Reflection Workshops Research Articles

Social Determinants of COVID-19 Pandemic Control: Participatory Learnings From Everyday Experiences in Cape Town, South Africa.

As countries adapted their disaster responses to the COVID-19 pandemic, South Africa responded with an alert-level risk approach based on epidemiological principles that impacted all societal levels. We explored the everyday experiences of people in Cape Town whose basic needs were met and who could report on the realities of the COVID-19 pandemic control. Gaining insight into their perspectives contributes to knowledge that can inform policies and practices for managing future public health crises. Community-Based Participatory Research principles guided the design and a series of facilitated dialogues with 18 research participants. The thematic analysis was deepened through two colloquiums with members of an overarching research consortium and a participant reflection workshop. The pandemic impacted individuals, their interpersonal relationships, workplaces and communities, leading to societal processes such as stigma, virtue signalling and the subversion of mandates. The public health response had mixed reactions, with useful information about preventive measures being diluted by COVID-19 denialism and fake news. Health and other authorities were frequently perceived as out of touch with, and unresponsive to, the everyday realities of local communities. Our study demonstrates the connectedness of people and the need to maintain and re-establish severed connections. A holistic approach to health care and promotion from social determinants of health and a community-engaged perspective may significantly increase the outcomes of public health responses. People with everyday experience of the COVID-19 pandemic-including community members, healthcare workers, case managers, carers and researchers-collaborated on the study design, interview schedule, data interpretation, analysis and refinement of this article.

Using student stand out moments to reclaim school-based social work placement

During the pandemic, one university experienced considerable challenge sourcing placements for student social workers. In response, they developed the SWIS project through which placed nearly 50 students in schools. To capture their experiences in practice learning, students were invited to participate in a reflective workshop. This paper focuses on one activity where students were asked to reflect on ‘stand out moments’ (SOM) when undertaking their school-based placement. The paper is underpinned by transformative learning theory, through which we explore the journey or process in practice learning which can facilitate growth and change. The data was collected as part of a wider action research study, with findings reasserting the centrality of direct work and relationship-based practice. The discussion section highlights how school-based placements provided significant opportunities for learning and development, such as being afforded the ‘freedom’ to be creative in developing child focused interventions. This paper has implications for revisiting the potential for school-based practice learning, as settings with wide ranging learning opportunities, which can inspire and empower students.

Chilean English Language Teachers Transforming Their Beliefs and Practices Through Reflection

This qualitative study aims to show how the beliefs and teaching practices around listening comprehension of four Chilean English-as-a-foreign-language teachers were transformed after attending an eight-session reflective workshop. Data were gathered through semi-structured interviews and video-recorded and audio-recorded sessions. Information was analyzed using content analysis. Results evidenced that reflective practice positively affects the changes in beliefs and teaching practices in different ways. Conclusions show that this reframing is especially favored if certain factors (personal, professional development, and contextual) are given.

Image Generative AI to Design Public Spaces: a Reflection of how AI Could Improve Co-Design of Public Parks

Image generative AI (IGAI) could change how policymakers engage with the public to design public spaces, facilitating how designers translate the public’s desires into features. However, using IGAI has challenges, such as encoded biases, which might reinforce stereotypes and harm underrepresented communities. We conducted a case study to explore how using IGAI alters the co-design process of public parks through public engagement. We use data collected from interviews with immigrants discussing the Puente Hills Landfill Park design in Los Angeles, which will re-purpose a former landfill into a new public park. We use Dream Studio as a Design Probe, generating images from the interviewees’ insights and critically reflecting on the design process through internal interviews and a reflective workshop. We analyze our case in three domains: Opportunities, Risks and Challenges, and Features and Requirements. In the opportunities domain, we discuss how the enhanced translation of words to images changes the relationship between stakeholder engagement, multiplicity, and efficiency. In the risks and challenges domain, we discuss how IGAI might enhance power imbalances and biases. Finally, we reflect on what features would ease the safe and responsible use of IGAI to engage citizens in co-designing public parks.

