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Dudgeon, Pat, Kate L. Derry, Carolyn Mascall, and Angela Ryder. "Understanding Aboriginal Models of Selfhood: The National Empowerment Project’s Cultural, Social, and Emotional Wellbeing Program in Western Australia." International Journal of Environmental Research and Public Health 19, no. 7 (March 29, 2022): 4078. http://dx.doi.org/10.3390/ijerph19074078.
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Culturally safe and responsive interventions that acknowledge Aboriginal models of selfhood are needed. Such interventions empower Aboriginal peoples and communities by increasing self-determination over individual and community social and emotional wellbeing (SEWB). In response to this need, the National Empowerment Project developed the Cultural, Social, and Emotional Wellbeing Program (CSEWB). The CSEWB aims to strengthen SEWB and cultural identity and subsequently reduce psychological distress in Aboriginal peoples. An Aboriginal Participatory Action Research approach ensured community ownership and engagement. Seven research questions and a culturally modified adaption of the Most Significant Change technique informed a thematic analysis of the evaluation content. Aboriginal adults (n = 49; 53% ≥50 years, 66% female, 34% male) from three Western Australian urban communities participated in the program evaluation workshops. Participants reported the benefits of enhanced SEWB and reduced psychological distress. This research reaffirms the need for culturally safe programs that acknowledge social determinants of health and are guided by the SEWB framework. Long-term commitment from the government is needed to support such programs.
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Isbanner, Sebastian, Julia Carins, and Sharyn Rundle-Thiele. "Healthy Eats—Evaluation of a Social Marketing Program Delivered in Primary School Settings in Queensland." International Journal of Environmental Research and Public Health 19, no. 21 (November 3, 2022): 14415. http://dx.doi.org/10.3390/ijerph192114415.
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One in four school children in Australia are overweight or obese. In response, the Healthy Eats program was developed, piloted, and delivered using a whole-of-school approach underpinned by the socio-ecological model to increase fruit and vegetable consumption among children aged 8–10 years in regional Queensland, Australia. This research presents an outcome evaluation of the Healthy Eats program using pre–post data collected throughout 2021 (cross-sectional for knowledge and longitudinal for behaviour) from 19 schools to assess whether changes occurred in students’ nutritional knowledge (n = 1868 (pre = 933, post = 935)) and fruit and vegetable consumption (n = 1042 (pre = 521, post = 521)). Knowledge data was collected via self-reports two weeks prior and immediately after the Nutrition Module. Behavioural data on daily fruit and vegetable consumption was gathered via student passports (i.e., surveys) one week before and for four consecutive weeks after the Nutrition Module. Chi-Square Difference tests and t-Tests were conducted with a significance level set at p < 0.05. Across all 19 schools, knowledge of the daily recommended serves of fruit and vegetables improved significantly following participation in the program, aligning knowledge closer to the Australian dietary guidelines. Behavioural results for fruit consumption were favourable, with clear improvements reported. Increases in vegetable consumption were demonstrated in two of the eight schools. A discussion on the knowledge–action gap is provided, including recommendations for future iterations of the Healthy Eats program.
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Shroff, Farah M., and David Jung. "Here's to sound action on global hearing health through public health approaches." International Journal of Health Governance 25, no. 3 (July 31, 2020): 235–44. http://dx.doi.org/10.1108/ijhg-01-2020-0004.
