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Recovery is a hot topic in current psychosis literature. However, popular models on recovery, like CHIME-DTAR, fail to address the relationship with factors that might hamper recovery, like experiencing negative symptoms. This study explores how narratives can play a role in recovery from negative symptoms. As a mixed team of researchers, some with lived experience of psychosis, others with a background in clinical psychology or special needs education, we co-constructed an understanding of how narratives played a role in the experiences of Pete and Tanguy. Two major themes stood out: narratives can serve as points of support; and the importance of claiming ownership over your own narrative practice. The authors conclude that recovery can be promoted by creating opportunities for service users to articulate personal narratives and get recognition for these. Our collaborative approach not only highlighted these aspects, but also provided an opportunity for articulating narratives. POINTS OF INTEREST: This article explores how narratives can play a role in the recovery from negative symptoms of psychosis. This study is the result of a collaboration between researchers with and without lived experience of psychosis. Developing a personal narrative practice can help to regain a grip on life and as such to get out of a crisis. Narratives are especially helpful when you are able to claim ownership/authorship of them. Current mental health care still too often fails to recognize service users as active meaning making subjects, but rather approaches them as passive recipients of care. We believe such an attitude might unwittingly promote negative symptoms. Creating opportunities to develop and get recognition for one's narratives might foster recovery. [ABSTRACT FROM AUTHOR]

A completed research-action project on Climate change adaptation at the regional level (Memphremagog, Québec, Canada) is revisited here, which requires first to briefly recall what is the CCA program, and the project's context, goals, and characteristics. The aim of the paper is to clarify issues of co-construction in dialogue, implementing a way to analytically distinguish phases of co-construction at the level of the research team's effort along the project, by following important dialogue episodes. Stemming out of this dialogue analysis, another contribution of this work is to propose a better picture of the internal relationship between three important components of the normative dimension of such projects: pursued values, processual values, and the prescriptions that were required to actualize these values. [ABSTRACT FROM AUTHOR]

AbstractAimMethodResultsConclusionTo co-construct a dance class adapted for adolescents with cerebral palsy (CP).A three phase co-construction process with study collaborators was used to (1) define the objectives and the obstacles and opportunities related to offering a dance class in the community through three focus groups with adolescents, their parents and study partners; (2) co-create the dance class based on the results of step 1, the expertise of the research team and the logic model of the dance class; and (3) test the dance class to evaluate its effects in relation to the defined objectives.Three objectives were identified: to have fun, promote movement, and social interaction. A weekly dance class (60 min./10 wk) was continuously tested on the adolescents and adapted by the dance facilitators.To improve practices and support the implementation of dance classes for young people with CP, eight recommendations are proposed relating to the creation of adapted classes and the evaluation of their desired effects. [ABSTRACT FROM AUTHOR]

This article discusses the concept of participation in child talk and interactional synchronicity. It emphasizes the importance of participation in social education and socialization, as children learn to manage and organize participation to become competent members of their communities. The article explores the relationship between context, forms of synchronicity, and their functions, as well as the concepts of similarity, synchronization, mimesis, and mirroring. It also examines how similarities through synchronization can be studied and analyzed to establish interactive participation. The article includes several papers that analyze the negotiation and achievement of participation through the construction of similarity and synchronicity in child discourse. [Extracted from the article]

Conversation circles in kindergartens can foster discursive abilities such as argumentation. This paper analyzes argumentation in conversation circles in a kindergarten with respect to the function of narrative argumentation. We focus on second stories as a specific narrative form that is characterized by relating in content and form to a before told narrative thereby displaying similarity and alignment. In this paper, we will analyze videographed conversation circles in a kindergarten. Our methodological approach is interactional and qualitative, informed by conversation analysis and narrative analysis. We will argue that preschool children use second stories for argumentative purposes in cooperative argumentative exchanges and through them produce interactional alignment. [ABSTRACT FROM AUTHOR]

Joanna Walsh is an author and activist whose texts typify the contemporary synergy between life writing and technology. Here, I present an interview with Walsh, keynote speaker at the Life's Not Personal Conference. I precede our conversation with an extended introduction exploring the breadth of her works, attending to the themes of life writing, technology, and the slippery boundaries of sharing in a digital age. In my reading, Walsh's use of technology allows her to experiment with form to circumnavigate the limiting scripts that allow the popularised misogynistic descriptor 'oversharing' to operate, while creating new writing and reading communities. [ABSTRACT FROM AUTHOR]

Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors—education/research, practice, and policy/regulation—that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors. We used interpretive description methodology. Consistent with an integrated knowledge translation approach, partners representing the three sectors across Canada recruited individuals from each sector, developed the content and questions for three focus groups, and collected and analyzed the data. Inspired by the Consolidated Framework for Implementation Research, we developed the questions for the second focus group. We analyzed the data using an inductive thematic analysis method. Thirty-nine participants from the three sectors participated. Themes related to participants' conceptualization of SP included (a) ongoing process, (b) reflective process, (c) broad concept, and (d) collective effort. Themes describing factors influencing and supporting SP were (a) recognition, (b) appropriate conceptualization, (c) social network, (d) accessibility to resources, and (e) forces outside of practitioners' effort. Goals to support SP included (a) further recognizing SP, (b) sustaining SP competency, and (c) ensuring access to information. SP requires collaborative and integrated intersectoral support and further recognition of its importance through the collaboration of multiple stakeholders. [ABSTRACT FROM AUTHOR]

Introduction: Qualitative research on the perceptions of healthcare professionals involved in cancer care about their respective roles in the patient care pathway is limited. Therefore, the aim of this qualitative study was to document these perceptions. Methods: A multidisciplinary team that included patient researchers constructed a semi‐structured interview guide on the perceptions of the colorectal cancer care pathway by professionals. Interviews were conducted with healthcare professionals from two French hospitals that manage patients with colorectal cancer. Then, the interviews were fully transcribed and analysed by the whole multidisciplinary team. Results: Thirteen healthcare professionals were interviewed (six nurses, four physicians, one psychologist, one social worker and one secretary). They described the colorectal care pathway using a great lexical diversity and listed a significant number of professionals as taking part in this pathway. Among the people mentioned were healthcare professionals working inside and outside the hospital, family members and non‐conventional medicine practitioners. However, they did not spontaneously mention the patient. Their views on the role of the referring physician, the general practitioner and the patient were further explored. The interviews highlighted the coordination difficulties among the various professionals, particularly between general practitioners and hospital teams. These data provided interesting elements for developing a tool to help coordination among professionals. Conclusions: This preliminary study, with its participatory design, brings interesting elements of reflection on the care pathway for patients with colorectal cancer. It will continue through the creation of a larger participatory project. Patient or Public Contribution: Patient partners were included in all steps of this study. This transdisciplinary project was coordinated by a group composed of three patient partners, two healthcare professionals and two humanities and social sciences researchers. Their knowledge of the patient's perspective on the care pathway enriched discussions from the study design to results analysis. [ABSTRACT FROM AUTHOR]

In recent years, numerous examples of food system dashboards have been developed with the goal of offering users the opportunity to monitor or assess (their) national food systems. One of the many challenges faced by these initiatives has been to strike an acceptable balance between the complexity, local-specificity, and multi-sectoral nature of these food systems while also ensuring that the information remains accessible and usable for decisionmakers. Perhaps even more critical, yet rarely discussed or implemented in most of the current food system dashboard initiatives, is the imperative of coconstructing these initiatives with local stakeholders. The case presented in this study puts participation at the center of the design and construction of a food systems' monitoring dashboard. Using a replicable yet rigorous methodology, we demonstrate the feasibility of co-creating food system dashboards that integrate comprehensive and multi-sectoral inputs from national stakeholders while ensuring these dashboards are functional, evidence-based, and reflective of the country's specific features. The approach is illustrated with the empirical cases of three pilot countries within the low-and middle-income countries group (Bangladesh, Ethiopia, and Honduras), where the methodology was tested between 2021 and 2022. We conclude by succinctly examining the ongoing challenges in constructing actionable food system dashboards. [ABSTRACT FROM AUTHOR]

Background: Scaling in health and social services (HSS) aims to increase the intended impact of proven effective interventions. Patient and public involvement (PPI) is critical for ensuring that scaling beneficiaries' interests are served. We aimed to identify PPI strategies and their characteristics in the science and practice of scaling in HSS. Methods: In this scoping review, we included any scaling initiative in HSS that used PPI strategies and reported PPI methods and outcomes. We searched electronic databases (e.g., Medline) from inception to 5 February 2024, and grey literature (e.g., Google). Paired reviewers independently selected and extracted eligible reports. A narrative synthesis was performed and we used the PRISMA for Scoping Reviews and the Guidance for Reporting Involvement of Patients and the Public (GRIPP2). Findings: We included 110 unique reports out of 24,579 records. In the past 5 years, the evidence on PPI in scaling has increased faster than in any previous period. We found 236 mutually nonexclusive PPI strategies among 120 scaling initiatives. Twenty‐four initiatives did not target a specific country; but most of those that did so (n = 96) occurred in higher‐income countries (n = 51). Community‐based primary health care was the most frequent level of care (n = 103). Mostly, patients and the public were involved throughout all scaling phases (n = 46) and throughout the continuum of collaboration (n = 45); the most frequently reported ethical lens regarding the rationale for PPI was consequentialist‐utilitarian (n = 96). Few papers reported PPI recruitment processes (n = 31) or incentives used (n = 18). PPI strategies occurred mostly in direct care (n = 88). Patient and public education was the PPI strategy most reported (n = 31), followed by population consultations (n = 30). Conclusions: PPI in scaling is increasing in HSS. Further investigation is needed to better document the PPI experience in scaling and ensure that it occurs in a meaningful and equitable way. Patient and Public Contribution: Two patients were involved in this review. They shared decisions on review questions, data collection instruments, protocol design, and findings dissemination. Review Registration: Open Science Framework on 19 August 2020 (https://osf.io/zqpx7/). [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Leadership in both theory and practice usually emphasizes a person and a position. There has been a shift from emphasizing the senior level of organizational roles, to include the middle level and other sources of leadership. Nomenclature has emerged over time to reflect this, for example, collective, distributed, shared, and collaborative leadership. Another understanding of leadership needs to be added, one that does not first emphasize a person or position, instead incorporating process and practices, weaving through all levels and sources of leadership. This additional understanding has implications for how leadership development is constructed and facilitated. Over the last ten years, the authors have journeyed with groups of schools, using an emerging co-constructed approach to leadership development. The journey is relayed across three seasons. The first is the grounding of collaborative practices through inquiry, informed by a two-phase research project. The second focuses on adaptation and resilience during the COVID-19 pandemic, whereas the third delves deeper into what sits behind prevalent practices that may enable and hinder student achievement. Our narrative over time shows that leadership development can be shaped through a continual cycle of review, reflection, and co-construction, leading to conditions for transformation across multiple levels and sources of leadership. [ABSTRACT FROM AUTHOR]

