Reflexive Approach Research Articles

Menerima dan Memaknai Diagnosis: Pengalaman Family Caregiver dalam Proses Penyampaian Diagnosis Skizofrenia

The diagnosis of schizophrenia is something important that needs to be informed, not only to the patient but also to the family caregiver. Delivering a clear diagnosis and related information, can help the family caregiver understand their family member's condition and their role as a family caregiver. This, in turn, can impact the success of the patient's treatment process. However, in practice, there are still many healthcare professionals who are hesitant to explicitly communicate a diagnosis of schizophrenia. In Indonesia, some family caregivers experiencing a lack of information about the diagnosis of schizophrenia provided by healthcare providers. This study aims to understand the experiences of family caregivers of individuals with schizophrenia regarding the process of diagnosis communication and other aspects related to the diagnosis of schizophrenia. Semi-structured interviews were conducted with 5 family caregivers who were aware of the diagnosis process of their family members. The data analyzed using a reflexive thematic analysis approach. The results revealed several themes in the experiences of family caregivers during the diagnosis communication process, including pre-diagnosis assumptions, uncertainty about diagnosis-related information, various responses after receiving the diagnosis, the presence of additional sources of information, communication patterns with healthcare providers, and expectations related to the diagnosis communication process. In conclusion, most family caregivers expect a clear, detailed, and comprehensive diagnosis communication. Additionally, family caregivers emphasize the importance of warmth, empathy, and a willingness to spend time discussing their family member's condition with caregivers.

A5Sustainable healthcare placement preparation: enhancing AHP student preparation through immersive simulation and online learning

In 2021, a diverse international and inter-professional team designed and implemented an intensive in-person simulation week and an interactive online learning programme to enhance student preparation for clinical placement (the Clinical Placement Enhancement Project) supported with funding from Health Education England. The simulation programme aimed for students to develop their patient-centred communication skills, assessment and therapeutic management by attending three simulation scenarios and inter-professional understanding through participation in a multi-disciplinary team (MDT) meeting. The bespoke online programme was designed with similar learning outcomes and utilized various learning materials, including 360° images of clinical environments linked to case studies. The study design was an integrative mixed-methods feasibility study, with 29 AHP students participating in the simulation and 24 students taking part in the online arm of the study. Students from physiotherapy, occupational therapy and podiatry self-selected their preferred delivery mode for placement preparation. The evaluation explored the experiences of both domestic and international students attending the simulation and using the online learning. In addition, perspectives of the clinical educators and actor role players were explored. Data were inductively analysed using a reflexive thematic approach and integrated with the quantitative data. The key findings from the pilot study showed the value of the simulation programme in allowing students to apply their learning, particularly helping them to develop their confidence in communication, rapport building and interventions. By contrast, the online learning programme was most effective at developing students’ clinical reasoning and proficiency with documentation [1]. We have built on these findings this year, to upscale the simulation programme to include all first-year AHP students ( By combining the immersive simulation with the online learning, we have created a sustainable and achievable approach to better prepare AHP students for clinical placement, and this combined approach may help to reduce the burden for our clinical educators. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

"Terror Is a Better Word": A Qualitative Analysis of Dementia-Related Anxiety.

Dementia-related anxiety (DRA) is the fear of a current or future diagnosis of Alzheimer's disease or another type of dementia. Previous studies suggest diverse factors contribute to DRA, including emotional, social, and cognitive concerns. A mixed-methods investigation was designed to explore DRA's underlying causes; we present a thematic analysis of these causes. A semistructured qualitative interview design was used to explore participant's thoughts, feelings, and reactions about dementia. Fifty community-dwelling adults (aged 58-89, M = 70.80, SD = 6.02) without dementia diagnoses were interviewed, with a focus on why dementias are anxiety-provoking diagnoses. We engaged in a reflexive inductive thematic approach. We identified 7 themes positioned within previously established antecedents of DRA. Anticipated consequences were conveyed in statements identifying dementia as a feared diagnosis and its connection to how one would be treated if diagnosed. Low perceived control was associated with dementia's anticipated effects including the ability of dementia to undermine core aspects of one's personhood, limit independence, and increase reliance on others. Perceived risk was connected to past familial experiences with dementia and the implications of receiving different diagnoses with different trajectories and treatments. Findings offer insight into diverse factors contributing to DRA, which can be used to inform public health messaging and develop applicable and clinically relevant interventions to meet the needs of individuals experiencing DRA and their social support systems.

