Catrine Kostenius

Participatory and appreciative action and reflection (PAAR) – democratizing reflective practices

The paper introduces a new approach to reflecting and acting called participatory and appreciative action and reflection (PAAR). It explores its potential to enable individuals and groups to move forward, to improve their working practices and lives in particular communities and contexts. The paper situates PAAR in the historical context of participatory and action research and reflective learning. It suggests that using PAAR requires four strategic ‘turns’. By turn we mean a change in direction from one way of thinking and practising to another. The four turns are: (i) away from a preoccupation with changing behaviours in order to solve problems, with ‘fixing’ things and an engagement in deficit‐based discourses, towards the development of appreciative insight, understanding the root causes of success and sustaining strengths‐based discourses in order to amplify those things that will help build a better future from the positive present; (ii) away from self‐learning (individualism and isolation) and towards collective learning through interconnectedness, appreciative knowledge sharing and the use of new forms of communications technology which enable simultaneous action in dispersed geopolitical spaces; (iii) away from one way of knowing and one perspective on truth to an acceptance of more pluralistic view of ways of knowing, of understanding human experience and putting this knowing to good use; (iv) away from reflective cycles and spirals and towards the use of a reflective learning (r‐learning) framework comprising four mutually supportive processes. They are those of developing an appreciative ‘gaze’, of reframing lived experience, of building practical wisdom and of achieving and moving forward.

Listen to Me when I Have Something to Say: Students' Participation in Research for Sustainable School Improvement.

This article focuses on student participation in the research process as a contribution to school improvement. The specific aim of this article was to explore students’ participation in different phases of a research process and discuss how their participation can contribute to school improvement. Based on a life-world phenomenological ontology, we used two research and development projects — Full of Value and Arctic Children — to shed light on participation in research. When doing research together with students, we have been inspired by Participatory Appreciative Action Research (PAAR). The methods used in the projects were open writing, group reflection, drawings, and exhibition discussions. This research showed that students were able to explore and express their lived experiences of behaviour and well-being in school, and how this was linked to positive change. We found students trustworthy, capable, and competent, enriching the process of school improvement.

Schoolchildren from the north sharing their lived experience of health and well-being

The aim of this study was to describe and develop an understanding of schoolchildrens health and well-being from their own perspective. Nearly 100 schoolchildren from the northern part of Sweden, aged 10–12 years, wrote open letters and participated in group discussions as a way to share their lived experience. The phenomenological analyze resulted in three main themes; (a) associating with others; (b) actively participating and (c) being a recipient. The schoolchildrens lived experience formed an intricate unite including health and ill-health as well as well-being and lack thereof. The meaning of schoolchildrens health and well-being was understood as the experience of relationships to others and as the relationship to oneself. The relationships to others was positive or negative for schoolchildrens health and well-being depending on if they were met with a “we” in mind or not. When given the choice to participate, and if shown respect, and trust was understood as positive for schoolchildrens health and well-being, while the opposite was true when lacking these qualities in relationships with others.

‘Friendship is like an extra parachute’: reflections on the way schoolchildren share their lived experiences of well‐being through drawings

The aim of this study was to create a new understanding of health promotion activities in the classroom setting through children’s perspectives. Nineteen Swedish schoolchildren, ages 10‐ to 11‐years‐old, participated in health promotion work in the classroom. Through drawings and an exhibition discussion analysing their own and each other’s drawings, they shared their lived experience of well‐being and lack thereof. The phenomenological analysis resulted in three themes: (1) friends in good times and in bad; (2) the sunny side of life; (3) the bad and the mean. These themes were understood as friendship being like an extra parachute. Reflecting on the children’s lived experience of well‐being and our own role in the research process, the concept of openness surfaced. This we believe is an important ethical aspect of research with children.

Peers, parents and phones : Swedish adolescents and health promotion

Many unhealthy behaviors are created during adolescence and follow the individual into adulthood. In addition, health behaviors often occur in clusters as those who are inactive are more likely to eat unhealthy food and smoke. This makes the early foundation of healthy behaviors vital. The aim was to describe and develop an understanding of adolescents’ awareness and experiences concerning health promotion. Data was collected using focus groups with a total of 28 seventh graders and was analysed with latent qualitative content analysis. One main theme was identified; being competent, ambivalent and creative at the same time. The following three subthemes also emerged: being a digital native for better and for worse, knowing what is healthy, and sometimes doing it, and considering change and having ideas of how change could be supported. The main theme elucidates how the majority of students were informed and able but they did not always prioritize their health. The concept of health promotion relies upon the engagement of the individual; however, although the students had clear ideas about how they would like to change their own behaviors, they felt a need for support. Interestingly, the students were able to make several suggestions about the kind of support that would make a difference to their adoption to more healthy modes of living. They suggested information and communication technology (ICT), for example encouraging text messages (SMS), and social support, for example parents setting rules and peers inspiring them to adhere to a healthy behavior. The knowledge gained from this study echoes our view of inclusion and this could be helpful for those who encounter the challenge of promoting health among adolescents.

