Global Handbook of Health Promotion Research, Vol. 3: Doing Health Promotion Research

Foreword
Preface
Contents
About the Editors
About the Contributors
Chapter 1: A Global Participatory Process to 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 to Structuring Health Promotion Research
1.3 The Content of the Global Handbook: An Open Project
References
Chapter 2: Doing Health Promotion Research: Approaches, Paradigms, Designs and Methods to Produce Knowledge
2.1 Introduction
2.2 The Knowledge Base of Health Promotion: Networks of Questions, Concepts, Methods, Results
2.3 The Organisation of this Volume
2.4 The Contents of this Volume
References
Part I: Approaches to Knowledge Production in Health Promotion Research
Chapter 3: Health Promotion Political Research as Policy Practice
3.1 Introduction
3.2 What Is (Health) Policy and How to Research It?
3.3 Health Policy (or HPP, or HiAP)
3.4 Theories of the Policy Process
3.5 Health Promotion Policy Research
3.6 Policy Research with Health Promotion with Policy
References
Chapter 4: Underlying Principles of Different Schools of Economic Thought: Consequences for Health Promotion Research
4.1 Introduction
4.2 The Foundations in Rational Choice
4.3 From Positive to Normative Economics: Welfarism Versus Extra-Welfarism
4.4 Preference Formation: Scope for a New Heterodox Health Economics
4.5 Implications for Health Promotion and Health Promotion Research
References
Chapter 5: Critical Realism for Health Promotion Evaluation
5.1 Introduction
5.2 Critical Realism
5.3 Realistic Evaluation
5.4 Case Study in West Africa: The AIRE Project
5.5 Opportunities and Challenges of Using a Realistic Approach in Health Promotion
5.6 Conclusion
References
Chapter 6: Empowerment in Health Promotion of Marginalised Groups: The Use of Paulo Freire’s Theoretical Approach and Community-Based Participatory Research for Health Equity
6.1 Addressing the Needs of Groups Living in Situation of Vulnerability
6.2 Paulo’s Freire Approach to Enhance Empowerment, Participation and co-Production of Health Knowledge
6.3 What Are the Fundamental Elements and the Key References of the Proposed Approach?
6.3.1 Core Values for Participation and Social Change: The Freire Approach
6.4 Contribution to Health Promotion Research
References
Chapter 7: Health Promotion in Primary Care: Michel Foucault’s Genealogy to Analyse Changes in Practices
7.1 Introduction
7.2 Notes on Michel Foucault’s Genealogy
7.2.1 Emergence and Provenance Analyses
7.2.2 Power and Its Productive Nature per Foucault
7.3 Health Promotion as an Object of Analysis of Genealogically Inspired Research
7.3.1 Study Characterisation
7.3.2 Research Settings
7.3.3 Procedures for Data Production
7.3.4 Research Participants
7.3.5 Data Organisation and Analysis
7.4 Main Results and Data Discussion
7.5 Contributions of Genealogical Research to Health Promotion
References
Chapter 8: Health Promotion as a Complex Assemblage: Science and Technology Studies as Method
8.1 Introduction
8.2 Impossible Things: Bundling Presence, Manifest Absence and Absence as Otherness
8.3 Science and Technology Studies as Method: Troubling Health Promotion with Young People
8.4 Conclusion: Assemblage and Re-imagining the ‘Good’ in Health Promotion
References
Chapter 9: The Contribution of Feminist Approaches to Health Promotion Research: Supporting Social Change and Health Improvement for Vulnerable Women in England
9.1 Introduction
9.2 What Distinguishes Feminist Research?
9.3 Why Is Feminist Research Relevant to Health Promotion Research?
9.4 Application of Feminist Principles in Our Own Practice
9.5 Implications for How Research Is Done
9.6 Concluding Comments
References
Part II: Methodological Responses to Enabling Interactions Among All Relevant Knowledge
Chapter 10: Etuaptmumk/Two-Eyed Seeing: A Guiding Principle to Respectfully Embrace Indigenous and Western Systems of Knowledge