ABSTRACT Introduction Qualitative research on the perceptions of healthcare professionals involved in cancer care about their respective roles in the patient care pathway is limited. Therefore, the aim of this qualitative study was to document these perceptions. Methods A multidisciplinary team that included patient researchers constructed a semi‐structured interview guide on the perceptions of the colorectal cancer care pathway by professionals. Interviews were conducted with healthcare professionals from two French hospitals that manage patients with colorectal cancer. Then, the interviews were fully transcribed and analysed by the whole multidisciplinary team. Results Thirteen healthcare professionals were interviewed (six nurses, four physicians, one psychologist, one social worker and one secretary). They described the colorectal care pathway using a great lexical diversity and listed a significant number of professionals as taking part in this pathway. Among the people mentioned were healthcare professionals working inside and outside the hospital, family members and non‐conventional medicine practitioners. However, they did not spontaneously mention the patient. Their views on the role of the referring physician, the general practitioner and the patient were further explored. The interviews highlighted the coordination difficulties among the various professionals, particularly between general practitioners and hospital teams. These data provided interesting elements for developing a tool to help coordination among professionals. Conclusions This preliminary study, with its participatory design, brings interesting elements of reflection on the care pathway for patients with colorectal cancer. It will continue through the creation of a larger participatory project. Patient or Public Contribution Patient partners were included in all steps of this study. This transdisciplinary project was coordinated by a group composed of three patient partners, two healthcare professionals and two humanities and social sciences researchers. Their knowledge of the patient's perspective on the care pathway enriched discussions from the study design to results analysis.

Abstract Background The current literature highlights a strong link between the poor health outcomes of transgender and gender diverse (TGD) individuals and their negative experiences in various areas of life. Most of these publications rely on adults’ memories, lacking a focus on the current experiences and needs of young transgender and gender-diverse individuals. Furthermore, previous studies on support for these young people often solely consider the perspectives of TGD adults or professionals and rarely involve parents’ viewpoints. Methods This study will use a mixed sequential method with a participatory approach. Firstly, the qualitative phase will explore the difficulties and needs of TGD (15–20 years old) and of the families and professionals who support them. Results from this part will be used to develop the questionnaire for the quantitative phase, with the help of a community board. Secondly, based on participatory epidemiological research, the quantitative phase will use an intersectional perspective to measure the impact of individual and structural factors on the quality of life and well-being of transgender and gender-diverse young people. Finally, a co-creation phase will be undertaken to formulate recommendations based on the results of the first two phases. Discussion This research aims at better understanding the influence of gender identity on the quality of life and health of TGD young people and their families and to identify protective and risk factors that affect their vulnerabilities. Ethics and dissemination This study has been approved by the Ethics Committee of the Erasme Faculty Hospital (CCB B4062023000140). As this research is participatory and part of a PhD dissertation, we aim to disseminate the results through our partners’ networks and structures locally, and internationally through conferences and peer-reviewed journals.