A social-ecological-technological system approach to just nature-based solutions: A case of digital participatory mapping of meaningful places in a marginalized neighborhood in Copenhagen, Denmark

Systems-based frameworks offer a promising opportunity to integrate smart and green city approaches to create positive contributions to urban sustainability. In particular, digital public participatory GIS (PPGIS) presents a tool for combining technological approaches to urban planning with an agenda for more just nature-based solutions (NBS) by elucidating community voices and subjective perspectives. In this study, we investigate the potential for PPGIS to support more just and inclusive planning and implementation of NBS in a marginalized housing area (Hørgården) in Copenhagen, Denmark. Combining digital PPGIS with qualitative approaches, we identify residents’ meaningful places, narratives about community priorities and needs, and relational values expressed therein. We identify three key findings: (1) an absence of demographic difference in meaningful places identified in Hørgården; (2) a core-periphery structure in the presence of relational value and distribution of sites identified as unsafe or in need of care that is the inverse of that found in Danish policy discourse, and (3) the essential role of qualitative, community-engaged, and reflexive approaches to PPGIS in deriving these results. Based on these findings we conclude that smart technologies like digital PPGIS, framed within systems-based approaches and utilized in locally sensitive and responsive ways, can contribute to more just NBS for sustainable cities by connecting local neighborhood experience to municipal planning and policy agendas.

Social networks and customer loyalty: review of loyalty keys and main social networks publications' characteristics.

The aim of this work is to shed light on the characteristics and relationship between customer loyalty and publications by the companies on social networks; it has been undertaken with the aid of an exhaustive review of previous studies from 1994 up to the present time. The purpose of the research is to generate a model that can tackle the practical characteristics of the publications on social networks to encourage loyalty. With a view to this, a model is developed that is an extension of the traditional "Four Stage Loyalty Model" based on other constructions of the same model, and combined with the characteristics of social networks publications defined in earlier literature. This reflexive approach is particularly important here due to the fact that companies have to be closer to customers' requirements and customers have the option to choose from which type of communication they wish to be the object.

Trapped in Ceuta: Reflexive tactics and methods in Participatory Filmmaking among cross-border women

Abstract Recent scholarship has promoted reflexivity in migration research using visual participatory methods. However, the perspectives of cross-border workers living as undocumented migrants in borderlands have been understudied using these methods. Adopting a reflexive approach to Participatory Filmmaking (PF), this article critically engages with the co-production of knowledge amongst thirteen Moroccan cross-border women living and working irregularly as domestic workers in the Spanish city of Ceuta, North Africa. Empirically grounded in a 3-month PF workshop conducted during the closure of the Moroccan–Spanish border following the coronavirus disease 2019 (COVID-19) lockdown, it explores the application of specific methods and tactics of data collection and analysis based on researchers’ and participants’ reflexivity to reveal some of the local colonial legacies that emerge when approaching this methodology from a Eurocentric gaze. To this end, I first established an ongoing, transparent dialogue aimed at unlearning, from the participants’ perspective, how to critically interrogate each facet of PF’s data collection and analysis. In this endeavour, decisions about the rationale for recruitment, practices, visuals, and technologies employed, participation, consent, and canons of technology and representation were negotiated to produce reflexive autoethnographies while avoiding exposure. Secondly, I consider specific reflexive tactics and methods of co-analysing data with participants to challenge specific categorizations while embracing decolonial feminist views. In doing so, I argue for a more reflexive approach to PF to redress existing power inequalities at the intersection of technology, representation, and voice at the heart of borderlands. It can be achieved by transforming methodological analysis into decolonial action and response.

