Participatory Action Research Project Research Articles

Critical Social Participatory Action Research for Conscientization: Pedagogies and Findings from Xochimilco

The Small Scale Food Production for Cultural Preservation and Economic Inclusion project is a critical social participatory action research project that utilizes critical pedagogies to facilitate spaces of learning and research where power differentials are both recognized and dismantled. The process of consciousness raising those results is an example of applied conscientization. The key pedagogical strategies explained in this article include co-constructed knowledge, critical praxis, a relational design rooted in dialogue and ongoing project partnership.

Mental Health First Aid for Black Populations: Recommendations From the Neighborhood Healers Project

Community-based participatory action research can facilitate counseling psychologists’ engagement in social justice to benefit Black people’s mental health. One way to improve Black mental health is to equip credible and trustworthy community members with mental health knowledge and skills to support other community members experiencing mental health challenges. This study presents the Neighborhood Healers Project—a community-based participatory action research project that trains Black adults (Neighborhood Healers Fellows) in Mental Health First Aid (MHFA). During the inaugural 12-month fellowship year, we collected longitudinal qualitative data from N = 20 Fellows on the relevance of MHFA to Black people. In this paper, we examined their responses using reflexive thematic analysis. Findings included two themes with affiliated subthemes: (a) Liberatory Paradigm Shift and (b) For Us By Us: Culturally Relevant Curriculum. We conclude with implications for counseling psychologists.

Evaluating the sustainability of tablet devices in blended learning

Blended approaches to teaching and learning and higher education often demand the provision of substantial investments in professional development, curriculum change and technological resources. Given the intense effort required for successful courses, focus has turned increasingly on the sustainability of blended learning in higher education. In this study, we adopt an argument based approach to the sustainable use of tablet computers in a university pathway course. After mapping out the argument with key stakeholders, we conduct a participatory action research project that takes into account observations, interviews and personal reflections. Results of the evaluation point to a ‘weak argument’ for the continued use of tablet computers that demonstrates their use is not sustainable. We conclude with suggestions to turn to issues of curricular alignment and further adoption of argument based evaluation for educational technology.

Changing the delivery of continuing professional education: An action research approach

AimA participatory action research project was used to change the design and delivery of continuing professional education in a large Irish academic teaching hospital. BackgroundParticipation in continuing professional education, designed as a short course, is often a method to maintain competence for many nurses. Structured short education courses are often used to orientate and upskill new staff to specialist clinical areas. Traditionally many courses relied on face-to-face delivery over a period of weeks which is challenging for one clinical area to release staff to attend theoretical days in person. DesignA six-stage participatory action research cycle over a 3-year period in a large Irish academic teaching hospital. MethodsMultiple methods were used in the cyclical process of participatory action research. Constructive alignment theory and instructional design principles were used to redesign the educational framework. Data collection included audits of courses, questionnaires and focus groups with key participants. ResultsAnalysis of the focus group themes included 1) underestimated time 2) the process of change 3) teaching and learning styles and 4) acceptance and integration. 20 learners completed the evaluation and reported a positive synergy between e-learning and clinical workshops. E-learning was reported as time-consuming. 75 % of learners reported they were motivated to learn. 90 % of the learners reported they gained new knowledge and skills, 84 % reported the clinical area benefited from the education and 80 % identified a direct improvement in their clinical skills in the specialist area. ConclusionsParticipatory action research supports organisational change in continuing professional education. Constructive alignment theory supports the value of outcomes-based learning. In this context it resulted in successfully blending theory and clinical skills for nurses working in specialist areas. The redesigned continuing professional education framework was positively evaluated across nurses in the organisation.