Background: The current literature highlights a strong link between the poor health outcomes of transgender and gender diverse (TGD) individuals and their negative experiences in various areas of life. Most of these publications rely on adults' memories, lacking a focus on the current experiences and needs of young transgender and gender-diverse individuals. Furthermore, previous studies on support for these young people often solely consider the perspectives of TGD adults or professionals and rarely involve parents' viewpoints. Methods: This study will use a mixed sequential method with a participatory approach. Firstly, the qualitative phase will explore the difficulties and needs of TGD (15–20 years old) and of the families and professionals who support them. Results from this part will be used to develop the questionnaire for the quantitative phase, with the help of a community board. Secondly, based on participatory epidemiological research, the quantitative phase will use an intersectional perspective to measure the impact of individual and structural factors on the quality of life and well-being of transgender and gender-diverse young people. Finally, a co-creation phase will be undertaken to formulate recommendations based on the results of the first two phases. Discussion: This research aims at better understanding the influence of gender identity on the quality of life and health of TGD young people and their families and to identify protective and risk factors that affect their vulnerabilities. Ethics and dissemination: This study has been approved by the Ethics Committee of the Erasme Faculty Hospital (CCB B4062023000140). As this research is participatory and part of a PhD dissertation, we aim to disseminate the results through our partners' networks and structures locally, and internationally through conferences and peer-reviewed journals. [ABSTRACT FROM AUTHOR]

Copyright of VertigO is the property of La Revue Electronique en Sciences de l'Environnement VertigO and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This methodology paper introduces a collective, team-based approach to constructing narratives in narrative research. The goal of the larger study was to explore the pedagogical belief and practices of engineering faculty members. The newly formed team of researchers ranged from novices to experts in the field of qualitative research, and this space created a unique opportunity to reflect on and explore the co-construction of Cody's narrative, the first narrative that the team constructed. The narrative was smoothed and constructed in a way that reduces some of the limitations inherent in narrative smoothing, through a deliberate and intentional negotiation process. We hope that this deeper exploration of our methods is helpful for other narrative researchers who are interested in team-based approaches to co-construction of narratives. [ABSTRACT FROM AUTHOR]

In recent years, numerous examples of food system dashboards have been developed with the goal of offering users the opportunity to monitor or assess (their) national food systems. One of the many challenges faced by these initiatives has been to strike an acceptable balance between the complexity, local-specificity, and multi-sectoral nature of these food systems while also ensuring that the information remains accessible and usable for decision-makers. Perhaps even more critical, yet rarely discussed or implemented in most of the current food system dashboard initiatives, is the imperative of co-constructing these initiatives with local stakeholders. The case presented in this study puts participation at the center of the design and construction of a food systems’ monitoring dashboard. Using a replicable yet rigorous methodology, we demonstrate the feasibility of co-creating food system dashboards that integrate comprehensive and multi-sectoral inputs from national stakeholders while ensuring these dashboards are functional, evidence-based, and reflective of the country’s specific features. The approach is illustrated with the empirical cases of three pilot countries within the low-and middle-income countries group (Bangladesh, Ethiopia, and Honduras), where the methodology was tested between 2021 and 2022. We conclude by succinctly examining the ongoing challenges in constructing actionable food system dashboards.

Introduction: There is a growing acknowledgement of the salience of hope for mental health service-users, in influencing care outcomes and recovery. Understandings of the processes through which hopes are co-constructed, alongside specific conceptualisations of experiences of hoping, remain limited however. Methods: This qualitative study explored howa range of stakeholders experienced and dealt with uncertainty within three purposively selected psychosis services in southern England. In this article we focus particularly on the co-construction of hope within participants' narratives and how this emotion work shaped experiences of hoping. In-depth interviews (n = 23) with service-users, professionals, managers and other stakeholders were analysed following a phenomenological approach. Findings: Hope was spontaneously identified by participants as a fundamental mechanism through which service-users and professionals managed uncertainty when vulnerable. Professionals were influential in shaping users' hopes, both intentionally and unwittingly, while some professionals also referred to managing their own hopes and those of colleagues. Such management of expectations and emotions enabled motivation and coping amidst uncertainty, for users and professionals, but also entailed difficulties where hope was undermined, exaggerated, or involved tensions between desires and expectations. Discussion: Whereas, hope is usually reflected in the caring studies literature as distinctly positive, our findings point to a more ambivalent understanding of hope, as reflected in the accounts of both service-users and professionals where elevated hopes were described as unrealistic and harmful, to the well-being of professionals as well as of service-users. It is concluded that a greater awareness within care contexts of how hopes are co-constructed by professionals and service-users, explicitly and implicitly, can assist in improving health care and healthcare outcomes. [ABSTRACT FROM AUTHOR]

In recent decades, there has been growing criticism that research has long been conducted 'on' Indigenous peoples rather than 'with' or 'for' them. In response to this, in 1999, Linda Tuhiwai Smith published a critical analysis of colonialism in Western research, arguing for the decolonisation of knowledge and the implementation of new co-constructed projects that respond to societal concerns, rely on methodologies rooted in local knowledge, and use participatory action research approaches. In a seven-year project (2010-17) in Nunavut, Canada, we adopted this approach, using participatory action research to co-construct research questions in collaboration with the Inuit community of Baker Lake (Qamani'tuaq) on issues that most concern them, such as mining impacts and youth future. This article discusses the TUKTU project, analysing its development and the advantages and limitations of Indigenous participatory action research, conceived and conducted by the people it concerns, and based on their vision of the world, valorising their knowledge and contributing to their empowerment. [ABSTRACT FROM AUTHOR]