Improving modelling for epidemic responses: reflections from members of the UK infectious disease modelling community on their experiences during the COVID-19 pandemic

Background The COVID-19 pandemic both relied and placed significant burdens on the experts involved from research and public health sectors. The sustained high pressure of a pandemic on responders, such as healthcare workers, can lead to lasting psychological impacts including acute stress disorder, post-traumatic stress disorder, burnout, and moral injury, which can impact individual wellbeing and productivity. Methods As members of the infectious disease modelling community, we convened a reflective workshop to understand the professional and personal impacts of response work on our community and to propose recommendations for future epidemic responses. The attendees represented a range of career stages, institutions, and disciplines. This piece was collectively produced by those present at the session based on our collective experiences. Results Key issues we identified at the workshop were lack of institutional support, insecure contracts, unequal credit and recognition, and mental health impacts. Our recommendations include rewarding impactful work, fostering academia-public health collaboration, decreasing dependence on key individuals by developing teams, increasing transparency in decision-making, and implementing sustainable work practices. Conclusions Despite limitations in representation, this workshop provided valuable insights into the UK COVID-19 modelling experience and guidance for future public health crises. Recognising and addressing the issues highlighted is crucial, in our view, for ensuring the effectiveness of epidemic response work in the future.

Who's holding the trauma? RE-ACT: increasing prison officer insights and reducing violence in prisons

According to Ministry of Justice data, violence in prisons in England and Wales is increasing. It is important to consider the impact that exposure to violent incidents can have on prison officers involved. An exposure which could influence how an individual will respond to future violent incidents. Every relational interaction can be therapeutic, and empowering, or destructive, and lead to a sense of hopelessness. To increase an understanding in prison officers' decision-making when responding to violence, the authors have developed a workshop (named RE-ACT) to increase awareness around decision-making when responding to violence. These psychologically underpinned, trauma-aware reflective workshops explore decision-making during violent incidents and are co-delivered by psychologists and security managers/operational staff. This article will discuss the rationale, development, design, delivery, and evaluation, of the workshops.

Comfort in sexual health communication among medical students: evaluating the efficacy of an online reflective workshop

ABSTRACT Despite the importance of sexual well-being in overall health, health providers do not communicate with their patients about sexual health sufficiently and highlight their discomfort with the topic as one key barrier. This study tested the effectiveness of a brief reflective sexual health workshop as an online intervention to increase comfort in sexual health communication. Participants were students enrolled on an undergraduate medical programme at a private university in Malaysia who were randomly allocated to a workshop that focused either on sexual health communication (intervention, n = 48) or on cultural competence in communication training (active control, n = 50). While the workshops varied in their focus, both followed identical structures and tasks. Multilevel modelling analyses revealed that both workshops increased subjective (self-reported) comfort and observed comfort through more direct verbal mentions of sex during history-taking. However, the sexual health workshop was more effective than the cultural competence workshop in reducing verbal avoidance behaviours and in promoting awareness of the value of effective communication about sex. Our Findings highlight the value of conducting brief reflective workshops that focus on comfort in communication to supplement other aspects of the medical school curriculum.

Guiding principles for transdisciplinary sustainability research and practice

AbstractTransdisciplinary sustainability scientists are called to conduct research with community actors to understand and improve relations between people and nature. Yet, research hierarchies and power relations continue to favour western academic researchers who remain the gatekeepers of knowledge production and validation.To counter this imbalance, in 2018 we structured a multi‐day workshop to co‐design a set of principles to guide our own transdisciplinary, international and intercultural community of practice for biocultural diversity and sustainability. This community includes community collaborators, partner organizations, and early career and established researchers from Argentina, Bolivia, Canada, Germany, Mexico and South Africa. In 2021, we undertook online critical reflection workshops to share our research experiences and deepen our intercultural understanding of the application of the principles.Through these exercises, we adopted seven principles for working together that include: honour self‐determination and nationhood; commit to reciprocal relationships; co‐create the research agenda; approach research in a good way: embed relational accountability; generate meaningful benefits for communities; build in equity, diversity and inclusion; and emphasize critical reflection and shared learning. We explain these principles and briefly highlight their application to our research practices.By sharing these principles and associated practices, we seek to facilitate debate and spur transformations in how we conduct international and intercultural sustainability research. Our efforts also illustrate a strategy for on‐going knowledge co‐production as we cultivate safe and ethical spaces for learning together. Lessons learned may be particularly useful to those who engage in intercultural, collaborative research to advance sustainability transformations.Read the freePlain Language Summaryfor this article on the Journal blog.