Picture This--Our Dream School! Swedish Schoolchildren Sharing Their Visions of School.

The aim of this study was to make visible, and understand, possible opportunities for school improvement based on schoolchildren’s lived experience and visionary ideas of school. Schoolchildren aged 10–12 from the northern part of Sweden participated in the study. The phenomenological analysis resulted in three themes, with no particular order of preference: the school of ‘Friendship and involvement’, the school of ‘Work and play’ and the school of ‘Places and spaces’. The comprehensive understanding of the children’s dream school is the school of ‘Friendship, freedom and fun’, which is discussed with school improvement in mind.

Student‐driven health promotion activities

Purpose – The aim was to examine how students in the arctic region of Sweden experienced creating, leading, and participating in student‐driven health promoting activities in cooperation with their teacher.Design/methodology/approach – Inspired by the participatory appreciative action research (PAAR) method 19 Swedish students, ages 10‐11 participated in health promotion work in the classroom through creating, leading, participating in and evaluating their own and their peers’ health promoting activities.Findings – Students developed three themes and related activities which they felt helped them reduce stress and have friendly fun: “the friendly touch” (music and student massage), “the outdoor run for fun” (student physical activity in outdoors), and the sounds of well‐being (music).Practical implications – This paper provides a comprehensive understanding of how students experienced creating, leading, and participating in student‐driven health promoting activities in cooperation with their teacher, and ...

Professional tools and a personal touch – experiences of physical therapy of persons with migraine

Abstract Purpose: The aim was to explore the lived experience of physical therapy of persons with migraine. Method: Data were collected by conducting narrative interviews with 11 persons with migraine. Inspired by van Manen, a hermeneutic phenomenological method was used to analyse the experiences of physical therapy which these persons had. Results: Physical therapy for persons with migraine meant making an effort in terms of time and energy to improve their health by meeting a person who was utilising his or her knowledge and skill to help. Being respected and treated as an individual and having confidence in the physical therapist were highlighted aspects. The analysis revealed a main theme, “meeting a physical therapist with professional tools and a personal touch”. The main theme included four sub-themes, “investing time and energy to feel better”, “relying on the competence of the physical therapist”, “wanting to be treated and to become involved as an individual” and “being respected in a trustful relationship”. Conclusions: The therapeutic relationship with the physical therapist is important and the findings of this study can increase awareness about relational aspects of physical therapy and encourage thoughtfulness among physical therapists and other healthcare professionals interacting with persons with migraine. Implications for Rehabilitation Physical therapists use both professional tools and a personal touch in their interaction with persons with migraine and this article can increase physical therapists’ awareness and encourage thoughtfulness in their professional practice. Being respected and treated as an individual and having confidence in the physical therapist are important aspects of the therapeutic relationship and indicate a need for patient-centred care. By making the effort of spending the time and energy required, physical therapy could be a complement or an alternative to medication to ease the consequences of migraine.

Learning within and beyond the Classroom: Compulsory School Students Voicing Their Positive Experiences of School.

The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.

Fun, feasible and functioning: Students ' experiences of a physical activity intervention

Abstract Aim: The aim of this study was to describe students’ experiences of participating in a physical activity (PA) intervention. Methodology: A purposive sampling was used; 14 students (four boys and 10 girls) were interviewed and the collected data was analysed using qualitative content analysis. Major findings: One main theme was identified: fun, feasible and functioning. The following two subthemes also emerged: the multi-component intervention fits several, but not all, and manageable measuring can also be motivating. The main theme elucidates that fun was an important factor for joining the study; the students also experienced he empowerment-inspired intervention and the data collection to be fun and feasible. According to the students, the intervention was functioning since they experienced that it increased their PA. Principal conclusions: An empowerment approach that includes forming partnerships with students is a promising avenue for developing PA interventions for schools, regardless of whether the person concerned is a parent, teacher, school nurse or physiotherapist, but one size will never fit all.