‘I will play this tokenistic game, I just want something useful for my community’: experiences of and resistance to harms of peer research

ABSTRACT Hiring peer researchers – individuals with lived experience of the phenomenon under study – is an increasingly popular practice. However, little research has examined experiences of peer research from the perspectives of peer researchers themselves. In this paper, we report on data from a participatory, qualitative research project focused on four intersecting communities often engaged in peer research: mental health service user/consumer/survivor; people who use drugs; racialized; and trans/non-binary communities. In total, 34 individuals who had worked as peer researchers participated in semi-structured interviews. Transcripts and interviewer reflections were analyzed using a participatory approach. Many participants reported exposure to intersecting forms of systemic oppression (racism, transphobia, ableism, and classism, among others) and disparagement of their identities and lived experiences, both from other members of the research team and from the broader institutions in which they were working. Peer researchers described being required to perform academic professionalism, while simultaneously representing communities that were explicitly or implicitly denigrated in the course of their work. Practices of resistance to these harms were evident throughout the interviews, and participants often made strategic decisions to permit themselves to be tokenized, out of the expectation of promised benefits to their communities. However, additional harms were often experienced when these benefits were not realized. These findings point towards the need for a more reflexive and critical approach to the use of peer research.

Notes towards a pedagogy of be‐longing: Rewilding art and design education

AbstractThis article reflects on 4 years of research activities in the fields of horticulture and creative praxis. The initial project was a personal one and set out with a simple methodology of collecting, observing, and recording a specific genus of plants, that of Mentha. But as the specific question of whether a garden can, or should, be thought of as a work of art was raised it developed into an interactive, more‐than‐human dynamic between the researcher and multiple species. Ultimately, this led to a consideration of the positionality and interactions of the creative practitioner as critical, in order to develop a transdisciplinary praxis that explores the ecological and transformative potential of learning and healing through gardening. Through a reflexive narrative approach, the role of gardening in education, therefore, is positioned as an art and design praxis and as a partial remedy for several salient, contemporary global issues and challenges. A praxis that if not the complete remedy might at least help, in part, to remedy the damaging ecological experiences of adult and child learners alike, and as such, this article concludes with a provocation for teachers as artists and activists.

Reflexive professionalisation in social work practice development, research, and education: the vital challenge of democratic citizen participation

ABSTRACT This paper examines how the renewed critical emphasis on reflexive professionalisation in the field of social work can take into account the challenges regarding the politics of democratic participation of service users as citizens while working towards social justice. Our contribution is based on the findings of a collaborative European research project involving researchers, students, public service organisations, service user organisations, and educators from various European countries. The aim of the project was to gain a differentiated and in-depth understanding of how reflexive professionalisation in social work may function as a concept and practice that stimulates social care that integrates a commitment to democratic citizen participation. Based on a qualitative content analysis of 21 transnational empirical case studies, we identify four vital dimensions of developing reflexive and democratic participatory approaches in social service contexts: (1) cultivating a historical awareness of how the professional identity and mandate of social workers has been and is currently (nationally) defined; (2) articulating the professional positions and normative value orientations that underpin (participatory) practice development; (3) reflecting on the constructions of problems, service user identities and related actions; and (4) creating space for ambiguity, risks and mistakes.

The construction of the unmotivated client as a tool for solving the dilemma between control and reflexive approaches of social workers working with vulnerable children in the Czech Republic

ABSTRACT Social workers working with vulnerable children reproduce their ‘traditional dilemma’ between control and reflexive approach. This dilemma is particularly relevant in the context of contemporary, neoliberal-oriented society. At the same time, the situation is accentuated by the fact that more than half of the clients are often perceived by the support workers as ‘unmotivated’. The presented article aims to present a way how social workers working with vulnerable children deal with the dilemma of using control and reflexive approaches by constructing the client's (un)motivation. On the basis of qualitative research carried out using semi-structured interviews, narratives implicitly associated with the unmotivated client and their influence on the nature of the social workers’ interventions were revealed. Based on the data analysis, a recommendation was made to strengthen the use of reflexive approaches in social work.

