Your SlideShare is downloading. ×
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
The mainstreaming of par in health care final version
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

The mainstreaming of par in health care final version

2,740

Published on

Keynote at Heller School, Brandeis University

Keynote at Heller School, Brandeis University

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
2,740
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
11
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Not sure what else to say, hard act to follow…You know everything you need to know about PAR
  • Continuum exercise
  • Action Research is often visualised as a cycle in which a team of researchers and stakeholders identify desired outcomes, pilot approaches, evaluate their impact, suggest improvements, pilot the improved approach, and so on. The cycle aims to achieve a spiralling up of both theory and practice, as theory informs practice and practice continually refines theory.Key dimensions of Action Research are Involvement (of community or organisation members) and Improvement (development of practical solutions to improve their situation). As suggested by the name, Action Research has twin aims: to study a system (research), while collaborating with members of the system to improve it (action).
  • Alma FlorAda and Paulo Freire share ideas about Participatory Research as developed based on Paulo's principals of Critical Education.
  • This community-based, participatory action research project was facilitated by Robin R. R. Gray (Tsimshian/Mikisew Cree), a master's and doctoral student in socio-cultural anthropology at the University of Massachusetts at Amherst. Using the Photovoice methodology, urban Native youth were provided with an opportunity to answer the question: How do urban Native youth interpret, and experience, the inter-generational affects of the Indian Residential School System in Canada? Responding to the concerns of their urban Native community and the greater Indigenous community at large, three youth participants--Herb Varley (Nuu-chah-nulth), Billie-Jeanne Sinclair (Nisga'a), and Daniel Cook (Nuu-chah-nulth/Nisga'a)--engaged in critical consciousness, educated the greater Vancouver community, and interrogated the intersection between pedagogy and power with their photos and in their presentation of them. The Photovoice exhibit and the results of the project, "," will be made available via the partnering organization, the Urban Native Youth Association, in the coming months.
  • Transcript

