scholarly journals Integrating a Sport-Based Trauma-Sensitive Program in a National Youth-Serving Organization

2021 ◽  
Author(s):  
M. Shaikh ◽  
C. Bean ◽  
L. Bergholz ◽  
M. Rojas ◽  
M. Ali ◽  
...  
Keyword(s):  
Program Development ◽  
Program Implementation ◽  
Effective Means ◽  
Academic Community ◽  
Lessons Learned ◽  
Community Context ◽  
Research Approach ◽  
Prevention Measures ◽  
Action Research Approach ◽  
Interdisciplinary Partnership

AbstractThere is a pressing need to equip youth-serving community organizations to respond to the unique needs of trauma-exposed children. Early prevention measures can be an effective means of redirecting children to self-regulatory healing, while facilitating their transition toward strength-based thriving. Sport can offer a powerful opportunity to reach these children; however there remains little information on how to effectively develop, deliver, evaluate, and sustain trauma-sensitive sport programs in a community context. The purpose of this paper is to outline a case study of integrating sport-based trauma-sensitive practices with BGC Canada’s national Bounce Back League program. An interdisciplinary partnership of academic, community, and practice experts used a community-based participatory action research approach, paired with a knowledge translational approach, to guide the process of program development. Mixed methods (e.g., surveys, logbooks, interviews, focus groups, online communications) were used to generate ongoing insights of staff’s training experiences, successes and challenges of program implementation, and potential impact of program on club members. Several stages of program development are described, including: (a) collaboratively planning the program; (b) piloting the program to three clubs; (c) adapting the program using pilot insights; (d) expanding the adapted program to ten clubs; and (e) creating opportunities to maintain, sustain, and scale-out practices throughout grant duration and beyond. Lessons learned regarding the leadership team’s experiences in terms of developing, adapting, and integrating trauma-sensitive practices in this community context are shared.

scholarly journals The Learning History Methodology: An Infrastructure for Collective Reflection to Support Organizational Change and Learning

2021 ◽  
Vol 19 (2) ◽  
pp. pp71-83
Author(s):  
Julie Béliveau ◽  
Anne-Marie Corriveau
Keyword(s):  
Organizational Change ◽  
Organizational Learning ◽  
Research Question ◽  
Lessons Learned ◽  
Research Approach ◽  
Structured Interviews ◽  
Data Set ◽  
Support Tool ◽  
Learning History ◽  
Action Research Approach

Organization members often complain about insufficient time to reflect collectively as they grapple with constant significant changes. The Learning History methodology can support this collective reflection. Given the scant empirical studies of this action research approach, the present paper fills this gap by giving an overview of this methodology and by presenting a qualitative study that answers the following research question: How does the Learning History methodology contribute to collective reflection among organization members during major organizational change? To answer this question, an empirical research project was led within five healthcare organizations in Canada during their implementation of the Planetree person-centered approach to management, care, and services. The data set includes 150 semi-structured interviews, 20 focus groups and 10 feedback meetings involving organization members representing all hierarchical levels in the five participating institutions. The results highlight the five types of contributions of the Learning History methodology to collective reflection within the five institutions that participated in the study: 1) a process of expression, dialogue, and reflection among organization members; 2) a portrait of the change underway; 3) a support tool for the change process; 4) a vector for mobilizing stakeholders; and 5) a source of organizational learning.  The results also show how organization members’ collective reflection is built through the various stages of the Learning History methodology. By demonstrating that this collective reflection leads to true organizational learning, the findings position the Learning History as a research-action method useful both from a research standpoint and as an organizational development tool. In the conclusion, lessons learned using the LH approach are shared from a researcher’s perspective. This paper should interest researchers and practitioners who seek research methodologies that can offer an infrastructure for collective reflection to support organizational change and learning.

“Recognize Our Humanity”: Immigrant Youth Voices on Health Care in Arizona’s Restrictive Political Environment

2018 ◽  
Vol 29 (4) ◽  
pp. 498-509 ◽  
Author(s):  
Sofía Gómez ◽  
Heide Castañeda
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Immigrant Youth ◽  
Lessons Learned ◽  
Research Approach ◽  
Policy Recommendations ◽  
Care Providers ◽  
Care Needs ◽  
Action Research Approach ◽  
Important Position

The “DACAmented Voices in Healthcare” project examined the intersection of restrictive immigration policies and health care via photovoice, a participatory action research approach, with immigrant youth living in Arizona, who were recipients of the Deferred Action for Childhood Arrivals (DACA) program. These “DACAmented” youth took part in nine photovoice sessions exploring their health care experiences and accessibility to care using documentary photography and narratives. They poignantly illustrated their experiences through images identifying their main health concerns and strengths, facilitating the development of health policy recommendations. This article illustrates the thematic findings and discusses policy recommendations and lessons learned from presentations to policy makers and health care providers. Findings suggest that immigrant youth are knowledgeable of their family’s health care needs and hold a unique and important position within mixed-status households. Health care providers can benefit from the proposed recommendations by building bridges to care to address health equity in immigrant communities.

