Foreword
Preface
A Need to Strengthen the Knowledge Base
A Collective Endeavour
An Open Project
Contents
About the Editors
About the Contributors
Chapter 1: A Global Participatory Process for Structuring the Field of Health Promotion Research: An Introduction
1.1 The Need for a Solid and Relevant Knowledge Base
1.2 A Collaborative Process for Structuring Health Promotion Research
1.3 Content of This Global Handbook: An Open Project
References
Chapter 2: Mapping Health Promotion Research: Organizing the Diversity of Research Practices
2.1 Health Promotion as a Social Practice
2.2 Four Practices of Health Promotion
2.3 Describing Research Practices as Configurations
2.4 The Organization of This Volume
References
Part I: Researching the Practices of Individuals and Populations
Chapter 3: Design-Based Research on Active Family Involvement: Developing a Family Toolbox to Support Health Care Professionals Working with Diabetes Management
3.1 Introduction
3.2 Background
3.2.1 The Family as a Key Player in Health Promotion
3.2.2 Family Involvement and Type 2 Diabetes
3.2.3 The Case Under Study
3.3 Involvement of Target Groups
3.3.1 Needs Assessment
3.3.2 Ideation
3.3.3 Prototyping
3.3.4 Feasibility Testing
3.3.5 Implementation
3.3.6 Overarching Considerations
3.4 Knowledge and Perspectives for Health Promotion Research and Practice
3.5 Conclusions
References
Chapter 4: Action Research with People Being Treated for Cancer or a Rare Disease: Health Mediation Central to Their Experiences and Their Inclusion
4.1 Introduction
4.2 Research Context Related to Serious Diseases: An Innovative Interventional Mechanism
4.3 Research Approaches Serving Adolescents and Young Adults Treated for Chronic Serious Conditions
4.3.1 Cross-Disciplinary and Multi-Category Research for Health Promotion
4.3.2 Working on the Overall Health of a Vulnerable Population Implies Acting Both as a Community and for the Community
4.3.3 Generating Knowledge and Research Findings by Understanding the Processes Involved
4.4 Action Research that Helps Improve the Inclusion of Young People Being Treated for Cancer or a Rare Disease
4.4.1 Facilitating the Educational Continuity of Adolescents in Secondary Education
4.4.2 Health Mediation Trials Among Sick Students
4.4.3 Mediation and Avenues for Further Exploration Regarding Inclusion of These Young People
4.5 Conclusions
References
Chapter 5: Critical Health Promotion and Participatory Research: Knowledge Production for and with Young People Experiencing Homelessness in Scotland
5.1 Introduction
5.2 Youth Homelessness in Scotland
5.3 Government Responses to End Youth Homelessness: Involvement of People with Lived Experience
5.4 Health Promotion for Young People Experiencing Homelessness: The Use of Critical Pedagogy
5.5 The Research Process: Aims and Partner Engagement
5.6 The Research Framework
5.7 Results
5.8 Limitations
5.9 Final Reflections
References
Chapter 6: Acting-in-Context: A Methodological and Theoretical Approach to Understanding the Actions of People Living in Poverty
6.1 Introduction
6.2 Ethical Reflection Prior to Empirical Research
6.3 Background, Paradigm and Method Used in This Study
6.4 Qualitative Data Analysis: A Method to Focus on the Interaction Between Action and Context
6.4.1 Phenomenological Examination of the Data
6.4.2 Deconstruction and Reconstruction of Episodic Narratives
6.4.3 Categorization of Trajectories and Contextual Elements
6.4.4 Thematic Analysis
6.4.5 Written Analysis: Development of Findings
6.4.6 Conceptual Design
6.5 Development of the Theoretical Model of Acting-in-Context
6.5.1 An Example: Acting in a Context of Vulnerability
6.5.1.1 Constrained Acting-in-Context
6.6 How This Study Contributes to Health Promotion
References
Chapter 7: Participatory Health Promotion Research with Children
7.1 Introduction to Children and Health Promotion Practices
7.2 Research Paradigms and Theories
7.3 Informing Health Promotion Through Participatory Research with Children
7.4 Uncovering Children’s Responses to Adult Concepts of Physical Activity Promotion for Children
7.5 Independent Mobility and the Transition to High School
7.6 Culture and Place Matter
7.7 Commentary on COVID-19
7.8 Conclusions about Child Health Promotion Research
References
Chapter 8: Engaging with People and Populations in Health Promotion Research: A Snapshot on Participatory Processes
8.1 Introduction
8.2 School-Based Programmes as a Research Platform for Improving Oral Health and Reducing Malaria Morbidity
8.3 Conducting Participatory Action Research (PAR) in a Primary School: The Key Role Played by (Unexpected) Social Actors in the Successful Completion of a School-Based Research
8.4 Evidence-Based Health Promotion Among Unemployed People: An Example of the JOBS Program Germany
8.4.1 Background
8.4.2 JOBS Program Germany for Health Promotion Among the Unemployed in the Communities and with Labour Promotion Institutions
8.4.3 The Research Conducted on the JOBS Program
8.4.3.1 The Specific Health Promotion Practices Investigated: Who Were the Actors? What Were They Doing? For What Purposes?
