Operationalization of One Health Burnout Prevention and Recovery: Participatory Action Research-Design of Nature-Based Health Promotion Interventions for Employees

Burnout is, besides a global, complex phenomenon, a public health issue with negative consequences on personal, organizational, social, and economic levels. This paper outlines the co-design of a novel Nature-based Burnout Coaching intervention, called NABUCO. Due to the complexity of burnout, we propose a One Health approach in healthcare, educational and governmental pilot organizations, to deliver guidelines and protocols for prevention and recovery of burnout. We advocate the inclusion of the salutogenic and mutual healing capacity of nature connectedness, facilitating a positive impact on mental and environmental health. A transdisciplinary Participative Action Research-design resulted in an iterative adaptive cycle of co-design, implementation, and evaluation of NABUCO.

COVID-19: An Opportunity of Systematic Integration for Chagas Disease. Example of A Community-Based Approach within the Bolivian Population in Barcelona

As a Neglected Tropical Disease associated to Latin America, Chagas Disease (CD) is little known in non-endemic territories of the Americas, Europe and Western Pacific, making its control challenging, with limited detection rates, healthcare access and consequent epidemiological silence. This is reinforced by its biomedical characteristics - it is usually asymptomatic - and the fact that it mostly affects people with low social and financial resources. Because CD is mainly a chronic infection, which principally causes a cardiomyopathy and can also cause a prothrombotic status, it increases the risk of contracting severe COVID-19.In order to get an accurate picture of CD and COVID-19 overlapping and co-infection, this operational research draws on community-based experience and participative-action-research components. It was conducted during the Bolivian elections in Barcelona on a representative sample of that community. The results show that 55% of the people interviewed had already undergone a previous T. cruzi infection screening - among which 81% were diagnosed in Catalonia and 19% in Bolivia. The prevalence of T. cruzi infection was 18.3% (with 3.3% of discordant results), the SARS-CoV-2 22.3% and the coinfection rate, 6%. The benefits of an integrated approach for COVID-19 and CD were shown, since it only took an average of 25% of additional time per patient and undoubtedly empowered the patients about the co-infection, its detection and care. Finally, the rapid diagnostic test used for COVID-19 showed a sensitivity of 89.5%. This research addresses CD and its co-infection, through an innovative way, an opportunity of systematic integration, during the COVID-19 pandemic.

The Transversalization of the Gender Perspective in the Educational Curriculum

ABSTRACT Historically, women have experienced exclusion, discrimination and inequitable conditions in education. For this reason, public policies have been promoted in recent decades aimed at mainstreaming the gender perspective in the education system. Key people, such as teachers, managers, students, mothers, fathers and family, play an important role in eliminating discrimination, lack of opportunities and violence in the educational environment. The present work is based on the analysis of the social context of the study region where the research is conducted by participative action-research through a workshop. Those found to have an absence of values ​​and respect for others are identified as having increased school violence, whether physical, psychological and symbolic. Hence the importance of carrying out an analysis of study plans and programs at the secondary level and of teachers and teaching practices that can inform educational intervention proposals to incorporate and carry out in order to transverse the gender perspective in the content of the curriculum, as well as in the daily life of the school. RESUMEN Históricamente, las mujeres han sufrido exclusión, discriminación y condiciones de desigualdad en la educación. Por ello, en las últimas décadas se han promovido políticas públicas orientadas a incorporar la perspectiva de género en el sistema educativo. Las personas clave, como docentes, directivos, estudiantes, madres, padres y familia, juegan un papel importante en la eliminación de la discriminación, la falta de oportunidades y la violencia en el ámbito educativo. El presente trabajo se basa en el análisis del contexto social de la región de estudio donde se realiza la investigación mediante la investigación-acción participativa a través de un taller. Se identifica que los que tienen ausencia de valores y respeto a los demás tienen mayor violencia escolar, ya sea física, psicológica y simbólica. De ahí la importancia de realizar un análisis de los planes y programas de estudio del nivel secundario y de los docentes y las prácticas pedagógicas que puedan informar propuestas de intervención educativa a incorporar y llevar a cabo para transversalizar la perspectiva de género en los contenidos del currículo, así como en la vida cotidiana de la escuela.