Collaboration in the Large

2011 ◽  
pp. 115-136 ◽  
Author(s):  
Diane H. Sonnenwald ◽  
Paul Solomon ◽  
Noriko Hara ◽  
Reto Bolliger ◽  
Thomas H. Cox
Keyword(s):  
Lessons Learned ◽  
Research Approach ◽  
Visual Aids ◽  
Organizational Infrastructure ◽  
Geographically Dispersed ◽  
Action Research Approach ◽  
Geographically Distributed ◽  
Social Organizational ◽  
Approach Working ◽  
Videoconferencing Technology

This chapter discusses the social, organizational and technical challenges and solutions that emerged when facilitating collaboration through videoconferencing for a large, geographically dispersed research and development (R&D) organization. Collaboration is an integral component of many R&D organizations. Awareness of activities and potential contributions of others is fundamental to initiating and maintaining collaboration, yet this awareness is often difficult to sustain, especially when the organization is geographically dispersed. To address these challenges, we applied an action research approach, working with members of a large, geographically distributed R&D center to implement videoconferencing to facilitate collaboration and large group interaction within the center. We found that social, organizational and technical infrastructures needed to be adapted to compensate for limitations in videoconferencing technology. New social and organizational infrastructure included: explicit facilitation of videoconference meetings; the adaptation of visual aids; and new participant etiquette practices. New technical infrastructure included: upgrades to videoconference equipment; the use of separate networks for broadcasting camera views, presentation slides and audio; and implementation of new technical operations practices to support dynamic interaction among participants at each location. Lessons learned from this case study may help others plan and implement videoconferencing to support interaction and collaboration among large groups.

Improving community disaster resilience through scorecard self-testing

2017 ◽  
Vol 26 (1) ◽  
pp. 13-27 ◽  
Author(s):  
Salizar Mohamed Ludin ◽  
Paul Andrew Arbon
Keyword(s):  
Best Practice ◽  
Real Life ◽  
Community Context ◽  
Research Approach ◽  
Disaster Resilience ◽  
Content Type ◽  
North East ◽  
Action Research Approach ◽  
Self Testing ◽  
Community Disaster Resilience

Purpose The purpose of this paper is to develop government and community-level critical thinking, planning, and action for improving community disaster resilience by reporting a study that sought to evaluate the possibility of using the Torrens Resilience Institute Australian Community Disaster Resilience (CDR) Scorecard in the Malaysian context. Design/methodology/approach A participatory action research approach (done in 2015) encouraged key people involved in managing the 2014 Kelantan floods in Malaysia’s north-east to participate in discussions about, and self-testing of, the CDR Scorecard to measure and improve their communities’ disaster resilience. Findings The CDR Scorecard can be useful in the Malaysian community context, with some modifications. Self-testing revealed that participating communities need to strengthen their disaster resilience through better communication, cross-community cooperation, maximizing opportunities to compare their plans, actions and reactions with those reported in research publications, and aligning their community disaster management with reported best practice internationally while acknowledging the need to adapt such practice to local contexts. Research limitations/implications There is a need for a Malaysia-wide, simple-to-use, standardized disaster resilience scorecard to improve communities’ quality, self-efficacy, and capability to facilitate improved disaster resilience. Practical implications The adaptation of Australian CDR Scorecard for used in the country. Social implications Awareness of CDR level will enhance community and government preparedness, mitigation, and responses to flood disaster. Originality/value This project is the first of its kind in Malaysia. It provides an example of the possibilities of using the CDR Scorecard globally in the form of a context-specific toolkit. The engagement of key people in the community in self-testing the Scorecard provides genuine, on-the-ground, real life data, giving others an understanding of local assessment of each community’s resilience level.

scholarly journals Designing user-centred mHealth initiatives to promote healthy behaviours for children with disabilities: A feasibility/pilot study of the Jooay App (Preprint)