The Effectiveness of a Hybrid Off-Job Crafting Intervention on Employees’ Psychological Needs Satisfaction and Well-Being

Off-job crafting entails deliberate changes people can make in their non-work activities to meet their personal goals and satisfy psychological needs. We conducted a quasi-experimental study with a waitlist control group in three organizations in Finland (N = 86) to evaluate whether participation in a hybrid off-job crafting intervention stimulates employees’ off-job crafting efforts and, in turn, enhances psychological need satisfaction, subjective vitality and work engagement. Intervention group participants took part in an off-job crafting workshop, set a personal crafting goal for the four-week intervention period, received support from a specifically designed smartphone app, and attended a reflection workshop. With a study design consisting of seven measurement occasions in the intervention group and four in the waitlist control group, we examined both the intra-individual and inter-individual effects of the intervention. Contrary to our expectations, intervention group participants did not improve in their off-job crafting efforts, needs satisfaction and well-being over time compared to their own baseline and the waitlist control group. We conducted a detailed process evaluation to shed light on the mechanisms possibly influencing the effectiveness of the intervention. Participants who made less progress with their goal, were less satisfied with the intervention, and participants who did not set a goal focusing on their least satisfied need, experienced a steeper decline in off-job crafting, needs satisfaction and well-being. Interestingly, setting a SMARTer goal and being a more active app user also had a negative effect on the development of one’s off-job crafting, needs satisfaction and well-being over time.

'I am more than just my label': Rights, fights, validation and negotiation. Exploring theoretical debates on childhood disability with disabled young people.

Through the creation of safe spaces in which to explore and challenge dominant negative views of disabled children and young people, this co-written paper presents unique insight into the meaning and impact upon disabled young people's lives of medical lenses and deficit models of disability. Bodies of work and dominant debates in medical sociology, disability studies and childhood studies have so far largely overlooked the experiences and positioning of disabled children and young people and have rarely involved them in the development or discussion of theory. Drawing on empirical data, and through a series of creative, reflective workshops with a UK-based disabled young researchers' collective (RIP:STARS), this paper discusses areas of theoretical importance identified by the disabled young researcher collective-the validation of their lives, negotiation of their identity and acceptance in society. The implications, and possibilities, of platforming disabled children and young people's voices in theoretical debates are deliberated and are achieved through the yielding of privileged academic voice and the development of a symbiotic, genuine partnership which resonates with disabled young people and recognises them as experts in their own lives.

Teacher Educators' Professional Learning and Pedagogical Change in Relation to Learner-Centred Pedagogy

Teacher education has received less attention in the literature on learner-centred pedagogy in the global south despite its recognised role in teacher learning. This paper explores the processes of teacher learning and pedagogical change in relation to Active Teaching and Learning (ATL), a learner-centred pedagogy, among pre-service teacher educators in Uganda. The study was framed by cultural-historical activity theory, specifically by the principle of 'contradictions' as a driver for change in activity systems, to analyse how the teacher educators learned, interpreted, and integrated ATL in their practices across a three-year period mediated by a professional development initiative. A qualitative interpretivist research approach, specifically a case study design was adopted for the study. In years 1 and 2 of the study, data comprising video recordings of reflection workshops and interviews were collected in three teachers' colleges. In the third year, 13 more interviews were held in one college, with 10 teacher educators and three administrators. All the data sets were thematically analysed. Findings showed that the first two years of implementation were characterised by contradictions in terms of initial resistance to ATL, misconceptions and divergent interpretations of the approach, and perceived tension between ATL implementation and the institutional and broader contexts of practice. In the third year, significant positive changes in the teacher educators' perceptions, knowledge, and enactment of ATL were evident, which enabled the take-up of the pedagogic innovation in the practices of the researched college. The paper contributes insights into the professional learning and pedagogical change of teacher educators in relation to learner-centeredness and underscores the imperative of paying more attention to pre-service teacher education during pedagogical reforms in school systems

How to foster changes towards farm sustainability?: learning outcomes from a co-innovation project on vegetable-beef cattle family farms in Uruguay