8.4.3.2 The Purpose of the Research Project or Programme: What Were the Objectives? In which Context Were They Defined? Who Participated in Their Definition? Were Values Other Than Knowledge Production Pursued Through This Research? If Yes, What W
8.4.3.3 The Research Framework: Which Research Paradigm Was Framing the Research and Why? Which Theory or Theories Were Used? How Was the Theory Used?
8.4.3.4 The Relationship with Those Whose Practices Were Investigated: How Were Research Participants Involved in the Planning and Conducting of the Research? Were Research Results Shared with Non-researchers? If Yes, How and for What Purpose?
8.4.3.5 The Methods Used: What Kinds of Data Were Collected? How Were they Collected and Analyzed?
8.4.3.6 Specific Challenges of Health Promotion Research Enlightened by the Project or Programme: How Does the Research Contribute to Advances in Health Promotion Research?
8.5 Employing Survey as a Research Method in Breastfeeding Health Promotion Research: A Philippine Perspective
8.5.1 Introduction
8.5.2 Designing the Survey Questionnaire
8.5.3 Challenges Addressed During Data Collection
8.5.4 Conclusions
8.6 Researching Practices That Promote the Population Health of Older Adults: Utilizing a Spatial Approach to Guide Diabetes Care
8.6.1 Introduction
8.6.2 Generating New Knowledge by Utilizing a Spatial Approach Within a Socio-Environmental Framework
8.6.3 Applying New Knowledge to Inform Diabetes Care Practices
References
Part II: Researching the Practices of Professionals
Chapter 9: Fostering Cultural Safety in Health Care Through a Decolonizing Approach to Research with, for and by Indigenous Communities
9.1 Introduction
9.2 What Is Cultural Safety?
9.3 What Are the Ontological, Epistemological, Methodological and Ethical Premises of This Research Programme?
9.3.1 How Was This Research Developed?
9.3.2 The Research Governance
9.4 Conclusions
References
Chapter 10: Conducting Research with People: Hepatitis C and Intensive Engagement with High-Risk Occupational Groups in Karachi, Pakistan
10.1 Introduction
10.2 HCV Background
10.3 The Determinants of HCV Transmission in the Population
10.4 The Context: Machar Colony in Karachi
10.5 Health Promotion Actors and Activities
10.6 Producing Knowledge with the Communities in Machar Colony
10.7 Gathering Data and Risk Mapping for Further Steps
10.8 Conclusions
References
Chapter 11: Respectful Maternity Care: A Methodological Journey from Research to Policy and Action
11.1 Introduction
11.2 The Context
11.3 Project Conceptualization
11.4 Research Strategy
11.4.1 Phase I: Evidence for Advocacy
11.4.2 Phase II: Advocacy for Policy Change
11.4.3 Phase III: Participatory Action
11.5 Methodological Rationale and Challenges
11.5.1 Use of Theories and Models
11.5.2 Settings and Methods
11.5.3 Evidence for Advocacy
11.5.4 Intervention Development
11.5.5 Intervention Implementation
11.5.6 Measuring the Impact
11.6 Conclusions
References
Chapter 12: Valuing Indigenous Health Promotion Knowledge and Practices: The Local Dialogue Workshop as a Method to Engage and Empower Matrons and Other Traditional Healers in Haiti
12.1 Introduction
12.2 Research to Elicit Health Promotion Knowledge in Rural Dwellers in Haiti: Features of the Dialogue Workshop Method
12.3 Critical Review of Methodological Successes and Challenges
12.4 Contribution to the Progress and Structuring of Health Promotion Research
12.5 Conclusions
Appendix: Examples of Questions Asked of the Participants During the Dialogue Workshop (99 in Total) (Original Creole Version, with Examples Translated into English)
References
Chapter 13: Aligning Research Practices with Health Promotion Values: Ethical Considerations from the Community Health Worker Common Indicators Project
13.1 Introduction
13.2 CHWs as Health Promotion Practitioners
13.3 CHWs in Health Promotion Research
13.4 The CHW Common Indicators Project as Health Promotion Research
13.5 The Research Paradigm and Design of the CI Project
13.6 The Research Approach and Methods of the CI Project
13.6.1 Popular Education in the CI Project
13.6.2 Participatory Research in the CI Project
13.7 The Outcomes and Contributions of the CI Project
13.8 Conclusions
References
Chapter 14: Investing in Health Promotion Research Among Community Health Workers in Semi-rural Uganda Using a Partnership Approach
14.1 Introduction
14.2 Methodology
14.2.1 Research Site
14.2.2 Research Methods
14.2.3 Methodological Considerations
14.3 Key Research Findings
14.3.1 Roles of CHWs in Primary Healthcare Delivery
14.3.2 Drivers of CHW Performance
14.3.3 Impact of Mobile Phones on Community Healthcare Delivery
14.4 How Our Research Enhanced the Capacity Building of CHWs
14.5 Challenges of Conducting Health Promotion Research Among CHWs
14.5.1 Funding
14.5.2 Language
14.5.3 Fragmented Research Initiatives
14.5.4 Research Translation
14.6 Key Contributions to Health Promotion Research and Practice
14.7 Conclusion
References
Chapter 15: Intersectoriality and Health Promotion Research: The Perspective of Practitioners from a Brazilian Experience