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PurposeA global pandemic, non-occupational noise-induced hearing loss (NIHL) is a completely preventable public health problem, which receives limited air time. This study has dual purposes: to contribute to scholarly literature that puts non-occupational NIHL on the global priority map and to effect change in the City of Vancouver's policies toward noise.Design/methodology/approachExperts in public health and hearing health were contacted in addition to a scoping literature search on PubMed. Information pertaining to both developed and developing countries was obtained, and comparison was made to Canada where possible. The authors met with elected officials at the City of Vancouver to inform them of the win–win aspects of policies that promoted better hearing.FindingsNon-occupational NIHL is an underappreciated issue in Canada and many other countries, as seen by the lack of epidemiological data and public health initiatives. Other countries, such as Australia, have more robust research and public health programs, but most of the world lags behind. Better hearing health is possible through targeted campaigns addressing root causes of non-occupational, recreational noise – positive associations with loud noise. By redefining social norms so that soft to moderate sounds are associated with positive values and loud sounds are negatively attributed, the societies will prevent leisure NIHL. The authors recommend widespread national all-age campaigns that benefit from successful public health campaigns of the past, such as smoking cessation, safety belts and others. Soft Sounds are Healthy (SSH) is a suggested name for a campaign that would take many years, ample resources and sophisticated understanding of behavior change to be effective.Research limitations/implicationsA gap exists in the collection of non-occupational NIHL data. Creating indicators and regularly collecting data is a high priority for most nations. Beyond data collection, prevention of non-occupational NIHL ought to be a high priority. Studies in each region would propel understanding, partly to discern the cultural factors that would predispose the general population to change favorable attitudes toward loud sounds to associations of moderate sounds with positivity. Evaluations of these campaigns would then follow.Practical implicationsEveryday life for many people around the world, particularly in cities, is loud. Traffic, construction, loudspeakers, music and other loud sounds abound. Many people have adapted to these loud soundscapes, and others suffer from the lack of peace and quiet. Changing cultural attitudes toward loud sound will improve human and animal health, lessen the burden on healthcare systems and positively impact the economy.Social implicationsIndustries that create loud technologies and machinery ought to be required to find ways to soften noise. Regulatory mechanisms that are enforced by law and fines ought to be in place. When governments take up the banner of hearing health, they will help to set a new tone toward loud sounds as undesirable, and this will partially address the root causes of the problem of non-occupational NIHL.Originality/valueVery little public health literature addresses NIHL. It is a relatively ignored health problem. This project aims to spurn public health campaigns, offering our own infographic with a possible title of Soft Sounds are Healthy (SSH) or Soft Sounds are Sexy (SSS). The study also aimed to influence city officials in the authors’ home, Vancouver, and they were able to do this.
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Gunawan, Yuli, Bambang Eko W, Reta Yudistyana, and Dwi Thia Putri. "Organic Waste Management Program Evaluation: A SROI and Action Research." Economics Development Analysis Journal 10, no. 3 (August 1, 2021): 243–54. http://dx.doi.org/10.15294/edaj.v10i3.48744.
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Company holds an important role in realizing sustainable development through CSR (Corporate Social Responsibility) programs. One of CSR program implemented by PT Badak NGL is community empowerment through community-based compost management. This study investigated social effects experienced by the stakeholders of environmental awareness community or Masdarling, and the extent of the social effects compared to the total investment made by PT Badak NGL. Quasi-qualitative was employed to carry out this study. Its data were analyzed using triangulation technique to map program advantages (qualitative) and Social Return on Investment-SROI (quantitative) approach. Meanwhile, the data themselves were collected using in-depth interview, Focus Group Discussion, and secondary data review. Based on the data analysis, it was found that the community-based compost management done in Masdarling village in the period of 2018-2020 obtained the SROI ration of 1.59, meaning that every 1 rupiah invested gained a benefit of 1.59 rupiah. This shows that this program is still categorized as feasible. In addition, the highest benefit felt by the compost stakeholders and Telihan Village officers was due to the addition of income for the members of compost management and the savings felt by people in Neighborhood or RT 26.
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Dietrich, Timo, Sharyn Rundle-Thiele, Lisa Schuster, and Jason Connor. "Co-designing social marketing programs." Journal of Social Marketing 6, no. 1 (January 4, 2016): 41–61. http://dx.doi.org/10.1108/jsocm-01-2015-0004.
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Purpose – Most alcohol education programs are designed by experts, with the target audience largely excluded from this process. Theoretically, application of co-creation which comprises co-design and co-production offers an opportunity to better orient programs to meet audience needs and wants and thereby enhance program outcomes. To date, research has centered on value co-creation, with content co-design receiving limited research attention. This study aims to understand how a target audience would design an intervention and continues by contrasting an audience-designed program with the earlier implemented expert-designed program. Design/methodology/approach – Six co-design sessions were conducted with 58 Year 10 adolescents, aged between 14-16 years old, who had participated in Game On: Know Alcohol, a program developed by experts to address binge drinking. The data were content analyzed. Findings – Analysis revealed that a co-designed program would differ substantially from the expert-driven Game On: Know Alcohol program recently trialed. The results indicate that adolescents prefer interactive activities that engage and challenge. Three alternative program solutions, catering to identified segments in the target audience, are suggested for future implementation and evaluation. Research limitations/implications – This sample is limited to adolescents from Catholic schools in one state of Australia, and future research is recommended to extend findings beyond this group. This study is limited to establishment of audience (adolescent) preferences, and future experimental field research is needed to develop, implement and evaluate a co-designed program. Originality/value – This study details a co-design process highlighting differences between expert-designed and audience-designed programs. Future research investigating whether a co-designed program will deliver superior outcomes to an expert-designed program is recommended.