Current global challenges for family farmers, such as the deterioration of arable land and low family income, cannot be addressed only by working on single farm components. Improving the sustainability of family farms requires a multi-objective systems approach and may be seen as an evolutionary process composed of iterative learning cycles. We developed a co-innovation project from 2014 to 2017 that involved characterisation, diagnosis, redesign, and implementation and evaluation of the redesigns on farms. Low family income, low labour productivity and the deterioration of soil quality were the main problems impacting farm sustainability. We identified crop management factors and soil fertility deficiencies as the main causes of low yields. After three cycles of diagnosis, redesign, implementation and monitoring, the average family income increased by 32%, labour productivity increased by 22%, and all the farms implemented soil erosion control measurements. Greater implementation of the farm redesign plans resulted in greater improvements in family income, labour productivity, and crop yields. We identified four types of activities that supported learning throughout the co-innovation process: regular farm visits; meetings to discuss diagnosis, planning and evaluation; field days, and reflection workshops. The strategic use of system analysis tools to promote learning eased communication among different actors, allowing shared learning.

OP103 Enhancing Legitimacy And Coherent Value Appraisal Across Interventions In Healthcare And Social Services: Strategy Of The Québec Agency

IntroductionThe Institut national d’excellence en santé et en services sociaux (INESSS) makes recommendations regarding introduction, coverage, optimal use or withdrawal of interventions in physical and mental health and social services to support fair and reasonable decisions. The objectives of this work were to develop a statement of principles and ethical foundations for a common appraisal framework across diverse interventions, to enhance legitimacy and coherence of evaluation practices, and develop reflective approaches throughout the institution to operationalize the principles.MethodsTo develop this statement, INESSS reviewed its practices across different units, surveyed the literature on innovative practices and the evolution of HTA, and undertook an extensive internal and external consultative process. The principles are used to develop reflective activities as part of a continuous improvement strategy.ResultsThe adopted approach to value appraisal considers the contributions of interventions to the Triple Aim of health and social services systems as well as their organizational and sociocultural feasibility and impacts (clinical, populational, economic, organizational, sociocultural dimensions). This approach is articulated around five principles including: (i) evaluating the most relevant objects and adapting evaluation modalities; (ii) mobilizing and integrating diverse types of knowledge; (iii) supporting multidimensional deliberation including diverse perspectives; (iv) developing fair and reasonable recommendations; (v) promoting value creation by supporting the implementation of recommendations and re-evaluation. Although all principles contribute to the legitimacy and credibility of the recommendations, which we aim to implement and consolidate through a set of activities, deliberation is an important part of the process that we are striving to improve. A first set of reflective activities are planned to support its operationalization, including: materials to promote a common understanding of the diverse aspects of the deliberation, reflective workshops on selected past projects, and sharing emerging reflections across INESSS units to further continuous improvement in operationalizing the principles.ConclusionsMoving forward, INESSS’s strategic intention is to mobilize its staff and collaborators to facilitate the rigorous, agile and coherent application of these principles.

Therapeutic but Not Therapy: Using Critical Spirituality to Engage with Traumatic Experiences

Participants in critical reflection workshops and peer supervision often comment that the process feels therapeutic, enabling them to engage with challenging experiences, even although it is clearly not therapy. This reflective article explores these comments, particularly how the processes of critical reflection embedded in critical spirituality can foster a deep exploration of traumatic experiences that undermine the sense of self and the ability to act with agency. While spirituality is broadly defined as that which gives life meaning including a sense of the transcendent, the ‘critical’ aspect includes the influence of the person’s own and the broader social context. Using two participant examples for illustration, key aspects of the process are identified: unearthing and naming deeply held, limiting and often longstanding assumptions influencing the person’s sense of who they are and how they operate. Next, understanding the prevailing social context can generate liberating new perspectives. Asking what is meaningful and why given the person’s spirituality can foster new, freeing and enabling assumptions, values and beliefs and experimenting with new ways of being and acting. What often emerges is that participants come to recognise the depth of meaning that transforms their perception of their experience and sense of themselves.

Let’s hide it! – Unfolding Play and Peer Culture in a Danish Prep Class

This article focuses attention on how children in a Danish prep class do, unfold, and expand play and peer culture as an aesthetic practice. Play is always framed, and play in school settings attaches to the school’s structure and schedule and to rules made by adults. The present study focuses on play scenes taking place outside and inside between 8:00 am and noon. The article analyses and exposes the intentions from the children’s perspectives and the different strategies and intentions behind doing and protecting play. The study draws on notions of play from cultural and aesthetic perspectives and how children do culture aesthetically through play. The study is part of a larger collaborative work undertaken in one school and involving three researchers. As a result of Covid-19 restrictions, the research design implies focused ethnography with short, intensified fieldwork and creating fieldnotes, video recordings, photos, drawings, and interviews. In addition, reflective workshops with the teachers involved were developed.