Rubrics are often used as scoring tools in evaluating student writing performance. Although there is a considerable amount of research on the use of rubrics in ESL writing instruction, little attention has been paid to studies of engaging students in rubric co-construction in the ELT context. This study investigates the implementation of teacher-student rubric co-construction as an alternative formative assessment in an ESL university writing course. Through analyzing the data collected from student interviews and teacher reflection, this study focuses on elucidating the rubric co-construction process and providing insights of students and the teacher who have engaged in rubric co-construction in ESL writing teaching and learning. [ABSTRACT FROM AUTHOR]

Using a product-based teacher professional development workshop in the Just Do Math program as a case, this study investigated the discourse between teachers and teacher educators from three perspectives, namely focus, form, and flow, to see how the two cohorts communicated in the co-construction, whether the co-construction is feasible to produce innovative teaching materials, and what the feasible dialogical modes are for this co-construction. The participants included four experienced university-based mathematics teacher educators and 38 mathematics teachers. The discourse from the eight 3-hour sessions of the workshop was collected. The findings included that both teachers and teacher educators focused more on students' development of concepts than on learning motivation, even if learning motivation was one main problem to be solved. Feasible dialogical modes for co-construction in teacher professional development workshops in the context of East Asian educational cultures were revealed, which could be described as teacher educator-centred but teacher-focused. [ABSTRACT FROM AUTHOR]

The voices of autistic young people are frequently excluded from transition planning and decision‐making, especially when they have more complex needs and may not use speech to communicate. The aim of this research, based at a residential special school in England, was to extend and evaluate the use of the 'I am' Digital Stories methodology. 'I am' Digital Stories are short (c.3–5 min) videos that use a strengths‐based framework to support the sharing of voice, experiences, and preferences in visual form. 'I am' Digital Stories is an accessible and inclusive methodology that enables young people to present their 'best selves' to people in new settings who are meeting them for the first time. Digital Stories were co‐created with and/or for three young adults aged 18–19, their families and the school, and shared with stakeholders as part of the transition to post‐school contexts. Reflexive thematic analysis of data from 17 semi‐structured interviews with stakeholders resulted in five themes: benefits of Digital Stories, humanising approach; ownerships and agency, ethical considerations and direct impact on practice. Stakeholders highlighted how powerful the 'I am' Digital Stories were for gaining a fuller, more humanising understanding of the young person that was unavailable or impossible via other sources. [ABSTRACT FROM AUTHOR]

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Copyright of International Journal of Action Research is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Belt and Road Initiative (BRI) is highly development-oriented and appeals to developing countries whose wish is to catch up with developed economies. China has called for co-construction of the BRI with all and sundry, particularly with African countries, which it has considered important and strategic in actualizing the BRI project. The call for co-construction echoes well with the African partners, who are keen on leveraging the BRI for their own development. Tied to China's status as a rising economic power, both partners have agreed to align the BRI with the African Union's development agenda for complementary and beneficial development. Our paper revealed that although the call for co-construction of the BRI is a welcomed initiative, there are potential setbacks that abound, and therefore offered strategies for responding to China's call for co-construction of the BRI. [ABSTRACT FROM AUTHOR]

This paper develops a methodological framework for event-ethnographic research in online and offline settings based on the authors' ethnographic experiences in the fields of environmental governance and sociotechnical transition before and during the COVID-19 pandemic. Drawing on empirical event studies, we outline the particularities of organized events as ethnographic research sites, identifying key challenges related to the spatio-temporal ephemerality, socio-material infrastructures and interactive unboundedness of events. We address these challenges along three axes of reflection, asking how we (1) attend, (2) infrastructure, and (3) take part in organized events. The framework we propose promotes a co-constructive understanding of organized events and raises broader methodological issues regarding power dynamics, our role as ethnographers in transdisciplinary contexts and fair and transparent ethnographic data collection. The framework is designed to explore how the (post-)pandemic transition from real-world to virtual event interactions affects both our research fields and our ethnographic research in transdisciplinary contexts. [ABSTRACT FROM AUTHOR]

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This article focuses on the co-construction dynamics of hybrid learning environments and, more specifically, on the interactions between different individual and contextual variables and the identification of particular configurations resulting from these interactions. It provides a synthesis of a great deal of work carried out over several decades in higher education pedagogy, as well as in related fields and offers a renewed vision of hybrid learning environments. The analysis model of hybrid learning environment resulting from the work carried out in the framework of the Hy-Sup project (2009-2012) is reviewed in the light of the new forms of hybridisation identified today and the proposal to adopt a systemic vision of the co-construction of these environments. Several hypotheses and methodological avenues are put forward in order to open up new avenues for research.

