scholarly journals Co-designing obesity prevention interventions together with children: intervention mapping meets youth-led participatory action research

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Manou Anselma ◽  
Teatske M. Altenburg ◽  
Helga Emke ◽  
Femke van Nassau ◽  
Merlin Jurg ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Time Management ◽  
Water Policy ◽  
Expert Panel ◽  
Intervention Mapping ◽  
Professional Community ◽  
Success Factor ◽  
Participatory Action ◽  
Academic Researchers

Abstract Background Youth-led Participatory Action Research (YPAR) involves children throughout the process of developing and implementing interventions. Combining YPAR with a structural approach for designing and planning interventions, such as Intervention Mapping (IM), may further improve implementation and effectiveness of interventions. This paper describes how YPAR and IM were combined in the Kids in Action study. Methods The Kids in Action study aims to improve health behaviors of 9–12-year old children living in a low socioeconomic neighborhood in Amsterdam, by co-designing interventions with these children. At each of four schools 6–8 children (N = 18–24 total per year) and two academic researchers formed participatory groups that met weekly or every fortnight during two school years. An IM expert panel advised the participatory groups on the application of IM. Results Following the IM protocol, we conducted a participatory needs assessment with children, parents and professionals, in IM-step 1. In IM-step 2, the IM expert panel constructed matrices of program objectives, and the children provided feedback. In collaboration with children programs were designed and produced using an iterative process during IM-steps 3–4. In IM-step 5, the participatory groups and professional community partners designed the implementation plan. Finally, in IM-step 6, the protocol of the process and effect evaluation – executed by academic researchers with input from children – was developed. Conclusions By combining YPAR and IM, several interventions have been developed and implemented, varying from a school water policy to extracurricular sports activities. Sharing responsibility with children was challenging when combining IM with YPAR. In YPAR children are given as much autonomy as possible, while traditional IM development work is primarily done by academic researchers. Strengths in combining IM and YPAR include the involvement of the end-users - children - throughout the process while at the same time developing interventions based on existing evidence. Time-management, a multidisciplinary team, and flexibility are important conditions when combining IM with YPAR. A strong community project group, with professionals who were willing to help children develop and execute their ideas, was an important success factor. This study can serve as an example to other YPAR studies developing interventions using the IM protocol.

scholarly journals PENDAMPINGAN MANAJEMEN WAKTU ANAK PADA MASA NORMAL BARU DI DUSUN DESEKAN KABUPATEN MAGELANG

2021 ◽  
Vol 5 (1) ◽  
pp. 291
Author(s):  
Fiki Fitriyah ◽  
Yeny Fitriyani ◽  
Milna Wafirah ◽  
Achmad Labib ◽  
Titis Rosowulan
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Time Management ◽  
Free Time ◽  
Daily Activities ◽  
Participatory Action ◽  
School Students ◽  
New Normal ◽  
Face To Face ◽  
The World

