Participatory Elements Research Articles

The Development of Interactive Learning Media for Islamic Religious Education in Elementary Schools in Indonesia

In today’s digital era, conventional teaching methods often fail to captivate students, making interactive media a promising solution. Interactive media combines visual, audio, and participatory elements, providing a more engaging and effective learning experience. The development process includes analyzing student needs and curriculum, selecting appropriate technology, creating interactive content, conducting trials, and evaluating effectiveness. This study uses a qualitative approach. Primary data sources in qualitative research are the words of the interview results obtained from primary data including respondents from teachers and students in SDMT Ponorogo. Data collection is carried out by means of snowball sampling. The data collection technique in this study is through observation, in-depth interviews and documentation. The data obtained during the study, both primary and secondary data are then processed and analyzed using Miles and Huberman model. The validity test of data in qualitative research includes tests, credibility, transferability, dependability, and confirmability. The article highlights the benefits of interactive media, including increased student motivation, improved understanding of abstract religious concepts, and the development of critical thinking skills. This approach not only modernizes religious education but also ensures that students remain interested and actively involved in learning. Through proper testing and implementation, interactive media can significantly enhance the quality of Islamic Religious Education at SDMT Ponorogo. The developed media, which consists of animated videos, interactive quizzes, and educational games, is able to make the learning process more engaging and increase student engagement.

“I am there just to get on with it”: a qualitative study on the labour of the patient and public involvement workforce

BackgroundWorkers tasked with specific responsibilities around patient and public involvement (PPI) are now routinely part of the organizational landscape for applied health research in the United Kingdom. Even as the National Institute for Health and Care Research (NIHR) has had a pioneering role in developing a robust PPI infrastructure for publicly funded health research in the United Kingdom, considerable barriers remain to embedding substantive and sustainable public input in the design and delivery of research. Notably, researchers and clinicians report a tension between funders’ orientation towards deliverables and the resources and labour required to embed public involvement in research. These and other tensions require further investigation.MethodsThis was a qualitative study with participatory elements. Using purposive and snowball sampling and attending to regional and institutional diversity, we conducted 21 semi-structured interviews with individuals holding NIHR-funded formal PPI roles across England. Interviews were analysed through reflexive thematic analysis with coding and framing presented and adjusted through two workshops with study participants.ResultsWe generated five overarching themes which signal a growing tension between expectations put on staff in PPI roles and the structural limitations of these roles: (i) the instability of support; (ii) the production of invisible labour; (iii) PPI work as more than a job; (iv) accountability without control; and (v) delivering change without changing.ConclusionsThe NIHR PPI workforce has enabled considerable progress in embedding patient and public input in research activities. However, the role has led not to a resolution of the tension between performance management priorities and the labour of PPI, but rather to its displacement and – potentially – its intensification. We suggest that the expectation to “deliver” PPI hinges on a paradoxical demand to deliver a transformational intervention that is fundamentally divorced from any labour of transformation. We conclude that ongoing efforts to transform health research ecologies so as to better respond to the needs of patients will need to grapple with the force and consequences of this paradoxical demand.

Qualitative system dynamics modelling to support the design and implementation of tuberculosis infection prevention and control measures in South African primary healthcare facilities.