2020 ◽  
Author(s):  
Keiko Shikako-Thomas ◽  
Ebele RI Mogo ◽  
Valerie Grand-Maison ◽  
Robert Simpson ◽  
Lesley Pritchard-Wiart ◽  
...  
Keyword(s):  
Urban Areas ◽  
Children With Disabilities ◽  
Underserved Populations ◽  
Implementation Process ◽  
Health Behaviours ◽  
Well Being ◽  
Mobile App ◽  
Lessons Learned ◽  
Research Approach ◽  
Action Research Approach

BACKGROUND The gap between research and its practical application in community settings limits its impact on public health. Closing this gap has the potential to improve the well-being of underserved groups, such as children with disabilities. Mobile health holds promise in closing this gap by helping underserved populations build community and improve their access to community resources and supports that can lead to improved health behaviours. OBJECTIVE In this feasibility pilot, we describe the development of the mobile app, Jooay. Jooay was developed in partnership with stakeholders to facilitate access to leisure and physical activity community programs for children and youth with disabilities. We also reflect on the lessons learned throughout the implementation process that are relevant for improving health behaviours for children with disabilities. METHODS We used a participatory action research approach in the development of the app. We also administered a cross-sectional survey to current Jooay users and analysed various app usage indicators to explore use patterns and user feedback and preferences. Finally, we critically appraised the implementation process, using the best practices for implementation research by Peters et al. (2013). RESULTS Our analysis of usage data revealed that access to the Jooay app is concentrated in urban areas. Perceptions, attitudes, and information needs varied according to the type of user. Use of the mobile app changes over time, with usage decreasing after download, showing a need for sustained engagement of app users. Users found value in using the app to identify activities they would not otherwise know about. However, app use alone was not enough to improve participation. We also encountered challenges with survey recruitment and attrition, suggesting the need for more seamless and engaging means for data collection within this population. CONCLUSIONS Using the information gained from this study, we intend to improve the next iteration of the Jooay app to sustain user engagement and behaviour change. We will also conduct a larger study assessing the relationship between urban design and access to inclusive and adaptive leisure programs. This study will inform the improvement of app listings and an understanding of the different user groups.

scholarly journals Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers

2020 ◽  
Vol 12 (23) ◽  
pp. 9826
Author(s):  
Rosa Isusi-Fagoaga ◽  
Adela García-Aracil
Keyword(s):  
Secondary Education ◽  
Student Performance ◽  
Positive Influence ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Research Approach ◽  
Agenda 2030 ◽  
Action Research Approach ◽  
Teaching Music ◽  
Teaching Learning

The aim of this paper is to provide insights into the appropriateness of teaching-learning and evaluation processes using rubrics, for student self-assessments. We studied students enrolled on the Master’s in Secondary Education Teaching—Music Specialism course. In the Spanish secondary education system, music is seen as increasing equity and improving student performance in line with the Agenda 2030 Sustainable Development Goals. The training of new teachers and the ongoing professional development of the current teaching force are critical for improving the quality of education. We adopted an action-research approach and obtained feedback from the Masters’ students via questionnaires administered at the start and end of the process (pre- and post-test). Our results show that using rubrics as formative and shared assessment tools has a positive influence on students’ perceptions of their acquisition of both transversal and specific competencies, as well as demonstrating the utility of rubrics for their future professional practice. However, rubrics on their own are not sufficient to increase the facility for learning and awareness among students.

scholarly journals An Analysis of Public Order Policing in the Gauteng Province, South Africa

2021 ◽  
Vol 10 ◽  
pp. 1320-1332
Author(s):  
Zephania Mqedi Mkhwanazi ◽  
Dee Khosa ◽  
Keyword(s):  
South Africa ◽  
Human Rights ◽  
Civil Liberties ◽  
Academic Community ◽  
Lessons Learned ◽  
Public Order ◽  
Research Approach ◽  
Structured Interviews ◽  
South African Police Service ◽  
Service Training

