Photovoice and Its Potential Use In Nutrition and Dietetic Research

Abstract

Photovoice is an innovative qualitative method of participatory action research based on health promotion principles; however, it has not been used to its full potential in health care, particularly in nutrition and dietetics. Photovoice is also based upon the theoretical literature on education for critical consciousness, feminist theory, and community-based approaches to documentary photography. Participants take photographs representing their views on a specific topic and discuss them in a group process of critical reflection. Originally designed for research with rural women, Photovoice has been used with a variety of population groups throughout the lifespan, such as adolescents, nurses and nursing students, professional groups, Aboriginal women, the elderly, immigrant and low-income groups, and patients with a variety of diseases. The use of Photovoice as a research method is not restricted by health conditions, financial situation, employment status, or literacy level. It is used in community settings, professional practice, or institutional learning environments to explore participants' views and opinions. We review studies in which Photovoice has been used, as well as the impacts, advantages, limitations, and ethics of its use. Gaps in knowledge and its potential use in nutrition and dietetic research are identified.

As potencialidades do photovoice enquanto metodología participativa na formação de Educadores Sociais

“…O seu uso teve início em projetos na área da promoção da saúde (Martin, Garcia, & Leipert, 2010), mas é em projetos de cariz social, que procuram dar voz às populações mais marginalizadas, que esta metodologia ganha agora expansão (Mcintyre, 2003;Novak, 2010). O photovoice adopta a abordagem de Paulo Freire da educação para uma consciência crítica, no sentido em que os participantes consideram a sua realidade histórica, institucional, social e política (Wang et al, 2004), contribuindo, assim, ativamente para a abordagem aos problemas pessoais e comunitários, tal como pressuposto pela Educação Social (Carvalho & Baptista, 2004).…”

Facilitating Self-Reflection: The Integration of Photovoice in Graduate Social Work Education

“…Throughout the past decade, the scope of photovoice has expanded considerably beyond its earlier community health focus (Martin, Garcia, & Leipert, 2010), as photovoice research encourages inclusion of voices of populations who have been historically marginalized (Novak, 2010). Recent published studies represent a wide array of photovoice studies with diverse populations, including immigrants and refugees, children, older adults, and those with limited literacy skills (Hergenrather et al, 2009;Martin et al, 2010).…”

“…Recent published studies represent a wide array of photovoice studies with diverse populations, including immigrants and refugees, children, older adults, and those with limited literacy skills (Hergenrather et al, 2009;Martin et al, 2010). The sharing of views and perceptions in this context may generate a space for dialogue without necessarily privileging the majority group (Allen & Hutchinson, 2009;Flum, Siqueira, DeCaro, & Redway, 2010;Martin et al, 2010). It is common for researchers to typically supply cameras and training on the photovoice method in order to promote access and inclusion (Wang & Burris, 1997).…”

“…Students could also then select the cameras that they felt most comfortable with, decreasing the need for training. This remediated two common concerns with photovoice implementation, access and training (Martin et al, 2010).…”

“…Other significant and recurring considerations in the photovoice literature are the protection of each participant's privacy, awareness of potential distrust of cameras, and participants' potential fears of scrutiny, particularly legal concerns and possible embarrassment depending on the nature of the photographic image (Martin et al, 2010;Prins, 2010;Wang & Redwood-Jones, 2001). I sought to demonstrate sensitivity to these concerns and students' rights within the class setting.…”