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Stone-Jovicich, Samantha, Helen Percy, Larelle McMillan, James A. Turner, Lan Chen, and Toni White. "Evaluating monitoring, evaluation and learning initiatives in the New Zealand and Australian agricultural research and innovation systems: The MEL2 framework." Evaluation Journal of Australasia 19, no. 1 (March 2019): 8–21. http://dx.doi.org/10.1177/1035719x18823567.
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The potential for monitoring, evaluation and learning (MEL) to enhance innovation and impact in agricultural research and development is receiving increasing attention. New Zealand’s AgResearch Limited and Australia’s CSIRO Agriculture and Food are working with their scientists to support the organisations to achieve greater innovation and impact by embedding MEL into research programs and projects. However, both organisations have found it challenging to systematically demonstrate the value of their MEL initiatives. While there is an increasing number of case studies and anecdotes pointing towards the contribution of MEL to fostering innovation that delivers social, economic and environmental impacts, there is limited evidence, collated through systematic and rigorous methods, to substantiate this. This article presents an evaluation framework drawing on insights from complexity science (the Cynefin framework), evaluation practice and research (complexity-aware M&E and reflective practice) and innovation capacities (learning, reflection and adaptation). The framework is intended for research organisations working in agricultural innovation systems to be able to demonstrate the value of their MEL initiatives as well as carry out comparative analyses. It also supports organisational learning to better inform evaluative strategies and actions.
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Yufiarti, Yufiarti, Edwita, and Suharti. "Health Promotion Program (JUMSIH); To Enhance Children's Clean and Healthy Living Knowledge." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 13, 2019): 341–55. http://dx.doi.org/10.21009/jpud.132.10.
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Knowledge about clean and healthy life in children needs to be given early to shape behavior in everyday life. Knowledge about healthy living can be provided at school through various learning programs. This study aims to find the effectiveness of health promotion programs (JUMSIH) to increase children's knowledge about clean and healthy living. The research method is a pre-experimental one-shot case study design. The respondents of this study were 68 students aged 7-8 years. The results showed that the JUMSIH program can help children have knowledge about healthy living. Based on data analysis, n = 15 generally obtained scores above 2.6. It was concluded that healthy living skills are often performed by students such as hand washing, bathing, and toothbrush behavior which are basic skills for children to be able to live healthy lives. Suggestions for further research which is the development of various programs to increase awareness of clean and healthy living from an early age.
Keywords: Clean and healthy life Knowledge, Early Childhood, Health Promotion Program (JUMSIH)
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Duxbury, T., Bradshaw, K., Khamanga, S., Tandlich, R., & Srinivas, S. (2019). Environmental health promotion at a National Science Festival: An experiential-education based approach. Applied Environmental Education and Communication, 0(0), 1–16. https://doi.org/10.1080/1533015X.2019.1567406
Fernandez-Jimenez, R., Al-Kazaz, M., Jaslow, R., Carvajal, I., & Fuster, V. (2018). Children Present a Window of Opportunity for Promoting Health: JACC Review Topic of the Week. Journal of the American College of Cardiology, 72(25), 3310–3319. https://doi.org/10.1016/j.jacc.2018.10.031
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Kobel, S., Wartha, O., Wirt, T., Dreyhaupt, J., Lämmle, C., Friedemann, E. M., … Steinacker, J. M. (2017). Design, implementation, and study protocol of a kindergarten-based health promotion intervention. BioMed Research International, 2017. https://doi.org/10.1155/2017/4347675
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Dow, Briony, Betty Haralambous, Courtney Hempton, Susan Hunt, and Diane Calleja. "Evaluation of Alzheimer's Australia Vic Memory Lane Cafés." International Psychogeriatrics 23, no. 2 (July 30, 2010): 246–55. http://dx.doi.org/10.1017/s1041610210001560.
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ABSTRACTBackground: This paper describes the evaluation of the Memory Lane Café service in Victoria, Australia. The Alzheimer's Australia Vic Memory Lane Café model aims to provide a social and educational service to people living with dementia and their carers, family members or friends. Dementia is a serious health issue in Australia, with prevalence estimated at 6.5% of people over 65 years of age. Living with dementia has significant social and psychological ramifications, often negatively affecting quality of life. Social support groups can improve quality of life for people living with dementia.Methods: The evaluation included focus groups and surveys of people with dementia and their carers, staff consultation, service provider interviews, and researcher observation. The Melbourne Health Mental Health Human Research Ethics Committee approved the project. Participants included people with dementia (aged 60 to 93 years, previously enrolled in the Alzheimer's Australia Vic's six-week Living With Memory Loss Program), their carers, friends and/or family members, staff working in the Cafés, and service providers with links to the Cafés.Results: This evaluation found that Memory Lane Cafés promote social inclusion, prevent isolation, and improve the social and emotional well-being of attendees. However, Cafés did not meet the needs of all potential attendees.Conclusions: The evaluation recommended that existing Café services be continued and possibilities for extending the Cafés be explored. Based on evaluation outcomes, the Department of Health Victoria is funding four additional pilot programs in café style support services.