Tuberculosis infection prevention and control (TB IPC) measures are a cornerstone of policy, but measures are diverse and variably implemented. Limited attention has been paid to the health system environment, which influences successful implementation of these measures. We used qualitative system dynamics and group-model-building methods to (1) develop a qualitative causal map of the interlinked drivers of Mycobacterium tuberculosis (Mtb) transmission in South African primary healthcare facilities, which in turn helped us to (2) identify plausible IPC interventions to reduce risk of transmission. Two 1-day participatory workshops were held in 2019 with policymakers and decision makers at national and provincial levels and patient advocates and health professionals at clinic and district levels. Causal loop diagrams were generated by participants and combined by investigators. The research team reviewed diagrams to identify the drivers of nosocomial transmission of Mtb in primary healthcare facilities. Interventions proposed by participants were mapped onto diagrams to identify anticipated mechanisms of action and effect. Three systemic drivers were identified: (1) Mtb nosocomial transmission is driven by bottlenecks in patient flow at given times; (2) IPC implementation and clinic processes are anchored within a staff 'culture of nominal compliance'; and (3) limited systems learning at the policy level inhibits effective clinic management and IPC implementation. Interventions prioritized by workshop participants included infrastructural, organizational and behavioural strategies that target three areas: (1) improve air quality, (2) improve use of personal protective equipment and (3) reduce the number of individuals in the clinic. In addition to core mechanisms, participants elaborated specific additional enablers who would help sustain implementation. Qualitative system dynamics modelling methods allowed us to capture stakeholder views and potential solutions to address the problem of sub-optimal TB IPC implementation. The participatory elements of system dynamics modelling facilitated problem-solving and inclusion of multiple factors frequently neglected when considering implementation.

The Development of a New Model of Educational Leadership: Leadership for Teacher Flourishing

This paper contributes to a broader movement in which the telos of leadership is flourishing, and the primary role of a leader is to promote the flourishing of their team members through creating a loving environment. In support of this, we propose a new perspective on, and associated model, of educational leadership: ‘leadership for teacher flourishing’ (LFTF). This model was developed through a literature review and a mixed methods research project across 78 British schools with collaborative and participatory elements which asked how school leaders could improve the flourishing of teachers. The quantitative and qualitative findings suggested that key factors in enabling teachers to flourish, and therefore incorporated into the model ‘LFTF’, were positive relationships; opportunities for growth; positive impact on subjective wellbeing; and increasing teachers’ sense of meaning at work. The ways leaders could impact these factors were reported as: being supportive and compassionate; being trustworthy; giving teachers autonomy; enabling teachers to grow; being appreciative and focusing on strengths; and enabling teachers to do meaningful work. It was also found that not only leaders could influence flourishing; teachers with no formal leadership role could also positively impact teacher flourishing. It is suggested that virtuous dispositions in leaders are required to ensure they are consistent in acting in ways that promote flourishing. We argue that this integration of virtue and a desire to promote flourishing is properly understood as love. The participatory and collaborative phase of the research showed that teachers wanted autonomy in deciding what would help them to flourish. The conclusion sets out the implications of this research for policy on the training and selection of school leaders, to improve not only the flourishing of teachers, but also pupils and communities.

Patient and public involvement at the German Center for Mental Health: achievements and challenges

Patient and public involvement (PPI) describes the participation of patients and relatives, i.e., experts by experience (EE), in the research process. The PPI has not been widely adopted in the fields of medicine and clinical psychology in Germany and there is anotable absence of institutional support. The German Center for Mental Health (DZPG), which has been under construction since May 2023, aims to achieve nationwide and cross-center implementation of PPI, constituting one of its primary objectives. Participation of EE is to be implemented in the DZPG at all levels of decision-making. The article describes the origins, development and challenges associated with the implementation of participation structures and projects in the DZPG. The central political PPI committee in the DZPG, the Trilogue Center Council (TZR), developed acomprehensive PPI strategy for the DZPG in almost 3 years of work, before the beginning of the financial support of the DZPG. Among various measures, the strategy entails establishing afar-reaching representation for EE in all decision-making bodies of the DZPG, to involve EE as reviewers in evaluating research proposals, to integrate participatory elements into all studies of the DZGG and to foster user-initiated research endeavors. The implementation of the strategy is ensured by across-center PPI infrastructure, the Center for PPI, and scientific PPI consultants. The Center for PPI's tasks include supporting the voice of the EE and developing instruments and guidelines for participatory research, bringing together EE and researchers for joint DZPG projects as well as the documentation and quality assurance for participatory research. One of the particular challenges for the successful implementation of the PPI strategy is the limited experience with PPI in Germany in the field of mental health research and the widespread lack of structural implementation. Currently developed solution strategies include training for researchers and EE to communicate the benefits and pathways in the realization of PPI and thus enable shared decision-making and research. In addition, extensive access to knowledge and resources for EE will be created and uniform remuneration regulations for EE will be developed. APPI strategy at the DZPG has been successfully developed and is currently being implemented by the cross-center infrastructure Center for PPI.