Centering Community Voice and Knowledge through Participatory Action Research

This paper analyzes a Participatory Action Research (PAR) Project focused on improving public safety and community lighting in one Latinx immigrant community in California as a case example to better understand the possibilities for university-community-government partnerships.  The paper explores residents' motivations for their sustained participation in the project, the relationships and power dynamics that led to a $100,000 commitment from the city government to fund the recommendations of the PAR collective, and the social contexts that allowed community residents to position themselves as political actors as the PAR project progressed over the 2021-2022 academic year.  This case example illustrates how including key stakeholders from powerful community institutions in the PAR process not only created opportunities for dialogue and social change that would not have occurred without this collaboration, but also provided critical spaces for the women to develop their stance as political actors in relationship to people in power.

Retention Reimagined: Participatory Action and Positive Deviancy for University Student Success

About half of U.S. university students who start their degrees never finish — higher education retention is a pressing problem that has remained stagnant since the 1960s. This article highlights strategies for conducting research on undergraduate retention done by and with undergraduates themselves. This article’s context is a participatory action research project that encompassed the creation of informative videos, paper resource guides, an innovative app, and a comprehensive video-making training course, all designed to empower students in navigating the complexities of college life effectively. We highlight the importance of prior research methods training for undergraduates and offer methods for seamlessly integrating such training into existing educational structures. To address the sensitivity of student retention issues, we introduce a positive deviancy framework as a valuable perspective. Furthermore, we stress the significance of increased participation during the data analysis phase of participatory research, advocating for hybrid, in-person, and online approaches. The article also reflects on the political and ethical challenges associated with conducting participatory research in higher education, drawing insights from existing literature and our own experiences.

Automating the search and selection of news in municipal registries: Experiences from a Swedish participatory action research project

This article describes a Swedish case study with a focus on how to enhance journalists’ professional autonomy, local news coverage and local democracy with the help of an automated search tool. The aim was to involve journalists in the development project using the theory of participatory action research and tailor a search tool to their specific needs to search for news stories in documents from municipalities. We conclude that user-centred design is a viable methodology when developing a new tool, but not necessarily when it comes to implementing the tool in journalists’ everyday practice, as the implementation is dependent on other factors connected to management and organizational structures. It became clear that the journalists were optimistic about the automated search tool as long as it made their work more efficient in terms of time and money and offered better possibilities for independent news discovery. We also noticed that some of the journalists’ professional knowledge about a certain geographical area or municipality became subordinate to the knowledge of how to best use available search tools.

Beyond individual responsibility towards healthy food choices: A qualitative study among Pakistani women in Hong Kong

While biomedical understandings of food and diet coupled with discourses on individual responsibility towards healthy food choices are nowadays prominent, other social and cultural meanings attached to food and diet are largely devalued. The limits of such a reductionist approach are more evident when related to the experiences of migrant and ethnic populations, whose alternative knowledge(s) and practices about food and health are especially neglected. A multicultural city with a public healthcare system inherited from the British colonial times and largely shaped by biomedical ideas of health, Hong Kong offers a lens into the limits of such a reductionist approach. Due to their vulnerability in the context of Hong Kong as shaped by intersecting social identities, 72 women from Pakistan were recruited to be our community partners in a community-based participatory action research project to investigate their health needs and concerns. 12 focus group discussions were conducted, exploring their experiences of “healthy” food and overweight especially related to their encounters with the Hong Kong public healthcare system, as these issues emerged as key health concerns within the community. Four major themes emerged: unmet expectations of care, health is beyond the individual, constraints to a healthy diet in the context of migration, and beyond health: food as care for diasporic women. This study highlights the limit of a reductionist approach to healthy food as merely based on nutrition and individual responsibility. It stresses the need of a counter-discourse in the field of public health, emphasizing not only alternative cultural ideas of health and food, but also enlarging the field of health in biomedical terms to embrace “care” and acknowledging the structural constraints shaping migrant and ethnic population's vulnerability in making “healthy” food choices.