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Whelan, James. "Popular Education for the Environment: Building Interest in the Educational Dimension of Social Action." Australian Journal of Environmental Education 21 (2005): 117–28. http://dx.doi.org/10.1017/s0814062600001002.
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AbstractCommunity-based environmental education is an important part of the sustainability project. Along with regulation and market-based instruments, adult learning and education in non-formal settings consistently features in the sustainability strategies advocated and implemented by government, community and industry entities.Community-situated environmental education programs often feature didactic “messaging”™, public awareness and community-based social marketing approaches. Clearly, these approaches have limited capacity to stimulate the social learning necessary to reorient toward sustainability. Popular education provides a framework to break from these dominant modes of environmental communication and education and achieve outcomes of a different order. Popular educators build curriculum from the daily lives of community members, address their social, political and structural change priorities, and emphasise collective rather than individual learning. Their work creates opportunities for education as social action, education for social action, and learning through social action.Case studies from Australia and the United States highlight opportunities for community educators to draw on the traditions and practices of popular education. Residents of contaminated communities organise “toxic tours”™ to bolster their campaigns for remediation. Residents and conservationists concerned about freeway construction incorporate learning strategies in their campaign plan to enhance peer learning, mentoring and prospects of long-term success. Advocacy organisations and research institutions work together to create formal and informal educational programs to strengthen and learn from social action. The principles derived from these case studies offer a starting point for collaboration and action research.
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Bridge, Catherine, and Phillippa Carnemolla. "An enabling BIM block library: an online repository to facilitate social inclusion in Australia." Construction Innovation 14, no. 4 (September 30, 2014): 477–92. http://dx.doi.org/10.1108/ci-01-2014-0010.
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Purpose – The purpose of this paper is to explore the implications of socially inclusive Building Information Modelling (BIM) library components. BIM requires and integrates many sets of predefined blocks or collection of attributes. Any one of the individual blocks can be replicated and/or stored in a block library for later reuse. However, few if any current block libraries contain or have access to the blocks that enable social inclusion. Design/methodology/approach – An action-based research methodology was used to design, develop and deploy three enabling blocks as part of a plan to develop a larger library of tools for BIM practitioners. The Enabling Block Library is an open access library of Australian code-compliant mobility elements published online. This paper discusses the design and development of the library components in detail, explaining how each of the three blocks was selected in our pilot evaluation and how each was identified; fact-checked; planned (designed); deployed (action); and then evaluated. Findings – The process and evaluation highlights that appropriate code-compliant design tools can support greater social inclusion aspects of a built environment project. These are tools that are relevant to the full spectrum of industry users of BIM, including designers, engineers and certifiers. Research limitations/implications – Because this paper documents the project while in an early launch phase, with a small number of launch blocks, the research results were limited in their ability to thoroughly measure industry or educational impact. However, the results showed how a socially inclusive BIM block library can be developed and why this is important, with literature supporting the potential of its dissemination to the design and construction industry. Originality/value – The paper applied action-based research methodology in the development, deployment and evaluation of exploratory BIM use to create more socially inclusive environments. It is of value because it facilitates designers creating the optimum of performance-based accessible environments, rather than the minimum “deemed to satisfy” Building Codes.
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McLeod, Ian M., Margaux Y. Hein, Russ Babcock, Line Bay, David G. Bourne, Nathan Cook, Christopher Doropoulos, et al. "Coral restoration and adaptation in Australia: The first five years." PLOS ONE 17, no. 11 (November 30, 2022): e0273325. http://dx.doi.org/10.1371/journal.pone.0273325.