Tatanan Hidup Baru (New Normal) dimasa pandemi COVID-19 memberikan pengalaman yang benar-benar baru bagi dunia pendidikan khususnya siswa Sekolah Dasar (SD) di Indonesia. Kewajiban untuk taat protokoler kesehatan yang salah satu klausulnya adalah tidak berkerumun dan menjauhi krumunan menjadikan kegiatan belajar mengajar sangat tidak biasa. Tidak ada tatapmuka baik dengan guru ataupun teman, semua dilakukan secara daring (online). Hal tersebut membuat pelajar mempunyai waktu luang yang banyak dan cenderung tanpa pengawasan baik dari orang tua maupun guru. Tujuan pengabdian ini adalah untuk mengoptimalkan waktu luang siswa dengan manajemen waktu di masa normal baru. Metode yang digunakan dalam penelitian ini menggunakan metode Participatory Action Research (PAR). Tahapan penting dalam PAR adalah Research (pemetaan masalah), Action (rencana aksi dalam penyelesaian masalah) and Participatory (orang tua dan siswa SD di Desa Desekan). Teknik Pengumpulan data dilakukan dengan observasi, survei, dokumen dan wawancara. Pendampingan diharapakan dapat membantu siswa memahami pentingnya manajemen waktu dengan membuat jadwal kegiatan harian sehingga siswa dapat memanage waktunya dengan efektif dan efisien. Kesimpulan dari pengabdian ini adalah para siswa belum memahami dengan baik mengenai manajemen waktu dan banyak menghabiskan waktu dengan dawai dan bermain yang tidak berhubungan dengan pendidikan. Kata kunci: Tatanan Hidup Baru, COVID-19, Manajemen Waktu, PAR ABSTRACT The New Living Order (New Normal) during the COVID-19 pandemic provided a completely new experience for the world of education, especially elementary school students in Indonesia. The obligation to comply with the Health protocol makes learning without face-to-face either with teachers or friends and everything is done online. This makes students have a lot of free time and tends to be without supervision from either parents or teachers. The aim of this service is to optimize students' free time with time management in the new normal. The method used in this study uses the Participatory Action Research (PAR) method. The important stages in PAR are Research (mapping problems), Action (action plans in solving problems) and Participatory (participation of parents and elementary students in Desekan village). The technique of collecting data was carried out by observation, surveys, documents and interviews. It is hoped that mentoring can help students understand the importance of time management by scheduling daily activities so that students can manage their time effectively and efficiently. The conclusion of this dedication is that the students do not understand well about time management and spend a lot of time with strings and games that are not related to education. Keywords: New Normal, COVID-19, Time Management, PAR

scholarly journals Participatory action research: why sharing power is needed to improve public health research

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E Dorant
Keyword(s):  
Public Health ◽  
Life Cycle ◽  
Action Research ◽  
Participatory Action Research ◽  
Health Research ◽  
Public Health Research ◽  
Public Health Issue ◽  
Participatory Action ◽  
Organizational System ◽  
Academic Researchers

Abstract Action research is a qualitative research method well-known for its purpose: to bring transformative change through the simultaneous process of taking action and doing research. It typically employs a cyclical approach of observation, reflection and action. Participatory Action Research (PAR) builds on active collaboration with professionals, practitioners and end–users (stakeholders) working in the system or setting, for instance within a health care setting like a hospital, or within an broader organizational system addressing a public health issue. It seeks to democratize knowledge production and foster opportunities for empowerment by those involved. Especially in public health research, where different organizational systems or levels are interconnected, stakeholder involvement needs to be considered early in the research process. Stakeholders possess expert and insider -experiential- knowledge, and therefore power. PAR advocates for power to be shared between academic researchers and stakeholders, already in the ideation phase of a new research project, but also in the later phases in its life cycle. However, dilemmas have to be solved, like: when in the project's life cycle is the optimal phase to involve stakeholders?how much, at what level or grade, should or could stakeholders be involved, and how much power can be shared between academic researchers and these external stakeholders?Is it worthwhile to involve stakeholders in terms of resources, and who pays the bill?can an academic researcher take the risk of not involving them?

scholarly journals Dancing with the devil? Participatory action research with police in South Africa

2016 ◽  
Author(s):  
Monique Marks
Keyword(s):  
South Africa ◽  
Action Research ◽  
Participatory Action Research ◽  
Collaborative Research ◽  
Research Approach ◽  
Present Moment ◽  
Participatory Action ◽  
Action Research Approach ◽  
Academic Researchers ◽  
Shared Objective

At the present moment, major changes are being proposed to the way that policing should be done in South Africa. These changes do not seem to be informed by any research agenda or by a long term strategic approach aimed at 'smarter policing'. This paper reflects on the possible partnerships that (academic) researchers and police could form with the shared objective of bring about change in police organisations. These collaborative research arrangements are undoubtedly difficult. Police and academic researchers continue to operate in silos and the two groups have distinctive institutional cultures, which are sometimes at odds with one another. However, as this paper tries to demonstrate, collaborative research is possible. This article is in many ways a personal reflection on my own research collaborations with the police using a participatory action research approach.

