The sensible health care professional: a care ethical perspective on the role of caregivers in emotionally turbulent practices

This article discusses the challenging context that health care professionals are confronted with, and the impact of this context on their emotional experiences. Care ethics considers emotions as a valuable source of knowledge for good care. Thinking with care ethical theory and looking through a care ethical lens at a practical case example,the authors discern reflective questions that (1) shed light on a care ethical approach toward the role of emotions in care practices, and (2) may be used by practitioners and facilitators for care ethical reflection on similar cases, in the particular and concrete context where issues around emotional experiences arise. The authors emphasize the importance of allowing emotions to exist, to acknowledge them and to not repress them, so that they can serve as a vehicle for ethical behavior in care practices. They stress the difference between acknowledging emotions and expressing them limitlessly. Formational practices and transformational research practices are being proposed to create moral space in care institutions and to support health care professionals to approach the emotionally turbulent practices they encounter in a way that contributes to good care for all those involved.status: publishe

Why action needs compassion: Creating space for experiences of powerlessness and suffering in participatory action research

Participatory action research is often informed by strength-based approaches such as appreciative inquiry. However, when social change and collective action appear to be difficult, feelings of powerlessness and suffering can arise. There is an ongoing debate on the place and importance of these so-called negative emotions within strength-based approaches. In a participatory action research project on citizen participation in the Netherlands we encountered a social and political context that was beyond our ability to change. We came to realize that change or action is not always possible in participatory action research and that ‘pushing’ for action can become a disempowering experience for those involved. In this article we share the moral dilemmas that we encountered and reflect on our own learning experiences as academic researchers. We argue that researchers need to anticipate upon these moral challenges by reflecting upon their personal position towards powerlessness and suffering. Nussbaum’s notion of compassion can help researchers to create space for these experiences and to acknowledge these experiences as sources of generative knowledge. Researchers should carefully navigate between fostering action and expressing compassion in participatory action research. With this article we aim to contribute to a care ethical perspective on participatory action research that acknowledges vulnerabilities and precariousness in research practices

Participation of marginalized groups in evaluation: Mission impossible?

Responsive evaluation facilitates a dialogical process by creating social conditions that enhance equal input from all stakeholders. However, when multiple stakeholders are involved, some groups tend to go unheard or not be taken seriously. In these cases, empowerment of the more silent voices is needed. The inclusion of marginalized groups in evaluation is thus a challenge for evaluators. It raises questions about how to include all stakeholders in the evaluation process in a way that empowers marginalized stakeholder groups, and at the same time is acceptable for the dominant stakeholder groups. In this article we describe our experiences with a responsive evaluation project on the participation of client councils in policy processes in a Dutch residential care and nursing home organization. We focus on the value of hermeneutic dialogue (fostering mutual understanding and learning processes) in addressing the challenges of working with stakeholders in unequal relationships.Responsive evaluation Participation Hermeneutic dialogue Marginalized groups

Embodied resilience: A phenomenological perspective

Background: From a phenomenological perspective, our body is the “from-which” we face the world. Vice versa, our body is affected by occurrences in our surroundings. Embodied resilience is understood as a quality of the dynamic relationships between our affected body and what happens in our surroundings. Objectives: This article explores the following question: How is resilience experienced bodily and how can we strengthen resilience and foster social relations? Research design: The data consists of ten in-depth interviews, personal observations and reflexive dialogues with the research team on the lived experiences of the participants. Interpretative phenomenological analysis is applied, and relevant literature is outlined in the discussion and the findings are presented. Findings: We discovered three intertwined experiential dimensions of embodied resilience: the experience of (1) sensing: becoming aware of what bodily happened; (2) connecting: looking for resources; and (3) responding: moving towards a new equilibrium. Discussion and conclusion: Lived, embodied experiences play an important role in the dynamic process of resilience. The body helps us resonate with the world we live in. We recommend researching further how an affective touch can enhance embodied resilience and foster social relationships in organisations. Keywords: affective touch, body awareness, haptonomy, resonanc

Parental perspectives and experiences in relation to lifestyle-related practices in the first two years of a child’s life:A qualitative study in a disadvantaged neighborhood in the netherlands

The first two years of a child’s life are a critical period in preventing several lifestyle-related health problems. A qualitative study was conducted to explore parental experiences and perspectives in relation to lifestyle-related child-rearing practices in order to minimize risk factors at an early stage. Data were collected through interviews (n = 25) and focus groups (n = 4) with parents of children aged 0–2 years, in a disadvantaged neighborhood in Amsterdam, the Netherlands. Results showed that parents were often uncertain about a number of lifestyle-related practices. Ambiguity also appeared regarding the parents’ intentions to engage in certain practices and what they were able to achieve in everyday life. In addition, parents experienced strong sociocultural influences from their family, which interfered with their ability to make their own decisions on lifestyle-related practices. Parents also expressed a need for peer-support and confirmation of their practices. Future studies should focus on supporting parents in their parental practices during the first two years of their child’s life. Any such study should take into account the specific sociocultural context accompanying lifestyle-related parental practices

Correction to: Supporting parents and healthy behaviours through parent-child meetings – a qualitative study in the Netherlands

It was highlighted that in the original article [1] and specifically in the Background section the sentence “However, most interventions in playgroup settings focus on promoting one healthy behavior, such as healthy food or physical activity, and there are limited studies in these kinds of settings that target multiple health-related behavior domain together” was erroneously duplicated. The original article has been updated

Supporting parents and healthy behaviours through parent-child meetings – a qualitative study in the Netherlands

BACKGROUND: The first 2 years of a child’s life have been found to be crucial to healthy growth and development. Parent support groups can help parents to promote health-related behaviours during this crucial period. The aim of this study was to explore the experiences of parents who participated in a parent support group (Parent-Child Meetings) which promoted health-related behaviours of their children, and to determine whether and how these meetings supported them in promoting these behaviours. METHODS: We used a qualitative study design. The parent support group consisted of weekly Parent-Child Meetings organized in a multi-ethnic, relatively low-income neighbourhood in Amsterdam, the Netherlands. Data on the experiences of parents was collected through participatory observations, informal conversations (n = 30 sessions) and semi-structured interviews (n = 13) between April 2019 and March 2020. The data was analysed using thematic content analysis. RESULTS: Parents indicated that they experienced the parent-child meetings as enjoyable and as providing them with socio-emotional support. They reported that the meetings increased their parenting knowledge, skills and practices regarding healthy behaviours of their children and that they used this knowledge in their daily lives. They also appreciated the practical information and advice provided by experts in the meetings. Parents indicated that the positive attitude of the experts was crucial in accepting and adopting their advice. Additionally, parents valued the interactive and hands-on workshops, which integrated health-related behaviours and active play with children, as it enabled them to learn while they played with their children. CONCLUSION: This study indicated that parent-child meetings contributed to enhancing parental knowledge, skills and practices regarding healthy behaviours of their children. This could potentially benefit the health of children during the first 2 years of their lives. In particular, the peer support of other parents, the hands-on workshops, and the concrete advice and information provided in an informal setting were highly valued by parents. Future parent support groups could use these findings to improve their meetings or to start meetings that better suit the needs of parents with young children. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12889-021-11248-z