Clinical Action Research and Its Radically Reflexive Way: Dialogical Encounters to Face Current Organizational Needs

The paper presents a clinical and radically reflexive approach to action research, capable of nurturing caring relationships and renewed organizational wealth. These outcomes are achieved by creating space for research-oriented, in-the-moment, constitutive, and collective reflexivity. The paper discusses a framework for understanding a clinical and radically reflexive approach to action research. Second, the radically reflexive perspective is illustrated via a case study. Finally, the specific conditions and limits of such an approach are discussed. The radically reflexive perspective we present hopes to return researchers and participants to the center as authors of renewed organizational landscapes, thanks to their collective agency and their capacity to resist the taken-for-granted cultural and social structures whose “sickness” often has a toxic and unconscious impact on people lives. The paper, therefore, contributes to an understanding of radical reflexivity in action research and its implications for productive dialogue between other clinical, dialogical, and reflexive action-research approaches.

Growing in relation with the land: Experiential learning of Root and Regenerate Urban Farms

The food landscape of Calgary, Canada, is sown with an abundance of polycultures. Alongside place-specific Indigenous foodways are food rescue, banking, and hamper programs, food studies scholars, a City of Calgary food resilience plan, and a growing number of alternative food network producers. Within the local alternative food network, there has been a boom in advancing indoor growing for our colder climate, including container, aquaponic, vertical hydroponic, and greenhouse growing. Situated as an agrarian ethno­grapher and an urban regenerative farmer, we seek to highlight the viability of agricultural techniques that are in relation with the land to grow more socially and ecologically sustainable food and farm systems in and around Calgary. From this posi­tion, we formed a collaboration between the University of Calgary, Root and Regenerate Urban Farms, and the Young Agrarians to document the cultivation process for a production urban farm. Over the course of one growing season—May to September, 2021—we harvested approximately 7,000 lbs (3,175 kg) of produce across nine urban spaces totaling 0.26 acres. The 48 vegetable varie­ties were distributed to 35 community supported agriculture shareholders, weekly farmers market customers, restaurant chefs, and members of the YYC Growers and Distributors cooperative. More­over, we donated 765 lbs (347 kg) of surplus pro­duce to the Calgary Community Fridge, Calgary Food Bank, and the Alex Community Food Cen­tre, which work to mitigate food insecurity. Through a reflexive practitioner approach, our reflective essay discusses the benefits and limita­tions of Small Plot Intensive Farming methods and urban land-sharing strategies, as well as the viability of land-based urban agriculture in a rapidly chang­ing socio-ecological climate. Our paper also demonstrates the potential for transcending siloed approaches to knowledge-making vis-à-vis experi­ential learning partnerships between graduate student researchers, farmers, and agricultural organizations.

THE PHILOSOPHY OF THE LESSON AS A PSYCHOLOGICAL AND PEDAGOGICAL UNIT ANALYSIS OF THE EDUCATIONAL PROCESS FOR THE DEVELOPMENT OF THE STUDENT’S PERSONALITY