Engaged dialogue through data: For methodological pluralism in critical urban studies

This commentary builds on Loretta Lees’ concept of engaged dialogue in critical urban studies to argue for more engaged dialogue through data. This type of dialogue would entail building critical theory from a more diverse and nuanced base of information, using mixed or plural methodologies. It could mean communicating with, about and through data with public-facing tools that incorporate participatory elements through the user interface. It would also require ongoing critical interpretation of the politics and political economy of urban data.

Co-creating and co-producing learning environments in adult education through the World Café method

IntroductionThis article analyzes teachers’ efforts in preventing negative social control among newly arrived refugees at a Norwegian Adult Education Center (AEC). As the teachers realized that micro aggressive behavior hindered learning, they aimed for improving the learning environment. The World Café method (WCM) was implemented to change the learning environment in a positive way.MethodsData was collected by passive observation with participatory elements. This was followed up with individual and focus-group interviews on what happened during three World Café dialogues.ResultsThis article uses management theories to analyse whether and how the implementation of the World Café was successful. The findings emphasize professional discretion combined with co-creation and co-production as organizational prerequisites for a positive change within the learning environment. The leaders at the AEC conducted professional discretion by employing bilingual immigrants as assistants at the AEC.DiscussionThe bilingual assistants used their multilingual resources and experiences with secondary language teaching in the planning and implementation of the World Café sessions for the newly arrived refugees. They contributed by co-creation and co-producing the WCM together with Norwegian born teachers. Their participation was an innovation at the AEC and led to a positive change in the learning environment.

Looking into CARICOM’s soul: The Charter of Civil Society

ABSTRACT In 1997, members of the Caribbean Community (CARICOM) adopted a Charter of Civil Society for the Caribbean Community (The Charter) in response to recommendations from the West Indies Commission in 1992. The Charter was part of efforts to revitalise CARICOM for the 21st century, which included adding an explicit and more direct focus on people than previously existed. The document is a human rights declaration with some participatory elements, which is non-binding on states. Nevertheless, after 26 years, The Charter remains a reality primarily on paper. This article describes and assesses The Charter and asserts that member states have not used the document to guide their approaches to human rights or people’s inclusion except somewhat coincidentally. The article also offers suggestions on revising The Charter to make it a more relevant human rights document while emphasising the importance of intentionally treating it as a foundational document for creating a regional human rights framework in CARICOM.

An assessment of the legal and policy framework for participatory forest governance in Bangladesh

A robust and well-designed legal and policy framework is vital for ensuring successful public participation in forest management and engaging local governments and communities in conservation efforts. However, despite the presence of various policies and laws aimed at protecting environmental and biological resources, Bangladesh continues to experience significant depletion of its forest resources. This can be largely attributed to inadequate implementation of forest laws, a weak institutional structure, and a bureaucratic approach to forest management. This article undertakes an analysis of Bangladesh's policy and legal framework concerning participatory forest governance. It specifically examines the incorporation of participatory elements within the country's legal and policy framework for forest management. The assessment encompasses forest tenure, land use, and the practice of participatory forest management (PFM). Furthermore, the effectiveness of social forestry and co-management, the two primary approaches to achieving participatory forest governance in Bangladesh, is evaluated. Additionally, the article identifies the challenges hindering the successful implementation of these approaches. The argument put forth is that despite the apparent support for participatory forest management within Bangladesh’s policy and legal framework, the actual implementation of PFM and sustainable forest management (SFM) remains ineffective. This ineffectiveness can be attributed to poor policy execution, prioritization of profit-generation over sustainable management practices, lack of coherence within the legal framework, and the centralized decision-making process regarding state-owned forests.