Student activists for racially equitable change: lessons for higher education leaders from a critical participatory action research project

ABSTRACT Student activists, and particularly student activists of Color, have contributed significantly to campus change movements for decades. Yet resistance to student activism from higher education leaders has remained consistent. This article presents findings from a critical participatory action research (CPAR) project comprised of student activists at a predominantly white institution in the southern United States. It traces the group’s collaborative work to create and advance a comprehensive set of recommendations and empirically supported justifications for racially equitable institutional change. The purpose of the CPAR project was to draw institutional attention to the racial injustices and inequities on campus, create structured guidance for the necessary solutions, and to spark action for collaborative change. Despite the CPAR group’s intentional and thoughtful approach in developing and presenting their recommendations, the response from institutional leaders was tepid and disconnected, demonstrating the historical pattern of higher education leaders’ responses to student activism. Outcomes of the CPAR group’s efforts are described and implications for higher education leaders are explored.

Co-creating accompanying systems to improve adolescent girls' and women's access to services

Empowered Aid is a participatory action research project led by the Global Women's Institute (GWI) in partnership with humanitarian aid actors. It aims to prevent sexual abuse and exploitation (SEA) from occurring, through models that actively reduce power disparities and give girls and women sustained voices in how aid is delivered. Empowered Aid began working in Jordan in September 2022, in partnership with World Vision, to contextualize and scale up interventions arising from completed research in Uganda, Lebanon and Bangladesh. The Empowered Aid team worked with World Vision Jordan to consult refugee girls and women on the SEA-related risks they faced in Al Azraq camp when accessing aid services and centers, such as the “Road to Resilience” Peace Center – a space where educational and life-skills activities are organized to promote resilience for children and youth. This practice insight suggests a low-to no-cost participatory solution towards mitigating SEA and other GBV risks in accessing services, for example when girls and women are prevented from accessing non-governmental organizations' (NGO) services safely due to verbal and physical harassment by other camp residents. The underlying cause of this harassment are the power imbalances that limit the movement of girls and women, which must also be addressed through longer-term violence prevention and response programming that incorporates their contextual knowledge. Alongside such efforts, creating accompanying systems for girls and women can serve to quickly enhance their safety and access to services, while helping them feel more empowered and secure in navigating gender-unequal environments.

Beyond words: How visual imagery shapes collaborative sensemaking in entrepreneurial ecosystems

Entrepreneurial ecosystems (EEs) are complex social systems dependent on connectivity and shared understanding between diverse actors. An often used, albeit oversimplified view, implies that diverse actors connect, collaborate and contribute to the EE in an almost frictionless way. However, this perspective overlooks the need for deeper forms of communication that can shift actors' perceptions, goals and motivations to trigger meaningful change. Recent research has highlighted the role of conversations, narratives and stories in developing (informal) institutions and shared understandings. What is missing from this discussion, however, are non-verbal forms of communication, which enable interpretation, support meaning-making and help implementation. This paper draws on communicative institutionalism theory and empirical observations from a larger participatory action research project. We discuss how visuals support richer interpretation of ambiguities, different perspectives and collaborative sensemaking. Images act as boundary objects enabling creative associations, revealing assumptions and catalysing explorative dialogue through inherent ambiguity. Representing complex concepts visually facilitates participant engagement over time. The co-creative process of iterative illustration also captures shared meaning as it emerges. Implications highlight visuals’ potential for fostering future-oriented dialogue, reflective practice and embodied institutions fundamental for EEs. From this, we outline suggestions for further research and practice.

How to facilitate NHS professionals to recognise and use skills gained from global health engagement when back in the UK workforce? A participatory action research project to design, pilot and evaluate a series of online leadership workshops

ObjectivesLeadership knowledge and skills are known to be developed by health professionals during global health experiences overseas. However, volunteers struggle to recognise and use these new skills on return to...