This text examines the issues involved in amplifying a committed, non-transferable research approach based on the concrete project-process of the Casa para la Vida, currently being built with the community of the « Bello Oriente » self-built neighborhood in Colombia. The aim is to show that the transformative and emancipatory scope of this approach lies both in its commitment to a living processual logic and in the implementation of subversive devices aimed at diverting the normative contradictions of urban planning, and then to suggest ways in which this type of approach can be amplified.

Abstract Introduction Despite various efforts to improve human papillomavirus (HPV) vaccine coverage in France, it has always been lower than in most other high‐income countries. The health authorities launched in 2018 the national PrevHPV research programme to (1) co‐develop with stakeholders and (2) evaluate the impact of a multicomponent complex intervention aimed at improving HPV vaccine coverage amongst French adolescents. Objective To describe the development process of the PrevHPV intervention using the GUIDance for rEporting of intervention Development framework as a guide. Methods To develop the intervention, we used findings from (1) published evidence on effective strategies to improve vaccination uptake and on theoretical frameworks of health behaviour change; (2) primary data on target populations' knowledge, beliefs, attitudes, preferences, behaviours and practices as well as the facilitators and barriers to HPV vaccination collected as part of the PrevHPV Programme and (3) the advice of working groups involving stakeholders in a participatory approach. We paid attention to developing an intervention that would maximise reach, adoption, implementation and maintenance in real‐world contexts. Results We co‐developed three components: (1) adolescents' and parents' education and motivation using eHealth tools (web conferences, videos, and a serious video game) and participatory learning at school; (2) general practitioners' e‐learning training on HPV using motivational interviewing techniques and provision of a decision aid tool and (3) easier access to vaccination through vaccination days organised on participating middle schools' premises to propose free of charge initiation of the HPV vaccination. Conclusion We co‐developed a multicomponent intervention that addresses a range of barriers and enablers of HPV vaccination. The next step is to build on the results of its evaluation to refine it before scaling it up if proven efficient. If so, it will add to the small number of multicomponent interventions aimed at improving HPV vaccination worldwide. Patient or Public Contribution The public (adolescents, their parents, school staff and health professionals) participated in the needs assessment using a mixed methods approach. The public was also involved in the components' development process to generate ideas about potential activities/tools, critically revise the successive versions of the tools and provide advice about the intervention practicalities, feasibility and maintenance.

Leadership in both theory and practice usually emphasizes a person and a position. There has been a shift from emphasizing the senior level of organizational roles, to include the middle level and other sources of leadership. Nomenclature has emerged over time to reflect this, for example, collective, distributed, shared, and collaborative leadership. Another understanding of leadership needs to be added, one that does not first emphasize a person or position, instead incorporating process and practices, weaving through all levels and sources of leadership. This additional understanding has implications for how leadership development is constructed and facilitated. Over the last ten years, the authors have journeyed with groups of schools, using an emerging co-constructed approach to leadership development. The journey is relayed across three seasons. The first is the grounding of collaborative practices through inquiry, informed by a two-phase research project. The second focuses on adaptation and resilience during the COVID-19 pandemic, whereas the third delves deeper into what sits behind prevalent practices that may enable and hinder student achievement. Our narrative over time shows that leadership development can be shaped through a continual cycle of review, reflection, and co-construction, leading to conditions for transformation across multiple levels and sources of leadership.

IntroductionThere is a growing acknowledgement of the salience of hope for mental health service-users, in influencing care outcomes and recovery. Understandings of the processes through which hopes are co-constructed, alongside specific conceptualisations of experiences of hoping, remain limited however.MethodsThis qualitative study explored how a range of stakeholders experienced and dealt with uncertainty within three purposively selected psychosis services in southern England. In this article we focus particularly on the co-construction of hope within participants' narratives and how this emotion work shaped experiences of hoping. In-depth interviews (n = 23) with service-users, professionals, managers and other stakeholders were analysed following a phenomenological approach.FindingsHope was spontaneously identified by participants as a fundamental mechanism through which service-users and professionals managed uncertainty when vulnerable. Professionals were influential in shaping users' hopes, both intentionally and unwittingly, while some professionals also referred to managing their own hopes and those of colleagues. Such management of expectations and emotions enabled motivation and coping amidst uncertainty, for users and professionals, but also entailed difficulties where hope was undermined, exaggerated, or involved tensions between desires and expectations.DiscussionWhereas, hope is usually reflected in the caring studies literature as distinctly positive, our findings point to a more ambivalent understanding of hope, as reflected in the accounts of both service-users and professionals where elevated hopes were described as unrealistic and harmful, to the well-being of professionals as well as of service-users. It is concluded that a greater awareness within care contexts of how hopes are co-constructed by professionals and service-users, explicitly and implicitly, can assist in improving health care and healthcare outcomes.