Struggles over city-making: The community program for neighborhood improvement in Mexico City

ABSTRACT This article traces the trajectory of the making and unmaking of the Community Program for Neighborhood Improvement (PCMB), a participatory program for upgrading social infrastructure and public spaces in marginalized neighborhoods of Mexico City. The PCMB is an example of the range of upgrading programs supported by progressive local governments throughout Latin America over the past 20 years. Proposed by the city’s urban popular movement as part of their longstanding commitment to “city-making from below,” the PCMB was launched in 2007. At its inception, the PCMB was designed to co-produce neighborhood improvements through providing state support for resident-led planning and governance of community spaces. In 2019, the Mexico City government unexpectedly dismantled key participatory elements of the PCMB and folded it into other city priorities, including safe pathways and its surveillance-oriented security strategy. Based on fieldwork involving site visits and interviews with residents, community leaders, and city officials, we narrate the transformation of the PCMB (2007–2021) as state-society struggles over city-making. We argue that these tensions pivot around different spatial and political logics pertaining to territory, agency, and citizenship in city-making. The analysis also brings into focus how local governments attempt to diffuse, co-opt, or contain more radical city-making initiatives.

Health Experiences of Women University Students of Color and Women International Students in the United States During the First Year of the COVID-19 Pandemic: Findings From a Transnational, Virtual Photovoice Study.

Women university students in the United States who are students of color and international students consistently experience health disparities. These were exacerbated due to the COVID-19 pandemic and racial upheaval following the murder of George Floyd. Within that context, this study aimed to explore the health and well-being experiences of women students of color and international women students at a university in the Midwestern United States in 2020-2021. This participatory, transnational study utilized a virtual adaptation of Photovoice with 14 participants who joined the study from five different countries. Participatory elements included participant co-researchers co-leading development of the photo "mission," icebreakers, naming of the project, design of the project logo, choosing photos for discussion and exhibits, initial analysis of emergent themes, and approval and editing of photos for exhibit. Inductive thematic analysis revealed three themes: (1) grief and loss, (2) barriers and facilitators to social health, and (3) fear and stress from simultaneous social stressors. Data was not mutually exclusive with some photos and narratives illustrating more than one theme. The women experienced grief and loss while negotiating effects of social isolation and adapting to maintain social health. Negative mental and emotional health experiences were amplified as the social context of police brutality and anti-immigrant sentiments overlaid the stress of the pandemic. Study results demonstrate need for increased and tailored health and social service support for women students of color and international women university students.

Addressing Exoskeleton Implementation Challenges: Case Studies of Non-Acceptance in Agriculture

ABSTRACT Objectives The objective of this study was to detect success and failure factors for the implementation of passive exoskeletons in agriculture. Exoskeletons have been shown to reduce musculoskeletal loads during lab-based manual tasks, but long-term implementation experiences in agriculture are lacking. Methods We analyzed four intervention studies in agriculture focusing on methodological and contextual reasons why the trials were successful or unsuccessful. The study context, attempted intervention, and data collection of each field trial is compared. In the absence of long-term studies investigating the implementation and effectiveness of exoskeletons in agriculture, a set of multi-week pilot trials were initiated among German market vegetable farms and French vineyards from 2019 to 2022. Participant ratings, farm characteristics (e.g. employment duration and payment scheme) and intervention implementation characteristics (e.g. participation in implementation or language barriers) were analyzed using a mixed-methods approach to identify success and failure factors. Results The comparison of the studies showed that despite the organizational issues, there were several practical issues that limit the success of exoskeleton use in agriculture. We observed that participant rejection of the intervention is a major barrier to successfully conducting long-term field trials in agriculture. Factors like pain, discomfort, heat stress, or a lack of perceived benefits have been identified as failure factors but also the implementation process itself. Conclusion In addition to careful targeting of trial sites and inclusion of participatory elements in the implementation plan, successful implementation of exoskeletons in agriculture requires fundamental human factors development of the exoskeletons themselves. This will require better matching the physical needs of the workers, the production needs of the tasks, and compatibility with the environment.