The article highlights the philosophical, psychological and pedagogical experience of solving the problem of lesson analysis as the main form, unit of the educational process. The research is based on the ideas of I. A. Zyazyun, S. U. Honcharenko, and V. F. Morgun about education and pedagogical activity, in particular, regarding the dialecticization of pedagogy, the introduction of the laws of dialectics, systemic, synergistic, and personal approaches into pedagogy. In the lesson, the action of the laws of unity and struggle (balancing) of opposites, negation of negation and transition of quantitative changes into qualitative ones is clearly presented. I. A. Zyazyun’s structural, functional and reflexive approaches derived from the dialectics proved to be particularly productive in the study of pedagogical mastery as the highest manifestation of the teacher’s pedagogical activity. From the point of view of dialectics in the educational process, the identity of the teacher as the leading subject of education and the personality of the student (students) as the subordinate subject(s) of education should be more clearly identified on a subject-subject level. The pedagogical and student activities inherent in it must be integrated, coordinated with each other despite the numerous factors of disintegration of the lesson, that is, through, so to speak, the technological embodiment of the dialectical laws of unity and struggle (balancing) of contradictions, negation of negation, transition of quantitative changes into qualitative ones. To implement these laws, it is advisable to use systemic, synergistic and personal approaches. The structure and functions of the teacher’s and the student’s personality are characterized within the author’s concept of a three-dimensional, step-by-step concretized psychological structure of the personality. According to it, in the “horizontal” activity dimension of the teacher’s and student’s personality structure, such stages of their activity can be distinguished as: a) need-motivational-meaningful; b) informative and cognitive; c) goal-forming; d) operational-resultative; d) emotional and sensual. In the “vertical” functional hierarchy, such pedagogical actions as didactic, dialogic, intellectual, reflective and actions of humanistic influence are distinguished, which ensure the differentiation and integration of the educational process, which is expediently denoted by the term “intedifia” proposed by V. F. Morgun. The article provides a detailed description of the pedagogical actions of the teacher and student actions, and on this basis, a structural-functional-reflective model of the lesson is proposed as a unit of analysis of the educational process for the development of the student’s personality, in which the essential characteristics of education as a whole are concentrated. On the basis of this model, an appropriate structural-functional-reflective training for the development of the teacher’s pedagogical activity can be built. The significance of the interrelationship of didactic, dialogic, intellectual, reflective and humanistic influential actions of the teacher in the lesson to achieve a quantified, discrete-continuous, according to the law of the transition of quantitative changes into qualitative, personal effect of education, training and education of students is shown. Special attention is paid to reflection, as a generic sign of personality development and civilization and the most important function of the teacher in the lesson. In contrast to the personal approach, it is expedient to consider the class-lesson system of education as one aimed at mastering by teachers and students the great mega-theme “Personality”, which is consistently presented in each lesson according to the rules of “intedifia”.

“And then I check to see if it looks legit” – digital critical competence in teacher education

This study investigates pre-service teachers’ understanding and use of their own digital critical competence. In the Norwegian teacher training programmes, pre-service teachers at all levels are required to develop critical reflection skills and learn basic digital skills. They have to be able to communicate digitally and at the same time be able to reflect on how developments in technology entail a growing need for critical assessment of digital media. Through a qualitative approach, we interviewed 17 social studies pre-service teachers at UiT The Arctic University of Norway and asked how they understand and use digital critical competence. Our study shows that the students’ understanding of digital critical competence as a concept in the early stage of their education is mainly linked to source criticism and can largely be classified as a procedural understanding. A procedural approach means acting without any consideration of the underlying intentions; it requires little thought, and cognitive operations are ignored. More experienced pre-service teachers can link digital critical competence more clearly to the teaching profession and the school context and can reflect on didactic perspectives. They have a more norm-critical approach and question how information and knowledge are established. We find that they have developed a more critical and reflexive approach. The implication for teacher education is that digital critical competence should have a space in all subjects, not just social studies. This will help improve the quality of education and equip the pre-service teachers for everyday life as critical and reflexive teachers.

Positionality and reflexivity: negotiating insider-outsider positions within and across cultures

ABSTRACT This paper draws on my experiences as a doctoral student undertaking a project to examine the professional adaptation of Asian immigrant teachers in Australia. Using a reflexive narrative approach, I examine how my position influenced my access to participants, the understanding of their contexts, and the nature of my relationship and interaction with the participants. The paper discusses the tensions that resulted from my insider-outsider positions and how they shaped my qualitative study's research process and outcomes. I conclude with recommendations for researchers to carefully consider the possible influence of their positionality in any research setting and its implications for informing future research.

Doing ageing research in pandemic times: a reflexive approach towards research ethics during the COVID-19 pandemic – CORRIGENDUM

Doing ageing research in pandemic times: a reflexive approach towards research ethics during the COVID-19 pandemic – CORRIGENDUM

The Precepting Dilemma: A Reflexive Thematic Analysis Study of Midwifery Preceptors in Undergraduate Education in Canada


 
 
