during the implementation process. Three different programs of dialogical practices were initiated, established, and evaluated within the framework of participatory action research. Sustainable changes succeed individually and organizationally when all participants engage as partners during the implementation of new mental health practices. Generating dialogic practice requires shared understanding of the Open Dialogue Approach (ODA) and collaboration between professional networks and among the leaders. Developing a collaboration area that includes service users in all stages of the projects was one of the essential implementation factors. Other factors involved a common vision of ODA by the leaders and the actors, similar experiences, and a culture of collaboration. However, ODA challenged traditional medical therapy and encountered obstacles to collaboration. Perhaps the best way of surmounting those obstacles is to practice ODA itself during the implementation process.

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Section: Methodsmentioning

confidence: 99%

“…Through planning and evaluation, the overall aim was to work together to implement dialogical practices. Thus, the validity of PAR involves interpersonal and personal constructions (Whitehead et al 2003).…”

Section: Methodsmentioning

confidence: 99%

Generating Dialogical Practices in Mental Health: Experiences from Southern Norway, 1998–2008

Ulland

Andersen

Larsen

et al. 2013

Adm Policy Ment Health

View full text Add to dashboard Cite

show abstract

“…Lewin"s (1951) concept of action research highlights the scientific and societal value of translating psychological research into community problem-solving strategies. Action research, also known as Participatory Action Research (PAR), is a community-based study, a co-operative enquiry, an action science, and an action learning (Whitehead et al 2003). Meyer (2000) contends that action research demands that participants perceive the need to http://repository.uwc.ac.za 6 change and are willing to play an active part in both the research and the change process.…”

Section: Theoretical Contextmentioning

confidence: 99%

Multi-stakeholder process of co-designing small-scale fisheries policy in South Africa

Isaacs

2015

Reg Environ Change

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In 2005, a group of researchers, community-based organizations and lawyers got together with small-scale fishers to launch a class action law suit against the government of South Africa in its allocation system of Individual Transferable Quotas (ITQs), on the ground that the system was unfair to small-scale fishing communities and threatened their right to practise their livelihoods. This effort resulted in the cabinet adoption of a new Small-Scale Fisheries Policy in 2014, with amendments being made to fisheries law (the Marine Living Resource Act 18 of 1998) to accommodate the issues and concerns of small-scale fisheries. Draft regulations and an implementation plan have recently been released, paving the way for the implementation of small-scale fisheries allocations in 2016. These legal and policy shifts are of great significance for small-scale fisheries, both in South Africa and elsewhere, and deserve careful examination. This paper discusses the processes leading to the development of a new small-scale fisheries policy and what has followed since. Specifically, the analysis focuses on a variety of collaborations between scholars from different disciplines; researchers from multiple fields; community practitioners representing diverse professional and community perspectives; and community organizations across local, state, national, and international levels. The paper uses a model of change that crosses research and practitioner boundaries based on three key strategies: getting noticed; organizing at scale; and getting a seat at the negotiation table. It also considers the process of strategic, collective, reflection-action-reflection-action "from below", which was crucial in the co-designing of this small-scale policy formulation in South Africa -a transdisciplinary process that needed to include all relevant actors, especially nonacademics, in the policy formulation process.

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“…Action research looks to understand development in the midst of bringing about change (Lange, 2004). The methods of this research paradigm integrate social investigation, educational work, and action (Hall, 1981;Kemmis & Wilkinson, 1998;Whitehead, Taket, & Smith, 2003), and uses "knowledge within a team context to create innovation and transformation as collective action" (Burgess, 2006, p. 422). According to McTaggart (1997), participatory action research emphasizes both authentic, or "real," participation and the relevancy of "worthy" actions.…”

Section: Research Questionsmentioning

confidence: 99%

Earning the MFA: Investigations of Curricula and Pedagogies as a Means of Developing Graduate Studio Art Students' Sense of Self

Bergstrom

2014

Marilyn Zurmuehlen Working Papers in Art Education

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Mary and I chuckle now as we recall the satisfying high five we exchanged while sporting graduation gowns several years ago. We had completed three years of intense artistic training, installed our thesis projects, and passed the oral exam that rounded out our Master's of Fine Art (MFA) degrees. Earning the MFA, the terminal degree in the studio arts, was a scholarly accomplishment that reflected our commitment to creating thought-provoking art. Moving forward with our lives, Mary and I resigned from peer-driven discussions, rigorous engagements with creative work, and the camaraderie we shared in our university studios. We left our academic artistic community with nearly perfect grade point averages and a better understanding of how to approach the elusive, theoretical, conceptual, yet now slightly less mysterious, professional art world beyond the university's campus.A few years ago, I called Mary. We assembled more stories of isolation, rejection, and selfdoubt. Out of school, we were now in the professional world, exhausted and broke, not to mention spiritually bereft. As was typical among my peers, I was a studio art MFA graduate unprepared for the often artless living of contemporary American life. Mary and I shared what appeared to be a prevalent sensation of disconnect between a life motivated by innovative theory and creative production and our lives in general. Over time, our inspired, thoughtful artistic intentions were replaced with resentment. I began to question how the experience of earning an MFA degree so elegantly framed such naive expectations.I knew it was unacceptable that the handful of degrees I had earned during my years of study within higher education afforded a life disconnected from each institution's distinct mission. As my inquiry intensified, I was becoming less motivated to make art. What, exactly, do art students want to gain from an MFA program? I wondered if the curricular planning for MFA programs actively took into account helping students grow as creative citizens of the world.

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Action research in health promotion

Cited by 64 publications

References 50 publications

Generating Dialogical Practices in Mental Health: Experiences from Southern Norway, 1998–2008

Generating Dialogical Practices in Mental Health: Experiences from Southern Norway, 1998–2008

Multi-stakeholder process of co-designing small-scale fisheries policy in South Africa

Earning the MFA: Investigations of Curricula and Pedagogies as a Means of Developing Graduate Studio Art Students' Sense of Self

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