Social exercise interventions for children who have complex developmental needs: A systematic review.

Exercise interventions are identified as effective treatments for children not meeting developmental milestones. This systematic review synthesizes research regarding exercise interventions that involved social participatory elements, for children with complex developmental needs. Academic Search Complete, CINAHL, Emcare, Proquest Theses and Dissertations, MEDLINE, and Google Scholar were searched systematically for relevant studies. Peer-reviewed studies meeting the review aim and published between 2000 and 2021 in English, were included. Methodological quality of 49 eligible studies (47 controlled trials, two mixed methods, total of 2355 participants) was appraised using the Mixed Methods Appraisal Tool. Narrative synthesis identified two groups of studies: Group 1 incorporated intentional social participatory elements; Group 2 likely involved incidental social participation. Most studies were of moderate to low methodological quality. Few measured impacts of interventions upon total physical activity levels. Short-term improvements in physical outcomes - particularly motor skills - were most frequently reported and were the main benefit of social exercise interventions for children with complex developmental needs, for which evidence exists. Further rigorous, longitudinal research is needed to assess social, psychological, and executive function outcomes of social exercise interventions in this population. Such interventions should incorporate booster sessions to provide children with greater opportunity to meet developmental milestones.

Speaking of Epistemic Injustice: A Reply

Abstract In this article, we reply to ‘Ethics and Epistemic Injustice in the Global South’ (Kaur et al. 2023), a response to the original article ‘Covert Qualitative Research as a Method to Study Human Rights Under Authoritarian Regimes’ (Hopman 2022). Our reply is written by authors who have expertise and direct experience with the issues at stake (authoritarianism, Global North/Global South relations, covert research methods, epistemic injustice). We show that while there are some interesting points raised in the response article, in general, it does not do justice to the arguments presented in the original article. Instead it constructs a ‘straw man’ by misrepresenting claims in the original article, attributing to it assumptions that were not there, and lumping together notions such as authoritarian zones and Global South, that were not equated in the original article. After providing arguments for this position and discussing the main topics of the critique, we present two new elements: first, a contribution by someone from Moroccan controlled Western Sahara (MCWS), who experienced covert research as a research participant. Second, an overview of lessons learned from this exchange. These include: 1) instead of authoritarian zones, ‘authoritarian situations’ is a more appropriate concept; 2) projects using covert research should strive to include overt and participatory elements; 3) a response article alleging epistemic injustice should create space for the people concerned to speak for themselves.