15.1 Introduction
15.1.1 The “Guarulhos, the City That Protects” Intersectoral Network
15.1.1.1 Why Did We Study the GCP Network?
15.2 Defining the Research Object: Why Did We Focus on Intersectoriality?
15.2.1 The Need to Work on a Common Understanding of the Object of Study
15.2.2 Why Did We Focus on the Actors of the GCP Network?
15.3 Methodological Design: Approaching the Research Object from Multiple Angles
15.3.1 What Was the Contribution of Each Methodological Component?
15.3.2 What Was the Sampling Methodology?
15.3.3 How Were the GCP Network Actors Involved in the Research Design and Implementation?
15.4 A Picture Starts to Emerge: Results and Aftermath of the Research
15.4.1 The Challenges and Benefits of Multiple Methods in Health Promotion Research
15.4.2 How Were the Results Used and Disseminated?
15.5 How Does This Research Contribute to Advancing and Structuring the Field of Health Promotion Research?
References
Chapter 16: Capabilities and Transdisciplinary Co-production of Knowledge: Linking the Social Practices of Researchers, Policymakers, Professionals and Populations to Promote Active Lifestyles
16.1 Introduction
16.2 The Problem: Matching Research to the Needs of the Population in the Promotion of Physical Activity
16.3 The Capital4Health Consortium
16.4 The Capital4Health Research Framework
16.5 Specific Interventions at the Project/Setting and Consortium Levels
16.6 Evaluating Intervention Effects
16.7 Conclusions
References
Chapter 17: Conducting Embedded Health Promotion Research: Lessons Learned from the Health On the Go Study in Ecuador
17.1 Introduction
17.2 Context
17.3 Conducting Embedded Research
17.4 The Health On the Go Study
17.4.1 Original Focus of the Research
17.4.2 Research Conditions
17.4.3 Research Approach
17.4.4 Data Analyses
17.5 Lessons Learned
17.6 Conclusions
References
Chapter 18: Doing Collaborative Health Promotion Research in a Complex Setting: Lessons Learned from the COMPLETE Project in Norway
18.1 Introduction
18.2 The COMPLETE Project
18.2.1 Background
18.2.2 The Health Promotion Intervention
18.2.3 The Collaborative Innovation Processes
18.2.4 The Objectives and Results from the RCT and Process Evaluation of COMPLETE
18.3 Collaborative Innovation in School Health Promotion Research: Tensions, Synergies and Lessons Learned
18.3.1 The Negotiation on the Research Process
18.3.2 The Negotiation on the Ethical Issues
18.4 Lessons Learned from the COMPLETE Project as a Health Promotion Research
18.5 Concluding Remarks
References
Chapter 19: Researching the Process of Implementing Mental Health Promotion: Case Studies on Interventions with Disadvantaged Young People
19.1 Introduction
19.2 Researching the Process of Implementation
19.2.1 Characteristics of Implementation Research
19.3 Models and Frameworks for Understanding Implementation Systems and Strategies
19.3.1 Researching Implementation Outcomes
19.4 Researching Implementation Processes in Mental Health Promotion
19.5 Case Studies
19.5.1 Case Study 1: The Implementation of the SPARX-r Computerized Program with Disadvantaged Young People
19.5.2 Case Study 2: Implementing the MindOut Programme in Schools
19.6 Conclusions
References
Chapter 20: Skills-Based Health Education for Health Promotion Among School Adolescents Through Participatory Action Research: A Case from Nepal
20.1 Introduction
20.2 The Nature of Intervention and the School Context
20.3 Participatory Action Research (PAR): For Health Promotion
20.4 Methodology
20.4.1 Collaboration and Trust Building
20.4.2 Involving Multiple and Diverse Stakeholders in School-Based Programmes
20.4.3 Power Dynamics
20.4.4 Finding the Key Skills Needed by Early Adolescents