Fostering the transformative potential of participatory photography: Insights from water and sanitation assessments

Transformative research and evaluation both aim to foster social change as part of the inquiry process, often leveraging participatory and tactile methods with an advocacy objective. One such approach is participatory photography which engages marginalized individuals in image creation and includes activities such as photovoice and photo-elicitation. This article considers opportunities to strengthen the transformative potential of participatory photography activities within the water, sanitation, and hygiene (WASH) sector. The research comprised two components: 1) a systematic literature review of participatory photography activities in the WASH sector (n = 32) and 2) an empirical case of a photovoice evaluation of a staff-focused gender mainstreaming intervention in Cambodia (n = 20), including a structured survey, structured observations of the evaluation process, and three participatory reflection workshops with program leadership. Drawing on the two components, we reflect on the extent to which photography-based approaches in the WASH-sector have been transformative. Our findings indicate that transformative potential can arise from participatory photography’s process and outcomes. The research identified opportunities for the WASH-sector to strengthen participatory photography by 1) purposefully recruiting participants, 2) creating engaging orientation opportunities, 3) supporting participants in ethical image creation, 4) facilitating image interpretation, and 5) progressing photo-stories into advocacy. The study also considers how participatory photography can address gender inequalities inherent in photography, hence seeking gender-transformation. While these insights were derived for participatory photography activities in the WASH sector, the findings and implications have relevance in other sectors that seek to investigate complex change and foster transformations.

Improving wellness: Defeating Impostor syndrome in medical education using an interactive reflective workshop.

Impostor syndrome is characterized by fraudulent self-doubt and correlates with burnout, and adverse mental health. The objective was to investigate correlates of Impostor syndrome in a medical education cohort and determine if an interactive workshop can improve knowledge and perception of Impostor syndrome. From June 2019 to February 2021 interactive educational workshops were conducted for medical education cohorts. Participants completed baseline knowledge and Impostor syndrome self-identification surveys, participated in interactive presentations and discussions, followed by post-intervention surveys. There were 198 participants including 19% residents, 10% medical students, 30% faculty and 41% Graduate Medical Education (GME) administrators. Overall, 57% were positive for Impostor syndrome. Participants classified as the following Impostor syndrome competence subtypes: Expert = 42%; Soloist = 34%; Super-person = 31%; Perfectionist = 25%; and Natural Genius = 21%. Self-identified contributors of IS included: parent expectations = 72%, female gender = 58%, and academic rat race = 37%. GME administrators compared to physicians/medical students had significantly higher number of self-identified contributors to Impostor syndrome. Knowledge survey scores increased from 4.94 (SD = 2.8) to 5.78 (2.48) post intervention (p = 0.045). Participants with Impostor syndrome competence subtypes had increased perceptions of Impostor syndrome as a cause of stress, failure to reach full potential, and negative relationships/teamwork (p = 0.032 -<0.001). Impostor syndrome was common in this medical education cohort, and those with Impostor syndrome significantly attributed negative personal and professional outcomes to Impostor syndrome. An interactive workshop on Impostor syndrome can be used to increase perceptions and knowledge regarding Impostor syndrome. The materials can be adapted for relevance to various audiences.

From ‘no further action’ to taking action: England’s shifting social work responses to extra-familial harm

In 2018, England’s safeguarding guidelines were amended to explicitly recognise a need for child protection responses to extra-familial harms. This article explores the feasibility of these amendments, using quantitative and qualitative analysis of case-file data, as well as reflective workshops, from five children’s social care services in England and Wales, in the context of wider policy and practice frameworks that guide the delivery of child protection systems and responses to harm beyond families. Green shoots of contextual social work practice were evident in the data set. However, variance within and across participating services raises questions about whether contextual social work responses to extra-familial harm are sustainable in child protection systems dominated by a focus on parental responsibility. Opportunities to use contextual responses to extra-familial harm as a gateway to reform individualised child protection practices more broadly are also discussed.