10.1 Introduction
10.2 What Is Etuaptmumk/Two-Eyed Seeing?
10.3 Why Do We Need Etuaptmumk/Two-Eyed Seeing?
10.4 How Can We Apply Etuaptmumk/Two-Eyed Seeing in Research?
10.5 Relevance and Examples of Two-Eyed Seeing in Health Promotion Research
10.6 Conclusion
References
Chapter 11: Capturing the Lived Experience of Place in Health Promotion Research: In Situ Methodologies
11.1 Introduction
11.2 Example Research Projects Using In Situ Methodologies
11.2.1 Study 1. Using Walking Interviews to Understand Socio-Spatial Inequalities in Smoking
11.2.2 Study 2. Understanding Experiences of Socio-Spatial Marginalisation Using Walking Focus Groups
11.2.3 Study 3. Improving Children’s Access to Public Spaces for Active Free Play
11.3 In Situ Methods: Contributions to Ethical and Epistemological Challenges in Health Promotion Research
11.3.1 Addressing the Ethical Challenges
11.3.1.1 Equity and Social Determinants of Health
11.3.1.2 Healthy Settings and Environments
11.3.1.3 Lived Experiences and ‘Voice’
11.3.2 Addressing the Epistemological Challenges
11.3.2.1 Production of Knowledge
11.3.2.2 Embracing Complexity and ‘Messiness’ in Research
11.3.2.3 Evoking Memories
11.3.3 Critical Perspectives: Conducting In Situ Methods
11.4 Conclusion
References
Chapter 12: Using Salutogenesis to Understand People–Environment Interactions that Shape Health in a Context of Poverty
12.1 Introduction
12.2 A Modified Salutogenesis Model of Health
12.3 Understanding Poverty-Related Diseases and Other Challenges that Shape Health in Sub-Saharan Africa Using the Salutogenic Model of Health
12.4 Factors to Consider in Research Using the Salutogenic Model of Health in Context of Poverty
12.4.1 Stressors
12.4.2 Sense of Coherence
12.4.3 Resistance Resources
12.5 Discussion
12.6 Conclusion
References
Part III: Methodological Responses to Unpacking the Complex Context/Practice Interactions
Chapter 13: Interventions Tested in Randomised Controlled Trials Can and Should Adapt to Context: Here’s How
13.1 Introduction
13.2 Conclusion
References
Chapter 14: The Ongoing Contribution of Health Impact Assessment to Health Promotion Research
14.1 Introduction
14.2 Overview of HIA: Definition, Principles, Values and Other Features
14.2.1 Stage 1: Screening
14.2.2 Stage 2: Scoping
14.2.3 Stage 3: Appraisal
14.2.4 Stage 4: Reporting
14.2.5 Stage 5: Monitoring
14.2.6 Stage 6: Evaluation
14.3 HIA and Health Promotion Research: Areas of Convergence and Mutual Growth
14.3.1 Site-Specific Contexts
14.3.2 Flexibility of HIA Methodologies
14.3.3 Trans-disciplinarity
14.4 Participation
14.5 Construction of Hybrid Knowledge
14.6 Power Relationships
14.7 Partnerships and Collaborations Within a Community
14.8 Acting for Sustainable Inter-Sectoral Collaborations
14.9 Methodological Pluralism
14.10 Conclusion
References
Chapter 15: A Theory-Driven Approach to Unpack the Black Box of Complex Interventions: Assessing Interventional Systems
15.1 Background
15.2 The Relevance of Interventional Systems
15.3 From Attribution to Contribution: The Interest of Theory-Based Evaluation
15.4 Defining the “Interventional System Theory”
15.5 Using ISyT in the Evaluation Process
15.6 Conclusion
References
Chapter 16: Using a Realist Approach in Qualitative Research to Analyse Connections Among Context, Intervention and Outcome
16.1 Introduction
16.2 What Is a Realist Evaluation Approach?
16.3 Two Cases that Illustrate How to Conduct a Realist Approach to Qualitative Analysis
16.4 Why Is a Realist Approach to Research Relevant for Health Promotion?
References
Chapter 17: Using Mixed Methods to Evaluate Complex Interventions: From Research Questions to Knowledge Transferability
17.1 Introduction
17.2 What Is Mixed Methods Research?
17.3 Qualitative and Quantitative Arrangements in Health Promotion Research
17.3.1 Linking Research Purposes and Methodological Choices: Formulating Mixed Methods Research Questions
17.3.2 Supporting Participation, Empowerment and Emancipation
17.3.3 Providing Knowledge During the Implementation Process and Supporting Knowledge Transferability
17.4 Conclusion
17.4.1 Opportunities to Develop Supportive Environments for Both Health Promotion and Research
17.4.2 Opportunities to Reflect on the Researcher’s Position
References
Part IV: Methodological Responses to Regulating Stakeholders’ Collaborations
Chapter 18: Participatory Action Research as a Core Research Approach to Health Promotion
18.1 Introduction
18.2 The Essence of Participatory Action Research
18.2.1 The Primacy of Participation
18.2.2 A Matter of Co-Creation
18.2.3 The Potential for Change and Transformation
18.2.4 Relationships at the Centre
18.2.5 A Non-Linear Process
18.2.6 Local Knowledge and Context Have Value
18.2.7 Quality Is About Adherence to Ethics
18.2.8 PAR in a Non-Participatory World
18.3 The Challenges of Doing Participatory Health Promotion Research in Practice
18.3.1 Mental Health Promotion Research: Family-Based Positive Support (FaBPos): Attempting Participatory Research in the Health Sector