20.4.5 Designing Curriculum Development Through the Participatory Method
20.4.6 Implementing Skills-Based Health Education Sessions
20.4.7 Effectiveness of Skills-Based Health Education
20.5 Discussion
20.6 Conclusions
References
Part III: Researching the Practices of Policy Makers and Institutions
Chapter 21: Evaluating Health Promotion in Schools: A Contextual Action-Oriented Research Approach
21.1 Introduction
21.2 Health Promotion in Schools
21.3 Schools as Complex Adaptive Systems
21.4 A Contextual Action-Oriented Research Approach (CARA)
21.5 Example of a Health Promoting School Initiative: The Healthy Primary School of the Future
21.6 Applying CARA in the Example of HPSF
21.7 CARA-Based Evaluation of HPSF: Insights
21.8 Applying CARA: Consequences for Research
21.8.1 Study Design
21.8.2 Data Collection
21.8.3 Data Analysis
21.9 Conclusions
References
Chapter 22: Developing School Health Promotion Through Research: An Example of a Participatory Action Research Project
22.1 Introduction
22.2 Participatory Action Research in Four Comprehensive Schools in Finland
22.2.1 General Description of the Project
22.2.2 School Selection
22.2.3 Study Design
22.3 Application of PAR in School Health Promotion Research
22.4 Methodological Choice
22.5 Role of the Researcher
22.5.1 Discretion
22.5.2 Ability to Justify and Confirm – And Be Patient
22.5.3 Ability to Listen
22.5.4 Ability and Motivation to Communicate Findings
22.5.5 Understanding the Principles That Guide (Modern) Health Promotion in Schools
22.6 Conclusions and Reflections on Future Research
References
Chapter 23: Fourth-Generation Realist Evaluation: Research Practice to Empower the NGO – A Reflection on the Case of Sport for Social Change
23.1 Introduction: Research that Accounts for the Voice of the NGO
23.2 The Methodology Comes First: What Is the Logic Behind Researching the International NGO?
23.3 Unpacking the Importance of Methodological Choice: Examining the Logic of Researching NGOs in the Field of Sport for Development and Social Change
23.4 The Principles of Fourth-Generation Realist Evaluation (4GE): An Overview of the Concepts and an Examination of the Research in Practice
23.5 Hermeneutic Dialecticism: Unpacking Key Issues to Identify the Right Question
23.6 A Concept Reflective of the Stakeholder Voice: How Did We Get Here and for What Purpose?
23.7 Conclusions
References
Chapter 24: A Successful Intervention Research Collaboration Between a Supermarket Chain, the Local Government, a Non-governmental Organization and Academic Researchers: The Eat Well @ IGA Healthy Supermarket Partnership
24.1 Introduction
24.1.1 Setting
24.1.2 Study Origin and Formation of the Partnership
24.1.3 Conflict of Interest Management
24.2 Research Approach
24.2.1 Theoretical Basis
24.3 Phase 1: Pilot Trials
24.3.1 Intervention
24.3.2 Evaluation
24.3.3 Lessons from the Phase 1 Trials
24.3.3.1 Summary of the Lessons Learnt and Progression to the Phase 2 Large Randomized Controlled Trial
24.4 Phase 2: A Large Randomized Controlled Trial
24.4.1 Development
24.4.2 Intervention
24.4.3 Evaluation Overview
24.4.4 Results from the Phase 2 Randomized Controlled Trial
24.4.4.1 Purchasing Behaviour Outcomes
24.4.4.2 Process Evaluation Outcomes
24.5 Lessons Learnt
24.5.1 General Reflections
24.5.2 Reflections on Partnership
24.5.3 Research Translation
24.5.4 Implications for Research and Policy
24.6 Conclusions
References
Chapter 25: Participatory Approaches to Researching Intersectoral Actions in Local Communities: Using Theory of Change, Systems Thinking and Qualitative Research to Engage Different Stakeholders and to Foster Transformative Research Processes