Editorial

The Interactive Film and Media Journal advances scholarly and creative discourse on the intersection of interactivity and various media forms. This issue features contributions from the IV International Interactive Film and Media Conference (2022), coordinated by a diverse group of academics. The conference theme, Interactive Epistemology, Listening, and Ecomedia, facilitated an exploration of knowledge-building, listening, and ecological consciousness within interactivity. Emphasizing the importance of listening as a mode of knowledge production, the issue promotes a holistic understanding of interactivity across different research areas. The contributions address the role of interactivity in media, such as books, films, games, and real-time streaming, along with virtual and augmented reality. They provoke thought on interactivity's embodied and affective aspects and explore interactive technologies' influence on power relations and ecological concerns. The papers in this issue converge on themes like empathy and responsibility, illuminating the power of interactive digital media to reshape the understanding of social issues. For instance, interactive narratives, VR and games employ participatory elements to bring nuanced portrayals of migration experiences to the forefront. This approach encourages critical reflection and social responsibility. This issue also explores the transformative potential of interactive documentaries in varied contexts, highlighting their effectiveness in altering perceptions of history, socio-political phenomena, and power dynamics. These documentaries foster inclusivity and dialectical reflection, urging viewers to engage in complex narratives embedded in various landscapes. Some papers explore the impact of digital and artistic mediums on shaping space, narrative, and community engagement. The issue showcases how machine learning and public art can address mimetic trauma and discrimination and how digital comics and web-based artworks can redefine concepts of spatial interactions and narrative structures. A particular emphasis is placed on immersive technologies like VR and immersive journalism in civic engagement, underlining the power of these mediums in addressing social and environmental concerns. Exploring art and interactive documentary, specifically in the context of historical violence and colonial legacies, adds a significant dimension to the issue. This second set of papers from the 2022 Interactive Film and Media Conference highlights the transformative power of interactivity in reshaping narratives, promoting critical reflection, and fostering social responsibility. It emphasizes the crucial role of interactive media in fostering a more inclusive, empathetic, and informed society.

Can You Hear Me? Exploring the use of a sing‐along audio program as a method for creative community engagement in times of continued isolation

AbstractBackgroundLoneliness in older adults has been linked to accelerated cognitive and functional decline. Furthermore, lonely individuals are twice as likely to develop Alzheimer’s disease. This was before COVID‐19 and the isolation that older adults are experiencing disproportionately. Engagement in singing groups and other creative experiences has been shown to address the health and wellbeing of older adults, including their experience of connectedness, loneliness and isolation. Can You Hear Me? was developed as an alternative to in‐person singing groups in times of continued isolation due to the COVID‐19 pandemic.Method Can You Hear Me? is a sing‐along audio program highlighting the voices and music of elders in Louisville, Kentucky, USA. Unlike typical receptive audio programs, Can You Hear Me? has participatory elements that give listeners the opportunity to sing along to familiar songs, learn about organizations in the area and how to get involved, and contribute to the show by sending in their responses to creative prompts. The program will also implement a repeat design 25‐item Listener Survey, which will be utilized to understand more about listeners’ wellbeing and perceptions of loneliness and aging, as well as for quality improvement.ResultNow in its second season, this podcast‐style audio program is exploring an alternative model for creative individual and community engagement. Strategic community partners are assisting in the development of the program as a resource for individuals living in the community with Alzheimer’s disease and their carers, as well as in care homes when group engagement is still not feasible or possible.ConclusionIn the absence of a cure for dementia, Alzheimer’s, or COVID‐19, it is imperative that we work to build ways for elders to be socially connected wherever they live and provide opportunities for them to engage actively and creatively. Can You Hear Me? provides just such an initiative, to be a model for arts‐driven community engagement through an audio program that not only addresses health inequities and stigmas of aging and dementia, but also has the capacity to enhance wellbeing and connect people, even in times of isolation.

Who is sensitising whom? A participatory interview guide development as an awareness tool within a health care research project

Who is sensitising whom? A participatory interview guide development as an awareness tool within a health care research project

