Older Persons' Reasoning about Responsibility for Health: Variations and Predictions

Kjellström, Sofia; Ross, Sara Nora

doi:10.2190/ag.73.2.a

Cited by 15 publications

(25 citation statements)

References 54 publications

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“…Personality development occurs along pre-conventional stages, to conventional and possibly to post-conventional stages (Kohlberg, 1971;1981). Development has strong predictive validity in relation to wide ranging working life issues; e.g., competence and leadership agility (Joiner and Josephs, 2006;Rooke and Torbert, 2005; Realms 2017), views and attitudes; e.g., care, responsibility, tolerance and discrimination (Juujärvi et al, 2012;Kjellström and Ross, 2011;Sjölander et al, 2014).…”

Section: Adult Developmentmentioning

confidence: 99%

Applying adult development theories to improvement science

Kjellström

Andersson

2017

IJHCQA

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Structured Abstract:Purpose: This article addresses how adult development theories can contribute to quality improvement. Design/Methodology/Approach: A theoretical analysis and discussion on how personal development empirical findings can relate to quality improvement (QI) and Deming's four improvement knowledge domains. Findings: Adult development research shows that professionals have qualitatively diverse ways of meaning-making and ways to approach possibilities in improvement efforts. Therefore, professionals with more complex meaning-making capacities are needed to create successful transformational changes and learning, with the recognition that system knowledge is a developmental capacity. Research and practical implications:In QI and improvement science (IS) there is an assumption that professionals have the skills and competence needed for improvement efforts, but adult development theories show that this is not always the case, which suggests a need for facilitating improvement initiatives, so that everyone can contribute based on their capacity. Originality/value: This study illustrates that some competences in QI efforts are a developmental challenge to professionals, and should be considered in practice and research.Keywords: Quality improvement; Change management; Leadership; Quality healthcare; Continuing professional development. (IoM, 2001). Improvement science (IS) is an emerging research field, which tries to build knowledge on how to change for the better and create quality improvement (QI) in health and welfare organizations. We recognize that IS needs to be supplemented and supported by knowledge from other natural and social sciences (Bergman et al., 2015). We address what IS can learn and gain from adult development studies, a research area that analyses people`s sequential evolution through life. Adult development and IS research areas, therefore, address change and development. Article classification: Conceptual Received

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Section: Adult Developmentmentioning

confidence: 99%

Applying adult development theories to improvement science

Kjellström

Andersson

2017

IJHCQA

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“…Health and dietary advice have a long history, but it was not until the 1970s that such advice was framed in terms of individual responsibility for health. Messages of individual responsibility for lifestyle and health have permeated medical, healthcare, and political discourse (Kjellström and Ross 2011) but often without reference to conditions and the implications of individual responsibility.…”

Section: Individual Responsibility For Health: Value and Abilitymentioning

confidence: 99%

“…Research into the question of taking responsibility for one's health has shown that developing such responsibility as an adult is associated with greater competence and changed behavior. Development of responsibility has, for example, been studied in relation to higher levels of physical self-care (Gast 1983), ways of thinking about food additives (Kajanne 2003; Kajanne and Pirttila-Backman 1999), autonomy (Loevinger and Blasi 1976), and understanding about responsibility for health (Kjellström 2005;Kjellström and Ross 2011).…”

Section: Individual Responsibility For Health: Value and Abilitymentioning

confidence: 99%

Values at stake: autonomy, responsibility, and trustworthiness in relation to genetic testing and personalized nutrition advice

et al. 2013

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Personalized nutrition has the potential to enhance individual health control. It could be seen as a means to strengthen people's autonomy as they learn more about their personal health risks, and receive dietary advice accordingly. We examine in what sense personalized nutrition strengthens or weakens individual autonomy. The impact of personalized nutrition on autonomy is analyzed in relation to responsibility and trustworthiness. On a societal level, individualization of health promotion may be accompanied by the attribution of extended individual responsibility for one's health. This constitutes a dilemma of individualization, caused by a conflict between the right to individual freedom and societal interests. The extent to which personalized nutrition strengthens autonomy is consequently influenced by how responsibility for health is allocated to individuals. Ethically adequate allocation of responsibility should focus on prospective responsibility and be differentiated with regard to individual differences concerning the capacity of adults to take responsibility. The impact of personalized nutrition on autonomy also depends on its methodological design. Owing to the complexity of information received, personalized nutrition through genetic testing (PNTGT) is open to misinterpretation and may not facilitate informed choices and autonomy. As new technologies, personalized nutrition and PNTGT are subject to issues of trust. To strengthen autonomy, trust should be approached in terms of trustworthiness. Trustworthiness implies that an organization that develops or introduces personalized nutrition can show that it is competent to deal with both the technical and moral dimensions at stake and that its decisions are motivated by the interests and expectations of the truster.Keywords Personalized nutrition Á Ethics Á Autonomy Á Responsibility Á Trustworthiness This study was conducted on behalf of the Food4Me project.Food4Me is the acronym of the EU FP7 project: ''Personalised nutrition: an integrated analysis of opportunities and challenges''

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“…Adults may develop increasingly complex meaning and value systems (Commons, 1989(Commons, , 1990Demick & Andreoletti, 2003;Fischer & Pruyne, 2003;Hoare, 2006;Loevinger & Blasi, 1976), with convincing evidence that the later phases of personality development lead to higher levels of critical and meta systemic thinking (i.e. the ability to see how different systems interact with each other), responsibility, positive valuation of human rights, extended time horizon and perspective consciousness (Commons & Ross, 2008a, 2008bKjellström & Ross, 2011;Sjölander, Lindstöm, Eriksson & Kjellström, 2014;Kjellström & Sjölander et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Domains included views on 'good' teaching, understanding, application, good classroom discussion (Van Rossum & Hamer, 2010;Hamer & Van Rossum, 2016) and a good textbook (Van Rossum & Hamer, 2013). A sixth scale was constructed based upon developmental responsibility research (Kjellström, 2005;Kjellström & Ross, 2011) and unpublished preliminary results from an ongoing longitudinal study on responsibility for learning. The items were selected to represent a sequence of learning and teaching conceptions, ranging from level 2 (L2, Memorizing) to level 6 (L6, Growing self-awareness) (Van Rossum & Hamer, 2010, see and to various teachers and students as appropriate to their level of thinking within the domain of epistemological development (see Table 2).…”

Section: Introductionmentioning

confidence: 99%