25.1 Introduction
25.2 Local Partnerships to Promote Health: An Introduction
25.2.1 Local Partnerships to Promote Health: Who Can Participate and Why It Matters?
25.2.2 “La Ribera Camina”: An Example of a Local Partnership Initiative to Promote Health Where Engagement Is the Key
25.2.2.1 The Purpose of the Research Project
25.3 Producing Data for the Processes of Planning, Implementing and Evaluating Intersectoral Actions to Promote Health in Communities: A Research Challenge
25.3.1 The Underpinning Research Paradigm
25.3.2 The Research Process: Data Collection
25.3.3 The Research Process: Data Analysis and Preliminary Results
25.3.4 The Research Process: Novel Contribution of Adopting a Combined Research Approach
25.4 Conclusions
References
Chapter 26: A Salutogenic, Participatory and Settings-Based Model of Research for the Development and Evaluation of Complex Interventions: The Trøndelag Model for Public Health Work
26.1 Introduction
26.2 Trøndelag Model for Public Health Work
26.2.1 Step 1: Governments’ Legislative and Social Responsibility
26.2.2 Step 2: Establishing a Knowledge Base
26.2.3 Step 3: Involve and Develop
26.2.4 Step 4: Plan for Action
26.2.5 Step 5. Implementation
26.2.6 Step 6. Evaluation
26.2.7 Step 7: From Action to Knowledge
26.3 The Malvik Path: An Example of an Intervention that Characterizes the Working Model
26.3.1 Step 1. Governments’ Legislative and Social Responsibilities
26.3.2 Step 2: Establishing a Knowledge Base
26.3.3 Step 3: Involve and Develop
26.3.4 Step 4: Plan for Actions/Step 5: Implementation
26.3.5 Step 6: Evaluation
26.3.6 Step 7: From Action to Knowledge
26.4 Contribution to Health Promotion Research and Practice
26.5 Conclusions
References
Chapter 27: The Contribution of Health Promotion Research to Advancing Local Policies: New Knowledge, Lexicon and Practice–Research Network
27.1 Introduction
27.2 The Three Forms of Knowledge
27.3 Local Intersectoral Mobilization Devices as an Object of Research
27.3.1 Health Promotion in France: A Marginal Function of the Health System Poorly Supported by the Research Infrastructure
27.4 Researching Local Policies: The CLoterreS Study
27.5 Shedding New Light on Local Health Contracts and Advocating for Improved Practice
27.6 What We Learned for Health Promotion Research
27.7 Conclusions
References
Chapter 28: Implementation Research on Comprehensive Sexuality Education in Ghana: Lessons for Health Promotion Research
28.1 Introduction
28.2 CSE in the Ghana Context
28.3 Ontological Lens
28.4 Historical and Conceptual Formulations: Why Does Classroom Implementation of CSE Matter?
28.5 Problematizing the Knowledge Gap
28.6 Theoretical Positioning
28.7 Epistemological Perspective
28.8 Partnerships to Define a Research Agenda
28.9 Involvement of the Primary Beneficiaries (Adolescents) in Defining and Refining Research Questions
28.10 Methodological Approach
28.11 Evidence Dissemination and Communication
28.12 Lessons for Researching Sensitive SRHR
28.13 Positionality and Ethical Reflections
28.14 Conclusions
References
Chapter 29: Oral Health Promotion Intervention Research: A Pathway to Social Justice Applied to the Context of New Caledonia
29.1 Introduction
29.2 The “My Teeth, My Health” Intervention and Research Programme
29.2.1 The Context of New Caledonia
29.2.2 Oral Health Inequalities: Recognized as a Social Injustice in NC
29.2.3 Oral Health Promotion: Integrated into a General Health Promotion Approach in NC
29.2.4 The Development of the Oral Health Promotion Intervention Research, “My Teeth, My Health”
29.3 Research Approaches for Evaluating the NC OHP Programme
29.3.1 The Impact of the “My Teeth, My Health” Programme
29.4 Conclusions
References
Chapter 30: Methodological Reflections on the “SMART Eating” Trial: Lessons for Developing Health Promotion Practices
30.1 Introduction
30.2 The “SMART Eating” Research Framework
30.3 Methods
30.3.1 Community Involvement
30.3.2 Multi-Channel Communication Approach
30.3.3 The Cluster Randomized Controlled Trial Design
30.3.4 Mixed Methods Design
30.3.5 Measurements
30.3.6 Data Analysis Methods
30.3.7 Comprehensive Evaluation
30.4 Implementation Challenges and Remedies
30.5 Epistemological Issues in Health Promotion Intervention Research
30.6 Conclusions
References
Chapter 31: Researching the Practices of Policymakers in Implementing a Social Policy Intervention in Ghana
31.1 Introduction
31.2 Programme Under Investigation
31.2.1 The Livelihood Empowerment Against Poverty (LEAP) Programme
31.2.2 LEAP Linkages to Health Promotion Values and Theory
31.3 The Research Process and Implications for Health Promotion Research
31.3.1 The Research on the LEAP Programme
31.3.1.1 Framing the Research Aims
31.3.2 The Research Framework
31.3.3 Involvement of Research Participants in the Planning and Conduct of the Research
31.3.4 Design and Methods Used
31.3.4.1 Study Participants and Sampling
31.3.4.2 Data Collection and Analysis
31.3.5 Specific Challenges of Health Promotion Research Enlightened by the Programme
31.4 Conclusions
References
Chapter 32: Capturing Complexity in Health Promotion Intervention Research: Conducting Critical Realist Evaluation
32.1 Introduction
32.1.1 Levelling the Playing Fields: An Urban Health Intervention to Enable Free-Play to Arise in Cities
32.1.2 The Montreal Urban Ecology Center as a Critical Partner for Participatory Planning
32.2 Evaluating Complex Processes: Applying a Critical Realist View of Causality to Our Intervention
32.3 Conclusions
References
Chapter 33: Using Critical Theory to Research Commercial Determinants of Health: Health Impact Assessment of the Practices and Products of Transnational Corporations
