How People with Lived Experiences of Substance Use Understand and Experience User Involvement in Substance Use Care: A Synthesis of Qualitative Studies

There is a need for more knowledge on how people with substance use problems (SUPs) understand and experience user involvement when receiving care. In this systematic review, we identify and reanalyse the existing qualitative research that explores how people with lived experiences of substance use understand user involvement, and their experiences of key practices for achieving user involvement. We systematically searched seven electronic databases. We applied Noblit and Hare’s meta-ethnography, revised by Malterud, to identify, translate, and summarise the studies. The electronic search resulted in 2065 articles. We conducted a full-text evaluation of 63 articles, of which 12 articles met the inclusion criteria. The primary studies’ synthesis reveals three different understandings of user involvement: user involvement as joint meaning production, points of view represented, and user representation in welfare services. Key practices for achieving user involvement involved seeing and respecting the service user as a unique person, the quality of the interactional process, and the scope of action for people with SUPs, as well as professionals, including issues of stigma, power, and fatalism. The metasynthesis recognises the ambiguity of the concept of user involvement concept and the importance of including the service user’s perspective when defining user involvement. The analysis of key practices emphasises the importance of relational processes and contextual aspects when developing user involvement concepts.

Co-participatory multimodal intergenerational storytelling: Preschool children’s relationship with modality creating elder inclusion

The COVID-19 crisis has highlighted elderly people as a vulnerable and excluded community, and connecting to the younger social media generation requires a shift in intergenerational storytelling performance. Recent research on multimodality has emphasized its benefits for the interactional process in storytelling. This study examines three aspects of storytelling – participation, multimodality, and emotional interaction – and uses co-creation and multimodal discourse analysis to investigate two questions: (1) To what extent can intergenerational storytelling benefit older people’s community engagement? (2) In a globalized world, how do children’s relationships with modalities create new lifelong learning opportunities for elders? Qualitative data were collected from pre- and post-session discussions from six storytelling sessions, video recordings made by the participants, and multimodal artwork created by the children after each session. The results reveal (1) that older participants had to adapt their multimodal storytelling, (2) that children preferred co-participatory multimodal storytelling, and (3) that co-participatory multimodal intergenerational storytelling benefits preschool and elders’ well-being.

A participant perspective on collaborative reflection: video-stimulated interviews show what residents value and why

The potential of reflection for learning and development is broadly accepted across the medical curriculum. Our understanding of how exactly reflection yields its educational promise, however, is limited to broad hints at the relation between reflection and learning. Yet, such understanding is essential to the (re)design of reflection education for learning and development. In this qualitative study, we used participants’ video-stimulated comments on actual practice to identify features that do or do not make collaborative reflection valuable to participants. In doing so, we focus on aspects of the interactional process that constitute the educational activity of reflection. To identify valuable and less valuable features of collaborative reflection, we conducted one-on-one video-stimulated interviews with Dutch general practice residents about collaborative reflection sessions in their training program. Residents were invited to comment on any aspect of the session that they did or did not value. We synthesized all positively and negatively valued features and associated explanations put forward in residents’ narratives into shared normative orientations about collaborative reflection: what are the shared norms that residents display in telling about positive and negative experiences with collaborative reflection? These normative orientations display residents’ views on the aim of collaborative reflection (educational value for all) and the norms that allegedly contribute to realizing this aim (inclusivity and diversity, safety, and efficiency). These norms are also reflected in specific educational activities that ostensibly contribute to educational value. As such, the current synthesis of normative orientations displayed in residents’ narratives about valuable and less valuable elements of collaborative reflection deepen our understanding of reflection and its supposed connection with educational outcomes. Moreover, the current empirical endeavor illustrates the value of video-stimulated interviews as a tool to value features of educational processes for future educational enhancements.

Alignment and Belonging in the Sociolinguistic Interview

This chapter examines five first meetings of the author (an Anglo-Australian researcher), a Javanese research assistant, and five Javanese study participants. The meetings were interviews within a larger project, which explored how Indonesian youth used language styles to enact an identity known as gaul (literally, “sociable”). In the current chapter, the author reviews transcripts of these meetings and highlights how the research assistant facilitates rapport and orients him (the researcher) and the participants (the researched) to youth identity as a stance object (cf. Du Bois, 2007). The research assistant often does this through a series of rhetorical moves that enable interview participants to achieve role alignment as “researcher” and “researched,” respectively. This chapter shows how such role alignment is an interactional process, which often entails snap judgments about interactional preferences, common ground, and moral concerns. These judgments may be recognized as acts of belonging, which interactants must tend to quickly, to establish rapport and to collect good data. Yet, this chapter ends by pointing out some of the perils of negotiated alignment and belonging, and how discursive moves to establish rapport can, in fact, lead to the collection of less-than-best data.