Supporting the Transition to Distance Education During the Pandemic and Beyond

ABSTRACT Introduction The coronavirus disease 2019 (COVID-19) pandemic affected almost every country around the world, and various forms of lockdown or quarantine measures were implemented. The lockdowns forced medical educators to step beyond traditional educational approaches and adopt distance education technologies to maintain continuity in the curriculum. This article presents selected strategies implemented by the Distance Learning Lab (DLL) at the Uniformed Services University of Health Sciences (USU), School of Medicine (SOM), in transitioning their instruction to an emergency distance education format during the COVID-19 pandemic. Materials and Methods When moving programs/courses to a distance education format, it is important to recognize that two primary stakeholders are involved in the process: faculty members and students. Therefore, to be successful in transitioning to distance education, strategies must address the needs of both groups and provide support and resources for both. The DLL used two lenses of adult learning and targeted needs assessment to design faculty and student support during the pandemic. The DLL adopted a learner-centered approach to education, focusing on meeting the faculty members and students where they are. This translated into three specific support strategies for faculty: (1) workshops, (2) individualized support, and (3) just-in-time self-paced support. For students, DLL faculty members conducted orientation sessions and provided just-in-time self-paced support. Results The DLL has conducted 440 consultations and 120 workshops for faculty members since March 2020, serving 626 faculty members (above 70% of SOM faculty members locally) at USU. In addition, the faculty support website has had 633 visitors and 3,455 pageviews. Feedback comments provided by faculty members have specifically highlighted the personalized approach and the active, participatory elements of the workshops and consultations. Evaluations of the student orientation sessions showed that they felt more confident in using the technologies after the orientation. The biggest increase in confidence levels was seen in the topic areas and technology tools unfamiliar to them. However, even for tools that students were familiar with before the orientation, there was an increase in confidence ratings. Conclusion Post-pandemic, the potential to use distance education remains. It is important to have support units that recognize and cater to the singular needs of medical faculty members and students as they continue to use distance technologies to facilitate student learning.

Management of German national parks: The role of institutions and actors in defining goals and making decisions

The process of defining goals and decision-making in German national parks (NLPs) takes place in the context of a large set of rules and a diversity of actors with different interests. As a result, unique management approaches and practices are applied in each of the 16 NLPs in Germany. This study investigates, how NLP administrations make these decisions.A conservation policy analysis based on the analytical framework of actor-centred institutionalism should identify the most salient drivers of goal setting and decision-making at the meso-level. Using a mixed-methods research approach, the range of influencing factors can be gathered from several perspectives. This study analyses 50 documents, 22 interviews with NLP managers, and an online survey of 179 actors within and associated with national park administration. Both quantitative and qualitative approaches were applied to analyse the generated data.The results show that broadly applicable institutions such as laws and decrees define the main goal to “let nature be nature” but do not determine specific actions for the national parks. The most important institutions for NLP managers are those that apply only to a single NLP, such as NLP laws or management plans. In addition to the existing rules, various interests of different actors have an impact on the decision-making process. Key actors around NLP management are politicians, ministries and scientists. Most contradictory perspectives and positions on non-intervention management are formulated by land users from the agricultural and forestry sectors who fear negative effects of this management approach.In this context, negotiations are a common governance approach to implement participatory elements; different actors have varying levels of importance within these participation processes.The large variety of influencing factors illustrates that policy outcomes do not singularly depend on legislative intervention. Besides actors and institutions, individual orientations and different contexts at a local level, as well as historical circumstance also need to be considered. To maintain or expand public acceptance, it is recommended that NLP administrations act with a high level of transparency and focus on expanded sharing of information.

A proposed definition of participatory organizational interventions.

Participatory organizational interventions offer an effective way to promote occupational safety and health. Despite an increasing number of studies, a common definition of participatory organizational interventions has yet to be established. Therefore, we aimed to form a definition using the following process. First, we developed a tentative draft definition of organizational interventions and participatory elements, based on the relevant literature. The tentative definition was revised in several rounds of an extensive discussion by the authors. This resulted in the draft definition. We asked 15 selected international experts in occupational safety and health to review and comment on the draft definition. We carefully reviewed their comments, and formulated our final proposed definition. To summarize the key points of the final version of the definition, organizational interventions are planned actions that primarily directly target working conditions with the aim of promoting and maintaining of the highest degree of physical, mental, and social well-being of workers in all occupations. In addition, as participatory elements of organizational interventions in the final definition, ideally, all workers participate in every step of the intervention, while participating in part of the steps of the intervention in some cases. Furthermore, in principle, all workers participate in each step of intervention, while it is also acceptable that only elected representatives among workers participate in the intervention.