18.4 Tensions Between Participatory Health Research and Doctoral Timelines in Health Promotion
18.5 Reaping the Rewards of Participatory Action Research
References
Chapter 19: Participatory Research Processes: Working with Children for Children
19.1 Introduction
19.1.1 What Is PPI?
19.1.2 Participatory Research
19.2 Development of PRP
19.3 Implementing a PRP Study
19.3.1 Preparation
19.3.2 The Three Stages of PRP
19.3.3 Adaptations and Variations
19.3.3.1 Further Adaptations
19.3.4 Applications of PRP
19.3.5 Challenges
19.3.6 Strengths
19.4 Conclusion
References
Chapter 20: Promoting Health Equity with Community-Based Participatory Research: The Community Action to Promote Healthy Environments (CAPHE) Partnership
20.1 Introduction
20.2 Background
20.2.1 Case Study: Community Action to Promote Healthy Environments (CAPHE)
20.2.2 Lessons Learned/Implications for Health Promotion Research and Action
20.3 Concluding Comments
References
Chapter 21: Health Promotion Research in International Settings: A Shared Ownership Approach for North-South Partnerships
21.1 Introduction
21.2 Context of the Partnership
21.2.1 Strategic Need
21.2.2 Context and Partnership
21.3 Shared Ownership Principles
21.3.1 Investment in People and Communities
21.3.2 Trust
21.3.3 Reciprocity
21.3.4 Cultural Appropriateness
21.3.5 Sustaining Activities
21.3.6 Transparency
21.3.7 Global Thinking
21.4 Implications of a Partnership/Shared Ownership Approach for Health Promotion Research and Practice
21.5 Conclusion
References
Part V: Methodological Responses to Bridging the Knowledge/Practice Gap
Chapter 22: Citizen Science for Health Promotion Research: Emerging Best Practices, Challenges, and Opportunities for Advancing Health Equity
22.1 What Is the Main (Health Promotion) Research Problem that Your Approach Addresses?
22.2 How Can This Approach Respond to This Problem?
22.3 What Are the Fundamental Elements and the Key References of the Proposed Approach?
22.4 How Does This Approach Contribute to Structuring the Field of Health Promotion Research?
22.5 Conclusion
References
Chapter 23: Principled Health Promotion Research: A Comprehensive and Action-Oriented Approach
23.1 Background and the Main Health Promotion Research Challenges that we Address
23.2 Why Should We Use This Approach in Health Promotion Research?
23.3 The Fundamental Elements of the Five Guiding Principles as an Overall Framework
23.3.1 Principle 1: A Broad and Positive Health Concept
23.3.2 Principle 2: Participation and Involvement of the Users
23.3.3 Principle 3: Action and Action Competence
23.3.4 Principle 4: A Setting Approach
23.3.5 Principle 5: Equity in Health
23.4 Main Contribution to the Field of Health Promotion Research
References
Chapter 24: Health Promotion Research in the School Setting
24.1 Introduction
24.2 The Development of School Health Promotion
24.3 What Makes Research in School Health Distinctive of Health Promotion Research?
24.3.1 What Objects of School Health Promotion Research Are Examined?
24.3.2 What Knowledge Does School Health Promotion Research Generate?
24.3.3 What Are the Research methods Used to Understand and Evaluate School Health Promotion and What Makes Them Distinctive?
24.3.4 Ethical Issues in School Health Promotion Research
24.3.5 Dissemination of School Health Promotion Research to Influence Policies and Practices
24.4 Conclusion
24.4.1 Future Directions of School Health Promotion Research
References
Chapter 25: Health Promotion Intervention Research in Complex Adaptive Systems: The Contextual Action-Oriented Research Approach (CARA)
25.1 Complexity Thinking
25.2 Complex Adaptive Systems (CAS)
25.3 Dealing with Complex Adaptive Systems in Health Promotion Research
25.4 Conclusion
References
Part VI: Conclusion
Chapter 26: Conclusion: Addressing the Challenges of Doing Health Promotion Research
26.1 Introduction
26.2 Approaches to Knowledge Production
26.3 Methodological Responses to Health Promotion Research Challenges
26.4 Concluding Remarks
References
Appendix: Overview of the Chapters
Introduction
Part I: Approaches to Knowledge Production in Health Promotion Research
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Part II: Methodological Responses to Enabling Interactions Among All Relevant Knowledge
Chapter 10
Chapter 11
Chapter 12
Part III: Methodological Responses to Unpacking the Complex Context/Practice Interactions
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Part IV: Methodological Responses to Regulating Stakeholders’ Collaborations
Chapter 18
Chapter 19
Chapter 20
Chapter 21
Part V: Methodological Responses to Bridging the Knowledge/Practice Gap
Chapter 22
Chapter 23
Chapter 24
Chapter 25
Index