 Objective: To generate themes on facilitators and barriers for midwifery preceptorship.Methods: Midwifery preceptors in undergraduate education in Canada were invited to participate in
 one of three focus groups. A constructivist paradigm and reflexive thematic analysis approach was used for responses that were transcribed verbatim.
 Results: In September and October 2020, three focus groups took place comprising a total of 16 midwifery preceptors. Participants represented multiple Canadian jurisdictions and had a range of education, midwifery, and precepting experiences. Two primary themes, “the altruism of precepting” and “the lack of autonomy in precepting,” were generated from our analysis of participants’ responses. Preceptors also provided suggestions to better enable their role.
 Discussion/Conclusion: We interpreted a “precepting dilemma” in midwifery clinical teaching such that there are altruistic influences on the role and also an underlying lack of autonomy. Obligations and nurturing elements contributed to midwifery preceptors’ utilitarianism. Exacerbating a lack of sovereignty in precepting were deficits in collaboration and aspects that further marginalized the role. It is imperative for stakeholders of midwifery in Canada to carefully consider how altruism and autonomy of precepting affect the experiential curricula.
 This article has been peer reviewed.
 
 

“I Am in a Privileged Situation”: Examining the Factors Promoting Inequity in Open Access Publishing

ABSTRACTDespite increasing advocacy for open access (OA), the uptake of OA in some disciplines has remained low. Existing studies have linked the low uptake in OA publishing in the humanities and social sciences (HSS) to disciplinary norm, limited funding to pay for article processing charges (APCs), and researchers' preferences. However, there is a growing concern about inequity in OA scholarly communication, as it has remained inaccessible and unaffordable to many researchers. This study therefore investigated inequity in OA publishing in Canada. Using semi‐structured interviews, qualitative data was collected from 20 professors from the HSS disciplines of research‐intensive universities in Canada. Data was analyzed with NVivo software following the reflexive thematic analysis approach. Findings revealed three main causes of inequity in OA publishing among the participants. These are the cost of APCs, unequal privileges, and gender disparities. Hence, there is a need for concerted efforts by funding agencies, stakeholders, higher education institutions, and researchers to promote equity in OA scholarly communication. Some recommendations for improving equity in OA publishing are provided in this paper.

A Cross-Boundary Dialogue in Need: Racial, Ethnic, or Folk Groups?

Abstract As we enter the twenty-first century, reflexive approaches to the history of folklore studies around the world, along with the antiracist and decolonizing efforts in academic studies in general, have led to a series of paradigmatic shifts away from the Eurocentric systems of defining genre, folk, racial group, and identity. What remains to be essential, yet to be fully subverted, is the concept and practice of “racial/ethnic groups” that is still used by folklorists in studying folklores in cultural groups. Continuously drawing the boundaries through the concept of “race” is nothing but reinforcing the existing racist system. Unless we build dialogues across the existing “racial” boundaries and seek new common terms and concepts, we are not able to make progress in understanding and accepting the nature and reality of our hybridized folklore traditions that inform the folk groups that we are in, as well as our own personal identities. It is with this premise that the authors contributing to this piece initiate this cross-boundary dialogue, expecting to inspire more people to join in.

Consumer perceptions of nutrient content claims in Australia: A qualitative study.

Nutrition and health claims influence consumer purchasing. Claims include content claims, which refer to the amount of a nutrient contained in a product, and health claims, which refer to health benefits of foods or nutrients in a product. Products that display a health claim must meet the Nutrient Profiling Scoring Criterion (NPSC). The present study aimed to explore consumer perceptions of content claims used on food and beverage labelling and advertisements. Semi-structured focus groups were conducted with Australian consumers. Analysis involved an inductive, reflexive approach to thematic analysis. Six focus groups involving 26 participants were conducted. Four main interconnected themes were generated: (1) complex factors influence food choice; (2) content claim scepticism; (3) the difference between content and health claims is unclear; and (4) the regulation of content claims is not common knowledge. Content claims were used, although generally viewed through a lens of scepticism and mistrust, and seen as a promotional tool for the food industry. Product complexity appeared to increase content claim use as a result of consumer uncertainty of the content of complex products, such as ultraprocessed foods. Most participants were aware that content and health claims were in some way regulated. Overall, they did not know further detail, including the relevant regulatory body. For content claims to support the consumer they need to be accurate and their use limited to healthier foods. This can be achieved by requiring products with content claims to meet NPSC thresholds, as required for products making health claims.