The Voice Cultivation Process: How Team Members Can Help Upward Voice Live on to Implementation

The upward voicing of ideas is vital to organizational performance. Yet power differences between voicers and those with authority may result in valuable ideas being overlooked. In this ethnographic, 31-month longitudinal study of a multi-disciplinary team in the healthcare sector, we examine how upwardly voiced ideas can endure to reach implementation. Of 208 upwardly voiced ideas, most were rejected in the moment, but 49 reached implementation despite appearing to be initially rejected. These ideas were kept alive by other team members who later drew upon and revived the initial ideas through what we call the voice cultivation process. We detail this process and describe five pathways through which voiced ideas stayed alive to reach implementation by overcoming different forms of resistance. We illustrate how the allyship of others can help voice live on beyond its initial utterance to reach implementation and generate change, even when the person who initially spoke up is no longer on the team or advocating for the idea. By reconceptualizing voice as a collective, interactional process rather than a one-time dyadic event, this paper develops new theory on how employees can help one another’s voice be heard to positively impact their teams and organizations.

Cruising Through Spaces: Exploring the Mediatization of Gay Cruising in the Philippines

The emergence of new communications technologies has provided a new space for initiating romantic and sexual relationships among gays who perceive social and physical places to be a traditional space that largely promotes connection among heterosexuals. Now, mobile networking applications like Grindr have made it easier for gay men to “cruise” and meet other men, and are seen to lead to the increasing number of sexual partners, being exposed to risks like sexually transmitted infections (STI), among others. Thus this study, framed within the theory of Mediatization – which critically analyzes the dialectic process in which both media and communications on one hand, and culture and society on the other, mutually shape and change each other in an interactional process – explores the question: How have gays’ way of cruising, or the initiation of romantic or sexual relations (among others), in the Philippines been mediatized across history?

PREDICTORS OF THE STUDENTS’ ENGLISH ACHIEVEMENT AT LOWER SECONDARY SCHOOL: CLIL CONTEXT

English across curriculum has been of world-wide practice, including in Indonesia. Through a blended curriculum (a synergy of national and international frameworks), some schools have put this program into action within the context of CLIL (Content-Language Integrated Learning). This correlational study is intended to find out the correlation between a combination of predictor variables and students’ English learning achievement in secondary school in CLIL context. The predictors include the students’ interest in ELT, the students’ internal and external motivation, the facilities, the exposure to English, and the interactional process between teacher and students at primary school level. The study also investigates to what extent the predictors, in combination as well as individually, contribute to students’ English learning achievement in secondary school in CLIL context. Data were collected through questionnaires administered to four secondary schools which implement an international framework. Seventy students were the sample of the present study. The data were analyzed using multiple regression. Results show that the two most significant predictors of the students’ English achievement in secondary school are the students’ interest and the school facilities.

Êxito Escolar: as Regras da Interação na Sala de Aula

Apresenta parte de um estudo etnográfico desenvolvido na sala de aula de uma professora de 3 a série do primeiro grau, considerada eficiente e bem-sucedida. Numa tentativa de ampliar a compreensão da dinâmica do êxito escolar, o estudo procura compreender as regras subjacentes ao processo de interação no qual estão envolvidos a professora e seus alunos, e como estes descobrem tais regras para serem bem-sucedidos. Teoricamente, a análise está fundamentada na teoria da "competência comunicativa ", que vem complementada pelo uso de alguns conceitos e pressupostos da teoria do "caring". Abstract This paper presents part of an ethnographic study carried out in a third grade classroom, in which the teacher is considered competent and very successful. As an attempt to enlarge the understanding about the school success, the study searchs to understand the rules underlying the interactional process in which the teacher and the students are involved, and how these rules are discovered by the students so that they can succeed. The analysis is based on the communicative competence theory that is complemented by some concepts of the theory of "caring". Résumé Cet article est consacré à l 'étude ethnographique d'une classe d'école élémentaire et le travail de l'enseignante qui est connue comme très efficient. Pour élargir la compréhension du succès scolaire l 'étude analyse les règles qui sont présentes dans le processus d 'interaction entre l'enseignante et ses élèves, et la façon dont ils découvrent les règles du succès en classe. L'analyse se fonde sur la théorie de la compétence communicative et s'est complementée à l 'usage de quelques concepts et préssuposés de la théorie du "caring". Resumen Este trabajo presenta parte de un estudio etnográfico desarrollado en el aula de una maestra de 3er. curso de enseñanza básica a lo que se considera eficiente y que ha obtenido buenos resultados. En un intento de ampliar la comprensión de la dinámica del éxito escolar el análisis procura comprender las reglas involucradas en el proceso de interacción que atañe a la maestra y a sus alumnos. Además, e intenta averiguar cómo ellos descubren tales reglas para lograr éxito. Teoricamente el análisis se fundamenta en la teoría de la competencia comunicativa, complementada por el uso de algunos conceptos y presupuestos de la teoría del "caring".

Continuing Education in Mental Health: Critical Moments to Analyze Group Process

In Brazilian context, literature points to Continuing Education in Health (CEH) policy as a means to actualize the Psychiatric Reform. Although it is also a challenge considering its proposal of close connectedness with each context in which it occurs. This study aimed to understand how mental health professionals learn together in CEH-processes, identifying and understanding conversational transformations that occurred in the interactional process. An educational process inspired by the CEH policy was then carried out with a group of eight professionals from a Psychosocial Care Center. This process was analyzed from the notion of critical moments, with a social constructionist stance. In doing so, the critical moment “Sharing the Feeling of Standstill” was delimited considering its effects on the conversational process. With this, it is argued that, even in conversations that seem saturated by problems, it is possible to identify generative moments, as a relational achievement, through dialogue.