33.1 Introduction
33.2 The Purpose of the Research Programme
33.2.1 The Research Framework
33.2.2 Applying the CHIA Framework in Our Research
33.3 Research Methods and Examples of How They Highlight TNCs’ Policies and Practices
33.4 Some Key Findings from Our Research
33.4.1 McDonald’s Australia
33.4.2 Rio Tinto in Australia, South Africa and Namibia
33.5 The Relationship with Industry Actors and Other Participants
33.6 Specific Challenges
33.6.1 The Corporatisation of Universities and Funding Constraints
33.6.2 Lack of Engagement by TNC and Industry Actors in Research
33.6.3 Policy Actors’ Reluctance to Impose Comprehensive Regulations
33.7 The Benefits of CHIA Research
33.8 Conclusions
References
Chapter 34: Knowledge Transfer: A Snapshot on Translation Processes from Research to Practices
34.1 Introduction
34.2 Streamlining Knowledge for Better Health Policies: The “Health Promotion and Disease Prevention Knowledge Gateway”
34.3 A Five-step Process Implementation Evaluation of the State Health Promotion Policy (POEPS) of Minas Gerais, Brazil
34.4 Collaborative Health Promotion Research in Europe – Experiences and Relevance for Health Promotion at the Municipal Level
34.5 Producing and Sharing Knowledge: A Collaborative Work to Produce the New Greek Child Health Booklet
References
Part IV: Researching the Practices of Researchers and Innovators
Chapter 35: From the Production to the Use of Scientific Knowledge: A Continuous Dialogue Between Researchers, Knowledge Mobilization Specialists, and Users
35.1 Introduction
35.2 Context: A Research and Knowledge Translation Programme on Local Intersectoral Action
35.3 Instruments of Knowledge Exchange and Translation into Action
35.3.1 Knowledge Exchange
35.3.2 Practical Knowledge and Know-How
35.3.2.1 Production of the Tool
35.3.3 Putting Knowledge into Action
35.4 ANT-Informed Examination of Knowledge Translation Process
35.4.1 Agency of Knowledge Translation Instruments
35.4.2 Usage Scenarios Built in Knowledge Translation Instruments
35.4.3 The Active Role of Users in Designing Knowledge Translation Tools
35.5 Conclusions
Appendix
List of Productions on the Research Results and the Tool
Presentations of the Research Results in Major Scientific and Professional Conferences
Posters on the Research Results of the Three Case Studies
Training Sessions on Research Results and on the Tool
References
Chapter 36: A Critical Health Promotion Research Approach Using the Red Lotus Critical Health Promotion Model
36.1 Introduction
36.2 Epistemological and Theoretical Foundations of the Research Program
36.2.1 Epistemology
36.2.2 Critical Theory
36.2.3 Critical Systems Theory
36.2.4 Critical Systems Heuristics
36.3 Red Lotus Critical Health Promotion Model
36.3.1 Structure of the Red Lotus Critical Health Promotion Model
36.3.2 Theoretical Foundations of the Red Lotus Critical Health Promotion Model
36.4 Health Promotion Research Projects Using the Red Lotus Critical Health Promotion Model
36.4.1 Enablers and Challenges to Enacting the RLCHPM in Research
36.5 Conclusions
References
Chapter 37: Making Reflexivity and Emotions Visible: The Contribution of Logbooks and Polar Semantic Maps in Health Promotion Research
37.1 Introduction
37.2 Introducing the Use of Logbooks to the Reflective Researcher
37.2.1 The Choice of Logbook Among Narrative Methods
37.2.2 The Logbook in the Context of an International Project
37.3 Logbooks and Polar Semantic Maps
37.3.1 Researchers’ Engagement: Doing Research with Researchers
37.3.2 Becoming “Logbookish” in the “Researcherhood”
37.3.3 Making Reflexivity and Emotions Visible Through Polar Semantic Mapping
37.4 Conclusions
References
Chapter 38: Steering Committee: A Participatory Device to Support Knowledge Flow and Use in Health Promotion
38.1 Introduction
38.1.1 Role of a Steering Committee in KFU
38.1.2 Knowledge Access Method
38.2 Documenting KFU
38.3 Examining KFU Through Two Scientific Productions
38.3.1 Outreach Article
38.3.2 Preliminary Research Report
38.3.3 Experience of Participation and KFU
38.4 Discussion
38.5 Conclusions
References
Chapter 39: Reflections on Health Promotion Research in the Field of Health-Promoting Health Care: The What, Why, and How of the Viennese Tradition
39.1 Introduction
39.2 Health Care Organizations as Research Objects
39.3 Health Promotion in Health Care Organizations
39.4 Applying a Sociological Perspective on the Reorientation of Health Services: The Viennese Model of Health-Promoting Health Care Organizations
39.5 Researching Health Care Organizations: Producing and Sharing Knowledge of Health-Promoting Health Services
39.6 The Research Program Contributions
39.6.1 Contributing to Health Promotion Research Through Theory Development
39.6.2 Contribution to Health-Promoting Practice Through Structural Development
39.6.3 Contributing to Policy Development
39.6.4 Major Learnings for the Reorientation of Health Services
39.7 Conclusions
References
Chapter 40: Addressing the Complexity of School Health Promotion Through Interdisciplinary Approaches: An Invitation to Think Wildly About Research
40.1 Introduction
40.2 Children as Health Advocates: Introducing Our Research Project
40.3 The Research Team and Methodology
40.3.1 The Team
40.3.2 Our Methods
40.4 Our Findings: School Food Programs
40.5 Using Social Theory to Make Sense of the Messiness of Everyday School Food Programmes
40.5.1 The Promises and Pitfalls of Thinking Wildly and Interdisciplinary Research
References
Chapter 41: Fitting Health Promotion Research with Real-Life Conditions: Viability Evaluation