Participatory community action research in homeless shelters: Outcomes for shelter residents and service-learning research assistants

The article reports empirical outcomes of an ongoing transdisciplinary participatory community action research project that implements behavioral activation in homeless shelters. The overall goal of this Project is twofold: (1) to improve psychosocial functioning of shelter residents and enhance their opportunities to overcome homelessness; and (2) to enhance civic development of service-learning students who assist in Project implementation. Two studies are reported, representing these goals. Study 1 found that residents of a men’s shelter (n = 892), women’s shelter (n = 433), and transitional housing (n = 40) perceived behavioral activation sessions as immediately beneficial (i.e., important, meaningful, worthy of repeating, and enjoyable), and over the course of shelter stay, they perceived behavioral activation as contributing to their hope, empowerment/self-sufficiency, quality of life, purpose/meaning in life, wellbeing, social support, shelter social climate, and relationships with staff. Quantitative findings are supported by qualitative data (comments by residents on forms). Study 2, which replicates and extends past research on civic-development in service-learning students, used a new quasi-experimental design to compare service-learning students (n = 41) in an interdisciplinary course on homelessness versus non-service-learning students (n = 16) in a psychology course. Service-learning students showed pre- to post-semester improvements in community service self-efficacy, decreases in stigmatizing attitudes, and increases in awareness of privilege and oppression, but students not engaged in service-learning did not show these civic-related changes. These quantitative results are supported by qualitative data (written reflections by students). Results and implications are discussed within the context of the concept of psychopolitical validity.

Braiding together Critical Race Feminista participatory action research: conceptual and methodological considerations

In this article, I discuss conceptual and methodological considerations for the design and implementation of Critical Race Feminista Participatory Action Research (Critical Race Feminista-PAR) projects in higher education. I share some theoretical considerations of Critical Race Feminista praxis and methodologies that have been made by scholars who bridge critical race theories and Chicana feminist epistemology and then offer considerations for areas of expansion for Critical Race Feminista methodology. I also provide an overview of the social justice and liberatory origins of PAR and examples of other “braided” approaches of PAR that help inform Critical Race Feminista-PAR. To illustrate the application of this methodology, I provide an example from a previous study I co-constructed along with Latina higher education staff, administrators, and students that had elements of Critical Race Feminista-PAR. This article has implications for how Critical Race Feminista-PAR can be used to address social problems in higher education and beyond.

Social connectedness and the role of virtual reality: experiences and perceptions of people living with dementia and their caregivers

Purpose People living with dementia are often at increased risk of becoming socially disconnected due to dementia-related challenges. In recent years, digital technology has been designed to help address the social health of people living with dementia and provide opportunities to promote or maintain their social connectedness. This paper presents the findings from phase two of a participatory action research project, which explored people living with dementia and their caregiver’s experiences and perceptions of social connectedness and the potential role of Virtual Reality (VR) in promoting or maintaining same. Materials and Methods People living with dementia (n = 8) and their informal caregivers (n = 8) participated in an individual, 1:1 online interview. Data analysis was guided by reflexive thematic analysis. Results The findings presented four themes: social connectedness: lived experiences and insights, facilitating social connectedness, barriers to social connectedness and the potential of multi-user VR for social connectedness. People living with dementia experienced a range of personal, community and societal connectedness. Facilitators of social connectedness included supportive, non-judgemental, and reciprocal relationships, technology adoption, and personal and contextual facilitators. Dementia-related difficulties and periods of disruption or change were considered barriers to social connectedness. Multi-user VR was perceived as useful for promoting and maintaining social connectedness. Conclusions The perceived usefulness of multi-user VR for social connectedness indicates its potential for use with this population. Understanding the lived experiences, barriers, and facilitators of social connectedness will assist researchers and the human-computer interaction community to inform the design of future multi-user VR for social connectedness outcomes with people living with dementia and their caregivers.

Learnings from Racialized Adolescents and Young Adults with Lived Experiences of Cancer: "It's Okay to Critique the System That Claims to Save Us".

