Background:Capacity building and community-level participation are important to enhance the efficiency and sustainability of health promotion programmes, as well as to promote empowerment and decis...

What does co-creation mean? An attempt at definition informed by the perspectives of school health promoters in France:

Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019

https://repositorium.sdum.uminho.pt/bitstream/1822/62580/1/CCW-Training-course%2bmaterial.pdf

Co-creating welfare: training course material preparing professionals to co-create welfare solutions with citizens

Abstract This chapter reports on the emerging findings during the first year of a design- and inquiry-based research project called Kindergarten Teacher as a Researcher . The project attempts to implement a design for collaboration and knowledge co-creation through a workshop methodology called Exploration and Pedagogical Innovation Laboratories (EX-PED-LAB). The project was funded by the Research Council of Norway as a starting grant for the common initiative of the Agency for Kindergartens (Bergen City, Norway) and the KINDknow Research Centre [BARNkunne – Senter for barnehageforskning], located at Western Norway University of Applied Sciences (HVL). The goal of the workshop laboratory was twofold: (1) to support early childhood educational leaders and staff in enhancing the quality of kindergartens in close collaboration with researchers and (2) to research three areas of common interest: the play, exploration, and learning environment; collaboration with families; and leadership and governance. This chapter highlights a set of features for success, as well as takeaway points for the further development of the workshop methodology, tailored to future early childhood partnership research programmes. Drawing on the case of the EX-PED-LAB project, the chapter seeks to describe the features of the success of and barriers to collaborative explorative processes and knowledge-creating practices in practices-developing research . These insights will be beneficial for further investigations, consolidations, and refinements of the workshop methodology. 

/pdf/success-of-and-barriers-to-workshop-methodology-experiences-2g5dn612.pdf

Success of and Barriers to Workshop Methodology: Experiences from Exploration and Pedagogical Innovation Laboratories (EX-PED-LAB)

The participation of the stakeholders concerned by health promotion interventions targeting health determinants is a founding principle of integral importance. Notwithstanding the potential benefits of these approaches, their implementation is still quite limited and field practices are highly varied, if not totally heterogeneous. Such limitations can be considered in conjunction with the poorly defined outlines of participation, which can lead to variable interpretations of what it entails, and also to the different contextual factors potentially affecting its implementation. This study therefore aims: (1) to identify the various perceptions and experiences of participation, and (2) to identify the factors impacting the implementation of participation in support and development of health promotion.All in all, 34 professionals participated in this qualitative research, in which triangulation was associated with analysis of the written productions collected during creativity workshops (Cube activity) and semi-structured interviews and observations. All participants gave their informed consent to participate, and the data were anonymized and remained accessible to one and all. The data were subjected to content analysis (Bardin, 2003) focusing on types of factors contributing to the implementation (or non-implementation) the of participation.Data analysis led to the emergence of 7 categories of factors: stakeholder characteristics, the individual characteristics of professionals and decision-makers, relations between professionals among themselves and with stakeholders, the methods and form of the approach implemented, the local organization and its missions, and the national context.The representations and experiences of participatory approaches among health promoters are very heterogeneous. Implementation depends largely on how stakeholder characteristics are taken into account, on the ability of professionals to adapt to them, on the development of favorable interpersonal relationships through reflexive work on posture, and on the use of relevant and scientifically validated methods.To strengthen the openness and motivation of field professionals to undertake participatory actions, awareness-raising and training in specific skills seems relevant, the objective being to enable them to anticipate risks and to make the most of whatever opportunities appear. 

Comment promouvoir la participation dans les projets de promotion de la santé ? Les facteurs clés selon les professionnels

Health Promotion Practice

This work was financially supported by Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies, University of Minho) projects under the references UIDB/00317/2020 and UIDP/00317/2020.

How can we promote co-creation in communities?: The perspective of health promoting professionals in four European countries

Durant l’epidemie a Covid-19, des membres de la commission scientifique d’UNIReS ont croise leurs analyses de la crise sanitaire. En associant une ecriture par organisation horizontale et une carte mentale, ils ont produit un texte collectif qui eclaire la situation sous l’angle de l’histoire, de l’anthropologie, de l’engagement communautaire, de l’experience professionnelle et de la rupture biographique personnelle. Leurs reflexions mettent l’accent sur la crise epistemologique et portent sur les apprentissages, l’esprit critique de chacun et l’enseignement dans son approche, ses formes et son accessibilite aux plus fragiles. Cette production plurielle donne l’opportunite de (re)penser les moyens d’agir sur la sante individuelle et collective, au profit de l’education a la sante de demain, en faisant appel au collectif, a la solidarite et a la cooperation avec les populations.

Julien Masson

Papers

What does co-creation mean? An attempt at definition informed by the perspectives of school health promoters in France:

Co-creating welfare: training course material preparing professionals to co-create welfare solutions with citizens

How can we promote co-creation in communities?: The perspective of health promoting professionals in four European countries

En quoi la pandémie interroge-telle les liens entre éducation, santé et sociétés ?