41.1 Introduction
41.2 The Notion of Viable Validity
41.2.1 The Campbellian Validity Model (Campbell and Stanley): Approach and Limitations
41.2.2 The Integrative Validity Model
41.2.3 Relevance of the Integrative Validity Model to Health Promotion Research
41.3 The Viability Study: A Key Element in Pilot Studies
41.3.1 What Do We Mean by ‘Pilot Study’?
41.3.2 What Knowledge Do We Need to Support the Scaling-up Process and How to Produce It?
41.3.3 What Criteria for Viability?
41.4 How to Conduct a Viable Validity Analysis?
41.4.1 The Problematization Process
41.4.2 Interest in Studying Viability in Different Research Approaches
41.4.3 Study of Viability: An Objective for Stakeholder-Researcher Co-Construction
41.5 Conclusions
References
Chapter 42: A Systems Approach to the Coproduction of Evidence for Health Promotion
42.1 Background
42.1.1 Boundaries of Research Evidence
42.1.2 Interrelationships – The Dynamics of Evidence
42.1.3 Perspectives in Research Evidence
42.2 Case Illustrations and Reflection
42.2.1 School Breakfast Program
42.2.2 Tassie Kids
42.2.3 Dynamic Simulation Modelling of Alcohol-Related Harms
42.2.4 Prevention Tracker
42.3 Discussion
42.4 What Have We Learned?
References
Chapter 43: Researching the Aesthetics of Health Promotion Interventions: Reflections on Fit to Drive, a Long-Running Road Safety Education Program
43.1 Introduction
43.1.1 The Research Context: Fit to Drive Program
43.1.2 Reflections on the Aesthetics of Health Promotion and the Embodied Nature of Meaning-Making
43.1.3 ‘It’s Fun to Speed’: The Human-Car-Machine-Assemblage
43.1.4 Health Promotion, the Baroque, and Possibilities for Re-thinking the Body in the Human-Car-Machine Assemblage
43.1.5 Viewing Road Trauma from ‘Inside and Outside’: Introducing ‘Graham’
43.1.6 Road Safety, Health Promotion, and the Human-Car-Machine-Assemblage: Re-imagining Health Promotion Research
43.2 Conclusions
References
Chapter 44: Researchers as Policy Entrepreneurs for Structural Change: Interactive Research for Promoting Processes Towards Health Equity
44.1 Introduction
44.2 Definition of the Policy Problem
44.3 Relevant Contexts and Conditions
44.4 Aligning Research and Policy Agendas from National to Local Level
44.5 Windows of Opportunity
44.6 Co-production of a Conceptual Framework
44.7 Co-production and Evaluation of Structural Changes Towards Health Equity
44.7.1 Implementation of the 6-Phase Action-Oriented Framework
44.7.2 Evaluation Approach in the Six Pilot Communities
44.8 Discussion and Conclusions
44.9 Challenges and Achievements
44.9.1 Challenges
44.9.2 Achievements
44.10 Conclusions
References
Chapter 45: Reflections on Mainstreaming Health Equity in a Large Research Collaboration: “If I can’t dance it is not my revolution”