Interest in AYA cancer care has increased globally over the recent past; however, most of this work disproportionately represents white, heterosexual, middle-income, educated, and able-bodied people. There is recognition in the literature that cancer care systems are not structured nor designed to adequately serve people of colour or other equity-denied groups, and the structural racism in the system prevents prevention, treatment, and delivery of care. This work seeks to examine structural racism and the ways that it permeates into the lived experiences of AYAs in their cancer care. This article represents the first phase of an 18-month, patient-oriented, Participatory Action Research project focused on cancer care for racialized AYAs that is situated within a broader program of research focused on transforming cancer care for AYAs. Semi-structured interviews were completed with 18 AYAs who self-identify as racialized, have lived experiences with cancer, and have received treatment in Canada. Following participant review of their transcripts, the transcripts were de-identified, and then coded by three separate authors. Five main themes were identified using thematic analysis, including the need to feel supported through experiences with (in)fertility, be heard and not dismissed, advocate for self and have others advocate for you, be in community, and resist compliance.

Transformational learning and agency for professional identity development: first-year social work student retention and wellbeing

ABSTRACT Challenges relating to first-year student retention and learning outcomes are recognized as a multi-faceted issue in the tertiary education sector across many professional programs, including social work. Graduating students can find it difficult to establish themselves in the workplace. The researchers wanted to understand if fostering a sense of professional identity for social work students as part of the research experience might in and of itself enable retention because of improved opportunities for transformational learning, agency, and wellbeing as a student. The participatory action research project was designed around a community of practice of social work students facilitated by two recent graduates to undertake the collaborative design and creation of supportive educational resources. Student empowerment, connectedness, and wellbeing were improved by involvement in the collaborative professional task of doing research, with students reporting increased connection with the university and engagement in their learning. Implications for fostering professional identity development during social work education are explored.

Benefits of a health advocacy intervention intended to improve self-efficacy for self-care in residents of a homeless shelter

Despite a great need for healthcare, unhoused individuals encounter significant barriers to utilizing public healthcare systems. Given the inequities in access to healthcare, accompanied by disabilities and health risks associated with homelessness, self-efficacy for self-care is particularly critical. As a primary purpose of this article, we describe a self-care intervention (Health Advocacy Behavioral Activation), which was implemented within a long-standing participatory community action research project for homeless shelters, and report evidence of the intervention’s effectiveness in enhancing self-efficacy for self-care. Participants included 62 residents of the St. Vincent de Paul Gateway Shelter for Men (Dayton, Ohio). Shelter residents with disabilities and those without disability benefited approximately equally from the intervention and both showed statistically significant pre- to post-intervention improvements in self-efficacy for self-care. Recommendations for future research examining the effectiveness of the intervention are provided. As a secondary (supplementary) purpose, we report preliminary evidence of psychometric validation for a new instrument (Scale of Self-Efficacy for Self-Care), which was developed in service of our primary purpose (i.e., to examine the effects of intervention on self-efficacy for self-care) because a literature search did not identify an appropriate measure. Because this new instrument fills a void in the literature, we anticipate that it will be useful in practice and research, and so we delineate research recommendations for additional psychometric validation of this measure. Because of the barriers that unhoused people encounter with regard to access to healthcare in the community, self-care interventions provided (and evaluated) on-site (e.g., in homeless shelters) are necessary.