    • 1. The Mainstreaming of Participatory Research in Health Care
      Gonzalo Bacigalupe, EdD, MPH
      Associate Professor
      University of Massachusetts Boston
      gonzalo.bacigalupe@umb.edu
      &
      Ikerbasque Research Professor
      University of Deusto, Bilbao
      http://bacigalupe.wordpress.com
    • 2. Why do we do/need research?
      2
    • 3. Why do we do/need research?
      3
    • 4. Why do we do/need research?
      “Common sense” is not enough
      Gathering Information (for decision-making)
      Advancing knowledge
      To resolve specific problems
      To account for and learn from our practices (Reflexive-Action)
      4
    • 5. The Taken for Granted
      Wadsworth, Y.  (1998) What is Participatory Action Research? Action Research International, Paper 2.  www.scu.edu.au/schools/gcm/ar/ari/p-ywadsworth98.html
      5
    • 6. Instead… in PAR
      Wadsworth, Y.  (1998) What is Participatory Action Research? Action Research International, Paper 2.  www.scu.edu.au/schools/gcm/ar/ari/p-ywadsworth98.html
      6
    • 7. Note:
      All science involves cyclical processes
      Who drives the process/content?
      Someone reflects and concludes
      Inquiry leads somewhere
      It’s inevitable: researchers are value-driven
      7
    • 8. Why do we do/need research?
      “Common sense” is not enough
      Gathering Information (for decision-making)
      Advancing knowledge
      To resolve specific problems
      To account for and learn from our practices (Reflexive-Action)
      What’s missing in this equation? )
      (p + e + J)
      8
    • 9. Partnerships
      9
    • 10. PAR Definition
      A group, community, or network jointly:
      Diagnose a situation
      Works towards improving it
      Evaluate effectiveness
      Critically reflect
      10
    • 11. 11
    • 12. PAR Definition
      A group, community, or network jointly:
      Diagnose a situation
      Works towards improving it
      Evaluate effectiveness
      Critically reflect
      Participation is Key (period)
      It is action which is researched, changed and re-researched, within the research process by participants. (Wadsworth, 1998)
      12
    • 13. Nina Wallerstein
      13
      http://www.youtube.com/watch?v=mJnWmL3YeIA
    • 14. The Action Research Dimension
      14
    • 15. PAR Cycle (s)
      15
    • 16. Whitehead, D. (2005). Project management and action research: two sides of the same coin? Journal of Health Organization and Management, 19, 519-531.
      16
    • 17. History
      17
      Action-Research (AR) Lewin 1940s
      Study things to change them
      PAR begins in L.A. late 1950s - 1960s, 1970s and on
      Franz Fanon (1960s): Trauma/Inersectionality
      FalsBorda (1959) in Colombia
      dominant knowledge (science)
      Reproduces status quo
      emergent knowledge (alternative/resistant)
      Transform
    • 18. Paulo Freire
      Participatory Research is an intrinsic piece in Popular Education (1970s)
      Guided by principles of Liberation and Transformation
      Acknowledges that all human beings are capable of knowledge
      PR challenges belief that research should be conducted only by specialists; research should be part of everyone's life
      Praxis:
      The philosophers have only interpreted the world, in various ways; the point is to change it.
      Karl Marx (1845), Theses on Feuerbach (Thesis XI)
      18
    • 19. PAR in Latin America
      19
      Participants (the “subjects”) …. Research problem
      Define; Analyze; Resolve
      Goal of Research: to transform social reality
      It’s a permanent process of research and action
      It’s part of an educational experience
      Aids in accessing needs
      Consciousness raising
      Collective organization is core
      Note: Ignacio Martin-Baro & Maritza Montero
      De Witt, T., & Gianotten, V. (1988). Investigacion participativa en America Latina. Mexico DF: CENAPRO
    • 20. 1984-1986
      20
    • 21. Anglo DiscoveriesandMemories
      21
      Peter Reason (AR/PAR Seminal Book)
      Michelle Fine (youth empowerment/intersectionality)
      (and many in the world of social and critical psychology)
      Brinton Lykes (trauma/voice)
      but (because some of us are not so “grounded” and don’t write in the dominant lingua franca)
      Core is part of postcolonial developments in Asia and Africa and of transformative efforts in Latin America
    • 22. PAR Example
      VOYCE
      Youth-led project with high school students using PAR
      Addresses drop out rate in Public High Schools
      7 different community organizations Chicago area.
      22
    • 23. VOYCE
      23
    • 24. 24
    • 25. CBPR & Health Disparities
      25
      CBPR is not a research method but an orientation to research that emphasizes ‘‘equitable’’ engagement of all partners throughout the research process, from problem definition through data collection and analysis to the dissemination and use of findings to help affect change. Minkler (2010, p. S81)
    • 26. The Benefits according to AHQR
      26
      Done properly, CBPR should benefit community participants, practitioners, and researchers alike. CBPR creates bridges between scientists and communities, allowing both to gain in knowledge and experience.This collaboration assists in developing culturally appropriate measurement instruments, thus making projects more effective and efficient.Finally, CBPR establishes a level of trust that enhances both the quantity and the quality of data collected.The ultimate benefit is the prospect of examining the community's own unique circumstances to test and adapt best practices to its own needs.
      Viswanathan M, Ammerman A, Eng E, Gartlehner G, Lohr KN, Griffith D, Rhodes S, Samuel-Hodge C, Maty S, Lux, L, Webb L, Sutton SF, Swinson T, Jackman A, Whitener L. Community-Based Participatory Research: Assessing the Evidence. Evidence Report/Technology Assessment No. 99 (Prepared by RTI—University of North Carolina Evidence-based Practice Center under Contract No. 290-02-0016). AHRQ Publication 04-E022-2. Rockville, MD: Agency for Healthcare Research and Quality. July 2004.
    • 27. 27
      Critical elements in CBPR (AHQR)
      http://www.ncbi.nlm.nih.gov/bookshelf/br.fcgi?book=hserta&part=A148846&rendertype=table&id=A148983
    • 28. AssAssessing the Evi
      28
      Viswanathan M, Ammerman A, Eng E, Gartlehner G, Lohr KN, Griffith D, Rhodes S, Samuel-Hodge C, Maty S, Lux, L, Webb L, Sutton SF, Swinson T, Jackman A, Whitener L. Community-Based Participatory Research: Assessing the Evidence. Evidence Report/Technology Assessment No. 99 (Prepared by RTI—University of North Carolina Evidence-based Practice Center under Contract No. 290-02-0016). AHRQ Publication 04-E022-2. Rockville, MD: AHRQ. July 2004.
    • 29. Distributive & Procedural Justice
      29
      Minkler, M. (2010). Linking science and policy through community-based participatory research to study and address health disparities. American Journal of Public Health, 100 Suppl 1, S81-87.
    • 30. 30
      Literacy for Environmental Justice
      http://www.youtube.com/watch?v=G4zEncKHKdA (April 2010)
    • 31. CBPR Lessons: Addressing Health Disparities
      31
      Policy changes and implementation require multiple stakeholders
      CBPR processes may create more policy momentums and thus we need to evaluate them for their ability to improve this environment and/or for scaffolding.
      Social technologies offer great opportunities for collaboration and all the requirements of organizing and researching (besides better ways of documenting)
    • 32. Challenges
      32
      PAR demands relationships and trust (real)
      Academic timing versus community’s
      Diverse policy needs among stakeholders
      Financial rewards:
      equity, inequity, control
      funding venues create competition
      Academic versus communities deliverables
      Data triangulation is key
      Mass media likes “single individuals” and not communities to report success
      Collaborations exist in a gradient
    • 33. The Participation Continuum
      33
    • 34. What can academic types do?
      34
      Learn knowledge/skills relevant to the task at hand
      Develop relationships of solidarity
      Engage in actions that win victories & build self-sufficiency
      DOING RESEARCH IS NOT, IN ITSELF, A GOAL
      Stoecker, R. (2008). Are academics irrelevant? Approaches and roles for scholars in CBPR. In M. Minkler & N. Wallerstein (Eds.),
      Community-based participatory research for health: From process to outcomes. New York, Joseey-Bass
    • 35. The Mainstreaming of Participatory Research in Health Care
      Gonzalo Bacigalupe, EdD, MPH
      Associate Professor
      University of Massachusetts Boston
      gonzalo.bacigalupe@umb.edu
      &
      Ikerbasque Research Professor
      University of Deusto, Bilbao
      http://bacigalupe.wordpress.com
    • 36. 36
      gonzalo.bacigalupe@umb.edu

    ×