Background: Public order policing (POP) has attracted considerable interest from the academic community due to public protests in South Africa. This is not surprising given that it represents an important component of police work. As South Africa’s democracy has been maturing, the democratic dispensation brought the promise of civil liberties and a human rights culture. Although these parallel developments brought prospects of accountability and legitimacy by the South African Police Service (SAPS), the restoration of public order, especially during public protests, has remained a challenge for the SAPS. Purpose: The objectives of this research were threefold: to explore the role of the POP unit; to explore its capacity to respond to public protests; and to determine the effectiveness of the integrated interventions of the relevant stakeholders to restore engagement and order. Methods: A qualitative research approach employing semi-structured interviews was utilised. To understand the policing of public protests, purposeful sampling was utilised to select 25 participants comprising community members, municipal officials, and POP members. These participants were selected since they are directly involved either in responding to public order or being part of protests, and it was therefore envisaged that their contribution would assist in understanding how protests are responded to. Conclusion: The findings indicate that when the POP units that are mandated to fulfil these goals are not effective, disruptions of public order are minimised and the destructive consequences of those that do occur are contained. The results illustrate that the restoration of public order necessitates regenerating public order characterised by low expectations of violence and a heightened respect for human rights. Recommendations: This article recommends that the relevant stakeholders in collaboration with the POP unit must respond adequately to the maintenance of safety and security during protests. The relevant stakeholders and the POP unit should enhance the effectiveness of the current strategies to be able to deal with anticipated public violence and disorder, improvement of the intelligence-gathering process to plan properly, adequate and proper training facilities, reviewing and updating of training manuals, and methods based on lessons learned and best practices to ensure that the training is relevant. POP members must undergo regular training and in-service training to maintain their fitness levels, standards, proficiency, and competencies.

scholarly journals Achieving digital inclusion of older adults through interest-driven curriculums

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Jeanie Beh ◽  
Sonja Pedell ◽  
Bruno Mascitelli
Keyword(s):  
Older Adults ◽  
Quantitative Research ◽  
Effective Means ◽  
Data Gathering ◽  
Research Approach ◽  
Digital Inclusion ◽  
Staff Members ◽  
Use Of Technology ◽  
Action Research Approach ◽  
Attitudes Towards Technology

One outcome of increased life expectancy is that older adults are leading active lives in their third age as they seize opportunities to learn new skills, pursue new interests and hobbies to challenge themselves. However, there are many misconceptions about older adults’ capabilities and aspirations, especially their attitudes towards technology. They are often misunderstood and seen to lack interest and motivation in the use of technology. Thus, this article examines interest-driven curriculums in order to achieve digital inclusion for older adults. Investigation methodology into this dilemma was best served with a mixed methods approach because, to date, there has been very little research about how technology could support older adults’ interests. The majority of the existing studies consulted were focused on school children in a classroom setting. Older adults can differ greatly in their general background and level of technical experience and knowledge. Consequently, it would be very difficult to conduct quantitative research with control groups to investigate single variables. In compensation, 131 older adults, five staff members and eight teachers participated in this study. Qualitative methods such as observations and interviews (one-on-one and focus group) provided a deeper insight into teachers’ experiences and teaching. Older adults were not always able to articulate their attitudes and problems with technology and consequently, observations were often a more effective means of data gathering. Finally, an Action Research approach was taken to trialling the concepts developed in the course of the investigation. This research comprised of four studies looked at expanding and extending on The Four-Phase Model of Interest Development by Hidi and Renninger (2006). The results show that when older adults are taught according to requests based on their pre-existing interests, it encourages long-term engagement of technology and ability to integrate technology into their everyday lives, thereby achieving digital inclusion amongst older adults.

Beyond Findings: Conversations with Experts

2018 ◽  
Vol 47 (2) ◽  
pp. 60-62
Author(s):  
Joanne Evans ◽  
Gregory Rolan
Keyword(s):  
Home Care ◽  
Associate Professor ◽  
Research Approach ◽  
Participatory Action ◽  
Childhood Education ◽  
Out Of Home Care ◽  
Action Research Approach ◽  
Historical Justice ◽  
Protection Systems ◽  
Discovery Project

AbstractRights in Records by Design is a three-year Australian Research Council-funded Discovery Project that is running from 2017 to 2019. This project brings together an interdisciplinary research team to investigate the recordkeeping and archival needs for those whose childhoods are impacted by child welfare and protection systems. Using a participatory action research approach the team of recordkeeping, historical, social work, early childhood education and community researchers are exploring the design of Lifelong Living Archives for those who experience childhood out-of-home Care. The goal of research and in designing the Archive is to re-imagine recordkeeping frameworks, processes and systems in support of responsive and accountable child-centred out-of-home Care, and to enable historical justice and reconciliation. Chief Investigator Associate Professor Joanne Evans and post-doctoral researcher Dr. Gregory Rolan from the Faculty of Information Technology at Monash University in Australia talk to PDT&C about this project.

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