Inclusive education for children with attention deficit hyperactivity disorder (ADHD) presents challenges for school staff and professional development is lacking. Training is not always available when needed, strategies suggested by external experts can be impractical and staff lack autonomy in choosing the best way of being resourced. Additionally, the experience and knowledge of the range of school staff is not utilised. A collaborative working group of school staff and a researcher explored an alternative method of ADHD resourcing. Co-construction of knowledge defines how the group discursively identified actionable knowledge from the different perspectives and knowledge brought by individual group members. A systemic framework was used to critically reflect on the collaboration. The framework enabled reflection on four areas to understand how and why the collaboration led to a published web-based school staff ADHD resource. Firstly, starting conditions and assumptions were considered to identify and articulate the rationale for the resource. Secondly, the context and system dynamics enabled consideration of the socio-cultural and political landscape of the project and the impact of COVID-19. Thirdly, the different voices of participants and power dynamics were reflected on. Finally, emergence was a frame in which to elucidate knowledge production and changes in practice. The collaborative working group addressed the research--practice gap and the need for diversity of voices to be heard across the school. Knowledge co-construction positions staff as knowledge bearers and, together with different forms of knowledge, they can be empowered to create new, contextualised evidence- based knowledge. [ABSTRACT FROM AUTHOR]

Introduction: Despite various efforts to improve human papillomavirus (HPV) vaccine coverage in France, it has always been lower than in most other high‐income countries. The health authorities launched in 2018 the national PrevHPV research programme to (1) co‐develop with stakeholders and (2) evaluate the impact of a multicomponent complex intervention aimed at improving HPV vaccine coverage amongst French adolescents. Objective: To describe the development process of the PrevHPV intervention using the GUIDance for rEporting of intervention Development framework as a guide. Methods: To develop the intervention, we used findings from (1) published evidence on effective strategies to improve vaccination uptake and on theoretical frameworks of health behaviour change; (2) primary data on target populations' knowledge, beliefs, attitudes, preferences, behaviours and practices as well as the facilitators and barriers to HPV vaccination collected as part of the PrevHPV Programme and (3) the advice of working groups involving stakeholders in a participatory approach. We paid attention to developing an intervention that would maximise reach, adoption, implementation and maintenance in real‐world contexts. Results: We co‐developed three components: (1) adolescents' and parents' education and motivation using eHealth tools (web conferences, videos, and a serious video game) and participatory learning at school; (2) general practitioners' e‐learning training on HPV using motivational interviewing techniques and provision of a decision aid tool and (3) easier access to vaccination through vaccination days organised on participating middle schools' premises to propose free of charge initiation of the HPV vaccination. Conclusion: We co‐developed a multicomponent intervention that addresses a range of barriers and enablers of HPV vaccination. The next step is to build on the results of its evaluation to refine it before scaling it up if proven efficient. If so, it will add to the small number of multicomponent interventions aimed at improving HPV vaccination worldwide. Patient or Public Contribution: The public (adolescents, their parents, school staff and health professionals) participated in the needs assessment using a mixed methods approach. The public was also involved in the components' development process to generate ideas about potential activities/tools, critically revise the successive versions of the tools and provide advice about the intervention practicalities, feasibility and maintenance. [ABSTRACT FROM AUTHOR]

Introduction: The need to develop appropriate measures of broad-based reading-related literacy skills for adults with Down syndrome has been highlighted in the literature. In this study we aimed to co-construct a valid and reliable assessment measure that can be used to document meaningful everyday reading, in adolescents and adults with Down syndrome. Methods: The study was carried out in two stages. Stage 1 used an inclusive participatory design in which individuals with Down syndrome were research collaborators (n = 46). Items to be included in the measure were identified and ecological, face and content validity were established through an iterative process. In stage 2 we examined the reliability of the tool and explored potential relationships between meaningful reading score and (1) age, (2) receptive vocabulary, and (3) reading ability as measured by standardized assessments. In addition, we profiled what a pilot cohort of adults with Down syndrome read (n = 33) and how they experience reading in their everyday lives. Results: Results showed that 46 items were generated for inclusion in the Meaningful Reading Measure (MRM). Our preliminary data showed that the tool has internal and external reliability and ecological and content validity. There were no associations between meaningful reading score and any of the other variables examined. There was considerable variability in items read (range 12–44) which reflected a broad range of reading practices. Adults with Down syndrome identified the importance of reading as a pleasurable activity and as something that aids learning. Conclusion:: The MRM developed here can be used (1) as a reading intervention outcome measure to complement existing standardized tools, (2) to profile meaningful reading in adults with Down syndrome, (3) to guide reading module content, and (4) to capture change in adults’ perceptions of themselves as readers. Future work is needed to establish the tool’s sensitivity to change over time. [ABSTRACT FROM AUTHOR]

Reflective practice plays a key role in the personal and professional development of health care professionals. This paper documents the co-construction of reflective practice groups on a paediatric cardiac intensive care ward, drawing on narrative therapy approaches to keep patients and families at the centre of this work. [ABSTRACT FROM AUTHOR]