REFLECTIVE CHARACTER OF EDUCATIONAL ACTIVITY AS A VALUABLE FACTOR IN THE PROFESSIONAL FORMATION OF A MODERN SPECIALIST

The article examines the axiological aspects of the reflective activity of students of higher education institutions. It is shown that the formation of the future specialist's ability to reflective analyzes and make sense of his actions, deeds, qualities, and the desire for personal and professional self-improvement is a valuable reference point for higher education. The development of reflective abilities and competencies of students does not happen automatically but requires purposeful cultivation through the creation of a reflectively enriched environment in the educational space. It is shown that the reflective environment of higher education institutions is a means of social and professional development and formation of a future specialist and, at the same time, an important resource for improving the quality of educational services. Parity equality, educational cooperation and collaboration, and reflective teacher-student interaction create the most favorable opportunities for the individual's internal liberation, self-realization, social maturity, and individual value growth. The created model of the reflective educational environment of the higher education institution allowed to organize the educational process of training psychologists-masters in such a way as to take into account the individual hierarchical system of the needs of a specific student, to create the necessary conditions for their transformation into life goals aimed at personal, value-meaningful, professional development and self-development of the participants of the educational interaction. The methodical tools and methods that most effectively help to "launch" the reflective mechanism of students' educational activity are determined: the performance of academic tasks that involve reflection and are aimed at self-analysis of educational activities, the use of reflective technologies, interactive forms of organizing educational interaction, reflective workshops, seminars, active implementation dialogue forms of educational activity. The result is the development of reflective competence of students - the ability to enter into an active research position regarding their activity and themselves as its subject. Four stages of the formation of reflective competence in students are distinguished: 1) the formation of the need for reflection, 2) the experience of the student's reflective activity, 3) the development of the ability to reflect exit, the ability to take a reflective position, 4) the use of reflective practices of meaningful and valuable attitude to the environment The close relationship between the formation of professional reflection and the process of professional self-determination of a young person is indicated. A reflective assessment of one's achievements and difficulties while studying at a higher education institution helps the student to make sense of and rethink his knowledge, norms, values, and worldview principles with the requirements of professional activity and, thus, to adjust his ideas about the chosen profession and outline the path of self-development in the format of the selected life trajectory. The specific experience of organizing a reflectively enriched educational environment in the education of master's students in the specialty 053-Psychology is analyzed, and its effectiveness in the development of reflective abilities of students is shown with the help of several diagnostic methods. The results of the diagnostics prove an increase in indicators of internal motivation (IM) of master's students due to a decrease in indicators of external positive motivation (EPM) and external negative motivation (ENM) and a change in the ratio of the motivational complex: from a satisfactory level, which corresponds to the formula EPM &gt; IM &gt; ENM to a sufficient level with the balance of the motivational complex IM &gt; EPM &gt; ENM and VM = EPM &gt; ENM (methodology by K. Zamfir modified by A. O. Rean). Determination of thinking reflectivity according to the method of O.S. Anisimov shows a significant increase in the number of students with a high level of this quality (from 13.3% of students at the beginning of studies to 26.7% at the end of studies) and a decrease of students with a low level (from 26.7 % to 6.6%). Analogous dynamics of the level of development of personal reflexivity of master's students was recorded by the method of A. V. Karpov and V. V. Ponomareva. Our study showed that the reflective activity of students is determined by external (goals, content, technologies, means of educational activities) and internal (search for personal meanings and values of one's activity) factors.

Distributed Agile Patterns-Using Agile Practices to Solve Offshore Development Issues

As offshoring is becoming mainstream, companies are moving towards using agile methods. Offshoring has many advantages such as reduced development cost, proximity to market and round the clock development, it has created new challenges for the application of agile practices as the teams are now distributed. Companies are adapting and modifying agile practices in order to overcome these challenges. However, little effort has been put into identifying common practices, which are being repeatedly, used to solve frequent problems in offshore development. In this research, we have studied from literature over 200 cases and have interviewed professionals participating in distributed offshore teams. Based on the observations, we have designed a solution known as Distributed Agile Patterns, which will address the common issues in offshoring scenario. Fifteen distributed agile patterns have been identified and classified into four categories based on the type of problem they solve. A reflection workshop was conducted where professionals were invited to review the pattern catalogue and help us verify and validate the catalogue. Based on their feedback, the catalogue was finalised. The purpose of the catalogue is to serve as a guideline for practitioners to use to aid them in adoption of agile practices in offshoring.