Shared decision making in integrated complex youth care

Introduction: Families with multiple and enduring problems receive care from various care providers. There is a focus on different areas of life, such as mental health, parenting, financial and social problems. However, due to insufficient coherence and coordination in the care process and fragmentation of services, the support provided often fails to match what a family really needs and wants (Nooteboom et al., 2021). An integrated approach in which the various family members and professionals collaboratively decide on the most adequate care on various life domains is essential to provide families with matching and coherent care. Shared decision making (SDM) can ensure a family-centered approach and family’s active involvement in decision making (Pii et al., 2020). However, the complexity of problems and multiple stakeholder involvement of youth, parents and professionals impact the SDM process, leading to specific needs and preferences in SDM. In this qualitative study we explored the perspectives of families and professionals on essential elements of SDM in integrated complex youth care.
 Method: In this participatory action research project, we worked with families and professionals from Specialist Integrated Teams (SIT). In these teams professionals from different youth and adult care services and with various areas of expertise collaboratively deliver care to families with multiple and enduring problems. Data were collected through (1) semi-structured interviews with youth, parents and professionals and (2) observations of SIT case meetings. Professionals and a parent with experiential knowledge worked as co-researchers. Through learning sessions with parents, youth, professionals and policymakers, the data collected were validated and further deepened. Makoul and Clayman's SDM model of essential elements forms the frame for data analysis (Makoul & Clayman, 2006). Using the qualitative method of abduction, we studied both the practical implementation of this model with families with multiple and enduring problems, and elements not included in the existing model that families and professionals consider essential.
 Preliminary results: Final results will be presented at the conference after further analyses. First rounds of coding shows that the essential elements of SDM are implemented adapted to families with multiple and enduring problems. Shared decisions are achieved through (1) a broad view on multiple family members and professionals, different life domains and both the short and long term of decisions, (2) matching the family’s pace and rhythm, (3) constantly balancing the professional and family roles in decision making, and (4) parallel processes of decision-making between professionals and with the family. Building trust through open and equal relationships appears to be a key element to fluent decision-making.
 Conclusion: In integrated complex youth care the known essential elements of SDM are realized at a different pace and in continuous coherence. Professionals must consider a broad view on multiple family members, life domains and care providers, a continuous and cyclical process of larger and smaller decisions, and take time to build collaborative relationships and trust with families and the care network. 
 In further analyses, we focus on facilitators and barriers in SDM with families with multiple and enduring problems.

Improving goal setting and achieving in geriatric rehabilitation through participatory action research

Introduction/background summary: In geriatric rehabilitation a means to achieve client centered care is to work collaboratively on setting and achieving goals. This might enhance self-efficacy, motivation, adherence to rehabilitation and goal-specific performance. In this participatory action research (PAR) project, a nursing team investigated for itself how to improve goal setting and achieving.
 Who is it for? The actions the nursing team chose and implemented contribute to improved goal setting and achieving and subsequently enhances client centered care.
 Who did you involve and engage with? This research project took place in a Learning and Innovation Network (LIN) on a geriatric rehabilitation ward, in which students and nurses work together on quality improvement projects. The team consisted of fifteen vocational trained nurses and healthcare assistants and eight nursing students, a nurse team leader and a lecturer practitioner spending a day per week on educational activities.
 What did you do? Facilitated by the lecturer practitioner, the nursing team (both staff and students) conducted a participatory action research project: they reflected on the steps they could take to work collaboratively on improving their practice, constantly evaluating their experiences. Data collected during the participatory action research consisted of, amongst others: student’s notes on patient interviews and interviews with nurses of the team, fieldnotes made by the facilitator during the PAR process. During PAR there is a constant need to feedback information and clarify issues. Therefor data analysis in PAR is partly performed concurrently. Data which had been collected by the facilitator or the nurses or students were used as a basis for planning and reflecting in the project group.
 
 Results: The team identified two themes influencing their goal setting and goal achieving with patients. Firstly, continuity of care is sub-optimal; in their opinion all should work on the same goals. Secondly, patients could be better informed about their rehabilitation path. The team chose to work on better preparation of the multidisciplinary care plan meeting with the patient and at the same time updating the patient record to advance continuity of care. A sound evaluation of the rehabilitation process and preparing the multidisciplinary care plan meeting to attain this, is now part of a shared team practice. During their process the team discovered certain barriers to optimally prepare the multidisciplinary care plan meeting, e.g. to optimally evaluate progress on rehabilitation goals the initial plan needs to be complete; certain barriers hamper preparation with the patient, like cognitive abilities or language problems. New actions have been chosen and are being worked on.
 Learning for the international audience: PAR which involves nurses can be seen as advantageous for facilitating change and improving services. Time and setting for reflection and collective learning supports the nursing team to diagnose their current practice and to improve their practice.
 Next steps: The Learning and Innovation Network was a temporary agreement between the nursing home and the nursing college based on research funding. Because of the positive results on team culture of improvement the Learning and Innovation Network might become a permanent facility.