Developing and Evaluating a Capacity-Building Intervention for Healthcare Providers to Improve Communication Skills and Awareness of Hard of Hearing and D/deaf Populations: Protocol for a Participative Action Research-Based Study

Background: D/deaf and hard of hearing populations are at higher risk for experiencing physical and mental health problems compared to hearing populations. In addition, they commonly encounter barriers to accessing and benefiting from health services, which largely stem from challenges they face in communicating with healthcare providers. Healthcare providers commonly lack tailored communication skills in caring for D/deaf and hard of hearing populations, which lead to difficulties and dissatisfaction for both staff and D/deaf and hard of hearing communities. This research project aims to develop and evaluate a capacity-building intervention for healthcare providers with the goal of increasing their awareness of D/deaf and hard of hearing individuals' experiences with the healthcare system, their distinct needs, and improving their capacity to communicate effectively with this patient population.Methods: This research project features a participative action research design using qualitative and quantitative methods. Consistent with participative action research, the study will actively involve the target populations, key stakeholders and representative associations. The intervention will be developed and tested through iterative phases. The Integrated Model of Training Evaluation and Effectiveness will guide prospective evaluation of the intervention. The latter will involve qualitative and quantitative assessments in participants before and after the intervention and at 6-months follow-up.Discussion: Results will contribute to research aimed at decreasing barriers to accessing and benefiting from healthcare services for D/deaf and hard of hearing individuals. Findings will be presented to representative associations and political authorities, as well as disseminated at research conferences and in peer-reviewed journals.

Kan handelingswetenschap de conceptualiteitsimpasse tegengaan?

Can Participative Action Research reduce the conceptualism-impasse?The conceptualism-impasse emerges when educational authorities (such as the Education Inspection) offer conceptual knowledge based on ‘objective’ research while expecting that such knowledge consists of knowhow that is ready for use by teachers. Conceptual ‘knowledge that,’ however, is of a different kind than ‘knowhow’. Knowhow is embodied knowledge that cannot be transferred to other people via language. It is developed by deliberate practice. If authorities offer conceptual knowledge while expecting to offer the technical knowhow to make education work, they (inadvertently) impose inadequate requirements on teachers and draw untimely conclusions about teachers’ failure, with all due consequences for the pedagogical climate in schools.The emergence of this impasse is related to a technical view of education that was established by behaviorism and resulted in an architecture of our education field in which knowledge and action are separated. This article addresses the question whether participative action research (handelingsonderzoek) that connects knowledge and action can prevent this impasse. It concludes that participative action research can contribute a great deal, but the present architecture of our educational field and the pretensions of ‘objective’ research need to be addressed too.

Experiências teórico-práticas

O presente artigo é uma intervenção do sociólogo colombiano Orlando Fals Borda publicada na coletânea Participación popular: retos del futuro (ICFES, IEPRI, Colciencias, 1998). A coletânea é uma reunião de textos de intelectuais e pesquisadores que participaram do Congresso Mundial de Convergencia Participativa en Conocimiento, Espacio y Tiempo, ocorrido em 1997 em Cartagena de Indias (Colômbia). Na ocasião, além de Fals Borda, participaram nomes como Immanuel Wallerstein, Agnes Heller, Manfred Max-Neef, Paulo Freire e Fernando Henrique Cardoso. A retomada da proposta sociológica de Fals Borda em nossa coletânea é oportuna, na medida em que a reflexão sobre educação popular na América Latina implica também uma perspectiva de intervenção (expressa pela proposta da pesquisa-ação participativa de Fals Borda) junto às profundas assimetrias do continente, considerando perspectivas de mudança social que sintetizam os eixos para políticas de desenvolvimento socioeconômico e a participação política. Além disso, o presente texto oferece aportes metodológicos sugestivos para as diversas modalidades de pesquisa-ação participativa caras à educação popular.Palavras-chave: Mudança social; Educação popular; Participação; Democracia. ABSTRACT: This article is an intervention carried out by Colombian sociologist Orlando Fals Borda and was published in the volume Participación popular: retos del futuro (ICFES, IEPRI, Colciencias, 1998). The volume collects many papers from intellectuals and researchers who participated at the World Congress of Participative Convergence in Knowledge, Space and Time, which took place in 1997 in Cartagena de Indias (Colombia). Besides Fals Borda, the seminar counted on people like Immanuel Wallerstein, Agnes Heller, Manfred Max-Neef, Paulo Freire and Fernando Henrique Cardoso. The presence of the sociological approach of Fals Borda in our issue is timely, since the reflection on popular education in Latin America entails a perspective for intervention (expressed in the Fals Borda’s participative action-research) in relation to the social asymmetries of our continent. The article synthesizes a view on prospects for social change and also discusses the main axes for a set of policy of socioeconomic development and political participation. The contribution also offers a comprehensive methodological tool for the many modes of participative action-research that are useful for popular education.Keywords: Social change; Popular education; Participation; Democracy.

Guruku Sayang, Guruku Berkembang

Early Childhood Education Development (or PAUD in Indonesian) is essential in today’s world. A participative action research (PAR) approach was one of the actions done to support the development. One important stage in PAR is the preliminary study stage. The focus of this research is to know how the preliminary study was done in the perspective of problem mapping. The data collection techniques are performed with observations, surveys, documents, and interviews. This research produces a problem mapping model that is important in determining the problem that is used as the main agenda of mentoring to fit the needs of assistance by community priorities. The problem mapping model includes several stages: problem surveying and capturing, problem displaying, problem valuing, problem clustering, and a stage to determines the main problem for the action plan or the completion process.