scholarly journals “Not Only Adults Can Make Good Decisions, We as Children Can Do That as Well” Evaluating the Process of the Youth-Led Participatory Action Research ‘Kids in Action’

2020 ◽  
Vol 17 (2) ◽  
pp. 625 ◽  
Author(s):  
Manou Anselma ◽  
Mai Chinapaw ◽  
Teatske Altenburg
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Strong Relationship ◽  
Empowerment Theory ◽  
Participatory Action ◽  
Community Partners ◽  
Future Studies ◽  
Healthy Behaviors ◽  
Academic Researchers ◽  
Relationship Of

In Youth-led Participatory Action Research (YPAR), youth collaborate with academic researchers to study a problem, develop actions that align with their needs and interests, and become empowered. ‘Kids in Action’ aimed to develop actions targeting healthy physical activity and dietary behavior among, and together with, 9–12-year-old children as co-researchers. This paper presents the process evaluation of ‘Kids in Action’ based on eight focus groups with children (N = 40) and eight interviews with community partners (N = 11). Interview guides were based on empowerment theory and the RE-AIM framework, in order to evaluate the study on: empowerment, collaborations, reach, effectiveness, adoption, implementation, and maintenance. Transcripts were analyzed using evaluation and provisional coding. Both children and community partners perceived an increased awareness of healthy behaviors and an improvement in confidence, critical awareness, leadership and collaboration skills, which contributed to increased feelings of empowerment. Community partners valued child participation and the co-created actions. Actions were also well-perceived by children and they liked being involved in action development. The strong relationship of researchers with both children and relevant community partners proved an important facilitator of co-creation. Future studies are recommended to attempt closer collaboration with schools and parents to gain even more support for co-created actions and increase their effectiveness.

scholarly journals Exploring the co-involvement of disabled adolescents in participatory action research; protocol for a critical interpretative synthesis

2021 ◽  
Vol 4 ◽  
pp. 79
Author(s):  
Fiona McDonald ◽  
Katie Robinson ◽  
Aoife L. Gallagher ◽  
Judith Pettigrew
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Lived Experience ◽  
Best Practice ◽  
Shared Responsibility ◽  
Future Research ◽  
Participatory Action ◽  
Diverse Range ◽  
Academic Researchers ◽  
Practice Framework

Background: Participatory action research (PAR) provides an opportunity for academic researchers and adolescents to co-conduct research within an area of shared interest. Reciprocal learning occurs as co-researchers acquire research skills and knowledge, and academic researchers gain understanding of the issue being examined, from the perspective of those with lived experience. All members of the research team have a shared responsibility for the research and decision-making processes. PAR has predominantly involved adults as co-researchers. However, in recent years more effort has been made to co-conduct research with adolescents. The aim of this review is to interrogate the practices of academic researchers employing a PAR approach when working along-side disabled adolescents. Methods/design: A critical interpretive synthesis (CIS) will be conducted, allowing for a diverse range of evidence to be drawn from. A systematic search of nine databases, from 1990 onwards, will be conducted first. Reference checking will occur to elicit further relevant data. Following screening, further purposive sampling will be completed to facilitate the development of concepts and theory in line with the on-going analysis and synthesis of findings. Data analysis will involve interpretation of included papers in relation to the principles of PAR and a ‘best-practice’ framework will be developed. During analysis particular emphasis will be given to the identification of potential social barriers to the participation of disabled adolescents in PAR.    Discussion: PAR is widely employed but little is known about its use when working with disabled adolescents. This current CIS will critically question the current practices of academic researchers employing PAR when working along-side disabled adolescents and future research through the best practice framework we will develop.

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