45.1 Introduction
45.2 The Setting: CLAHRC NWC
45.3 The Grand Challenges Faced by CLAHRC NWC
45.3.1 Individualisation of Disease
45.3.2 Epistemic Violence: Lack of Meaningful Involvement of Members of the Public
45.3.3 A Lack of Equity Focus Is a Form of Violence
45.3.4 Lack of Expertise to Design Equity-Sensitive Research
45.4 The CLAHRC NWC Equity Lens Journey
45.4.1 Beginnings
45.4.2 Awakenings
45.4.3 The Epiphany: Why Didn’t We “Walk the Talk”?
45.5 Conclusions – Into the Future
References
Chapter 46: Studying the Case de Santé de Toulouse (France) as a Propaedeutic Step
46.1 Introduction
46.2 Three Scientific Conditions
46.2.1 An Interdisciplinary Method Based on Partnership and Collaboration
46.2.2 A Specific Object: Innovative Measures in Health Aimed at Social Change
46.2.3 From Research Practises to Research About Practices
46.3 Three Singular Empirical Fields
46.3.1 Participation
46.3.2 Mediation
46.3.3 Innovation
46.4 Conclusions
References
Chapter 47: Brazilian Experiences in Interdisciplinary Networks: From Advocacy to Intersectoral Participatory Research and Implementation
47.1 Introduction
47.2 Standpoint on Paradigms
47.3 Applying Paradigms in Our Research Production
47.4 Forming an Interdisciplinary Network
47.4.1 “Go Shine!”
47.4.2 “Settlements in the Healthy Municipality”
47.4.3 “Healthy People, in the Plasticity of Leminski’s Land”
47.4.4 “The School as a Transcendent Space, Beyond Its Educative Mission”
47.4.5 “Our Place Is with Local Agenda 21”
47.4.6 “Feliz Cidade (Happy City) Is Achieved by Understanding the Population’s Life Cycles”
47.4.7 “Between the Forest and the Hinterland, the Wild Can Also Be Healthy”
47.4.8 “Thinking/Acting in a Network Arouse Reflection on the Question of Power”
47.5 Expanding the Interdisciplinary Network
47.6 Strengthening the Interdisciplinary Network
47.7 Multiplying the Interdisciplinary Network
47.8 Discussion
47.9 Conclusions
References
Chapter 48: Researching a Diverse Epistemic Social Movement: The Challenges and Rewards of European Healthy Cities Realist Synthesis
48.1 Introduction: Engaged Health Promotion Research in Dynamic Epistemic Communities
48.2 Healthy Cities: Urban Health Promotion as an Epistemic Repository and Resource
48.2.1 Situating Healthy Cities
48.2.2 European Healthy Cities Priorities and Governance
48.3 Context, Conflict, and Comparison: The Birth of Healthy City Realist Synthesis
48.3.1 Driven Toward a New Research Paradigm in Inclusive Epistemic Networks
48.3.2 “We Don’t Want More Problems; We Want More Solutions.”
48.4 Negotiated Realist Synthesis Leads to Ultra-High Response Rates
48.5 A High-Intensity Effort
48.6 Data Generation, Diversity, and Episteme
48.7 Discussion: Five Dimensions of Realist Synthesis Health Promotion Research
48.8 Synthetic Health Promotion
References
Chapter 49: Researching Health for All in South Australia: Reflections on Sustainability and Partnership
49.1 Introduction
49.1.1 HiAP in South Australia
49.2 Focus of Research
49.3 Methodology and Methods
49.4 Contribution to Knowledge and Understanding About HiAP Implementation and Impact
49.4.1 Detailed Description of the Processes by Which HiAP Came to Be Adopted in South Australia
49.4.2 Improved Understanding of the Processes of Intersectoral Collaboration
49.4.3 Linking HiAP Action to Health and Equity Outcomes
49.4.4 Adapting Methods to Cope with Changing Political Climates and Policy Imperatives
49.4.5 Applying and Assessing the Usefulness of Different Policy Theories
49.4.6 Deriving Broader Lessons for Policymakers and Knowledge Exchange
49.5 Conclusions
References
Part V: Conclusion: An Appraisal of Health Promotion Research Practices
Chapter 50: Markers of Ethical References in Health Promotion Research
50.1 The Pervasiveness of Ethical Discussions
50.2 Marker 1: The Ethical Horizon of Health Promotion Research
50.3 Marker 2: The Sources of Legitimacy of the Research
50.4 Marker 3: The Status of the People Involved in the Research
50.5 Marker 4: The Ethical Foundations of Research Approaches and Methods
50.6 Conclusions
References
Chapter 51: Markers of the Objects Studied in Health Promotion Research
51.1 Marker 1: The Categories of Actors Engaged in Practices
51.2 Marker 2: The Relationship to Social Change
51.3 Marker 3: The Types of Interventions Studied
51.4 Conclusions
References
Chapter 52: Markers of an Epistemological Framework in Health Promotion Research
52.1 Marker 1: The Recognition of Diverse Forms of Knowledge
52.2 Marker 2: The Embeddedness of Research Practices in Context
52.3 Marker 3: The Relationship Between Researchers and Other Stakeholders
52.4 Marker 4. The Articulation of Knowledge Production and Sharing
52.5 Conclusions
References
Chapter 53: Conclusion: Characterising the Field of Health Promotion Research
References
Appendix
Overview of the Chapters
Part I: Researching the Practices of Individuals and Populations
Part II: Researching the Practices of Professionals
Part III: Researching the Practices of Policymakers and Institutions
Part IV: Researching the Practices of Researchers and Innovators
Index