This paper explores a case example of qualitative research that applied productive hermeneutics and the central concept, fusion of horizons. Interpretation of meaning is a fusing of the researchers' and subjects' perspectives and serves to expand understanding. The purpose is to illustrate an exemplar of qualitative research without establishing a rigid recipe of methodology. The illustration is based on in-depth observational and textual data from an applied anthropological study conducted in western Alaska with Yup'ik hunters and fishers and government agency employees as they worked towards collaborative management. The metaphor of the hermeneutical circle is showcased to help the reader understand the philosophical underpinnings and the analytical processes used to realize a meaningful interpretation. A series of organizing systems for the interpretation is described, culminating in a final organizing system to communicate a fully realized understanding of collaborative management at the time. [ABSTRACT FROM AUTHOR]

In this paper, we problematize the growing literature on hybrid organizing to demonstrate that research on hybrids and entrepreneurship can benefit from considering the degree of hybridity in organizing the exploitation of potential opportunities for the creation of both economic and social value. Recent work has moved beyond discrete categorization of organizations as hybrid (or not) to conceptualize hybridity as a continuum anchored by a strong social logic at one end and a strong economic logic at the other end. We take the conceptualization of hybridity one step further by acknowledging that organizations can differ in the relative importance they ascribe to the economic logic vis-à-vis the social logic and that both the economic and social logics can be held at varying levels of intensity. The main purpose of reconceptualizing the degree of hybridity is to develop a framework for future research. This framework highlights the importance of understanding how entrepreneurs can both directly and indirectly (through the co-construction of potential opportunities) influence the degree of hybridity, and how differences in degree of hybridity affect organizational outcomes in terms of success and failure in creating economic and social value. [ABSTRACT FROM AUTHOR]

Public policies to promote the social economy (Morandeira, 2013) have been progressively reformulated in the Basque Country over the last five years, moving from a centralized model based on direct economic aid to one that seeks to incorporate a more holistic, ecosystemic and local approach. In the path of the main studies that collect these regulatory changes at the state level (Chaves, 2019; Fajardo, 2019; Chaves et al., 2020), in this paper address the main changes detected in the implementation of public action in the Basque Country. In this new, more territorialized and ecosystemic scheme, to the implementation of all public policy tools, both soft and hard (Chaves, 2009), organizational elements are added that tend towards models based on the co-construction of public policies (Vaillancourt, 2008). A proposal for public intervention is presented in which a model is defined with measures in collaboration with social economy entities to TRANSFORM the local development framework, the so-called "transformative public intervention". Finally, based on this third intervention model proposal, "Hernani Burujabe" is presented as a pioneering experience in the Basque Country. [ABSTRACT FROM AUTHOR]

A fundamental agent in the promotion and strengthening of the Social and Solidarity Economy (ESS) is the State and its different administrations, as evidenced by historical experience and various investigations. However, the relationship between the two is usually dialectical rather than idyllic, synergies and conflicts coexisting in permanent tension. In this work, we reflect on this dialectical relationship through the analysis of a specific experience. In the first part, a brief theoretical discussion is proposed in which a type of relationship that is as symmetrical as possible is proposed, based on the proposals of 'coconstruction of public policies'. In the second part, the most extensive, an analysis of the so-called 'Ekonopolo' is carried out, a Solidarity Economy experience coordinated jointly by entities of the ESS and the Bilbao City Council. The analysis is based on a qualitative methodology, specifically on in-depth interviews with key agents (from the ESS, from the public sector). The enhancing and limiting factors for a co-construction of policies are identified, concluding that the inertia of state control continues to be a major challenge. [ABSTRACT FROM AUTHOR]

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In agricultural landscape management, the conventional top-down approaches that primarily focus on market-led responses struggle to preserve the landscape elements essential for environmental sustainability. To address this deficiency, land use and land cover change (LUCC) scenarios promote an integrated understanding of landscape dynamics and highlight the inconsistency between the compartmentalisation of the public sector ("siloisation") and the necessity for management that reflects the interdependencies of socio-ecological systems. This study investigates the extent to which the creation and dissemination of LUCC scenarios lead to modifications in the values, attitudes, and behaviours of local actors engaged in land management, giving particular emphasis to the role of these scenarios in encouraging integrated management. To accomplish this objective, we interviewed local actors who actively participated in the co-construction of the scenario narratives or learned about the scenarios during dissemination workshops. We then analysed the data via a thematic and lexicometric analysis. The findings highlighted the dual function of these scenarios as a catalyst for pre-existing political will to promote integrated management and as a tool for raising awareness about major environmental challenges. At the group level, the outcomes encompassed aspects such as basing political decisions on the results of scenarios and fostering collaboration between institutions. These outcomes were observed among the actors involved in co-constructing scenarios or those with pre-existing motivations to pursue integrated management initiatives. Additional personal outcomes included an increased awareness of environmental challenges and the consolidation of non-formalised knowledge. We argue that combining co-construction and dissemination enhances the outcomes of scenarios considerably. [ABSTRACT FROM AUTHOR]

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Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)