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While coral reefs in Australia have historically been a showcase of conventional management informed by research, recent declines in coral cover have triggered efforts to innovate and integrate intervention and restoration actions into management frameworks. Here we outline the multi-faceted intervention approaches that have developed in Australia since 2017, from newly implemented in-water programs, research to enhance coral resilience and investigations into socio-economic perspectives on restoration goals. We describe in-water projects using coral gardening, substrate stabilisation, coral repositioning, macro-algae removal, and larval-based restoration techniques. Three areas of research focus are also presented to illustrate the breadth of Australian research on coral restoration, (1) the transdisciplinary Reef Restoration and Adaptation Program (RRAP), one of the world’s largest research and development programs focused on coral reefs, (2) interventions to enhance coral performance under climate change, and (3) research into socio-cultural perspectives. Together, these projects and the recent research focus reflect an increasing urgency for action to confront the coral reef crisis, develop new and additional tools to manage coral reefs, and the consequent increase in funding opportunities and management appetite for implementation. The rapid progress in trialling and deploying coral restoration in Australia builds on decades of overseas experience, and advances in research and development are showing positive signs that coral restoration can be a valuable tool to improve resilience at local scales (i.e., high early survival rates across a variety of methods and coral species, strong community engagement with local stakeholders). RRAP is focused on creating interventions to help coral reefs at multiple scales, from micro scales (i.e., interventions targeting small areas within a specific reef site) to large scales (i.e., interventions targeting core ecosystem function and social-economic values at multiple select sites across the Great Barrier Reef) to resist, adapt to and recover from the impacts of climate change. None of these interventions aim to single-handedly restore the entirety of the Great Barrier Reef, nor do they negate the importance of urgent climate change mitigation action.
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Wulan, Sri, and Lara Fridani. "Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours." JPUD - Jurnal Pendidikan Usia Dini 15, no. 2 (November 30, 2021): 379–94. http://dx.doi.org/10.21009/jpud.152.10.
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Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education
References:
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Alsaker, F. D., & Valkanover, S. (2012). The Bernese Program against Victimization in Kindergarten and Elementary School. New Directions for Youth Development, 2012(133), 15–28. https://doi.org/10.1002/yd.20004
Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study. PEDIATRICS, 118(1), 130–138. https://doi.org/10.1542/peds.2005-2388
Benedict, E., Horner, R. H., & Squires, J. (2007). Assessment and Implementation of Positive Behavior Support in Preschools. Topics in Early Childhood Special Education, 27, 174–192.
Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367–377. https://doi.org/10.1080/02619760802420693
Bradshaw, C. P., & Johnson, R. M. (2011). The Social Context of Bullying and Peer Victimization: An Introduction to the Special Issue. Journal of School Violence, 10(2), 107–114. https://doi.org/10.1080/15388220.2011.557145
Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context. American Journal of Community Psychology, 43(3–4), 204–220. https://doi.org/10.1007/s10464-009-9240-1
Bullock, J. R. (2002). Bullying among Children. Childhood Education, 78(3), 130–133. https://doi.org/10.1080/00094056.2002.10522721
Çobanoğlu, F., Ayvaz-Tuncel, Z., & Ordu, A. (2018). Child-friendly Schools: An Assessment of Secondary Schools. Universal Journal of Educational Research, 6(3), 466–477. https://doi.org/10.13189/ujer.2018.060313
Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret away...”: Students’ perspectives on effective class management. Teaching and Teacher Education, 19(4), 435–444. https://doi.org/10.1016/S0742-051X(03)00027-1
Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G., Roberts, C., Waters, S., & Lester, L. (2011). Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour. British Educational Research Journal, 37(1), 105–129. https://doi.org/10.1080/01411920903420024
Cross, D., Pintabona, Y., Hall, M., Hamilton, G., & Erceg, E. (2004). Validated Guidelines for School-Based Bullying Prevention and Management. International Journal of Mental Health Promotion, 6(3), 34–42. https://doi.org/10.1080/14623730.2004.9721937
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Stevens, Karen A., and Ruth Folchman. "Using Participatory Action Research to Evaluate Programs Serving People with Severe Disabilities: Reflections from the Field." Journal of the Association for Persons with Severe Handicaps 23, no. 3 (September 1998): 203–10. http://dx.doi.org/10.2511/rpsd.23.3.203.
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Participatory action research (PAR) is gaining increasing attention as an appropriate evaluation methodology for programs serving people with disabilities. PAR's emphasis on empowering the “subjects” of the research to design and implement the process and analyze the findings is consistent with the field's stance on self-determination, human rights, and self-advocacy. Furthermore, PAR is considered by many professional researchers to be a positive response to the problem of evaluation reports that do not result in substantive change. Because the PAR co-researchers are so integrally involved in the process, it is assumed that they will also be invested in ensuring that recommended changes occur. The Western Massachusetts Training Consortium has conducted four evaluations using the PAR model over the past three years. These experiences have raised questions regarding some of the potential difficulties a researcher might face in conducting PAR evaluations, particularly with people with disabilities. These questions are discussed and suggestions for addressing them are offered.
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Reijmerink, Wendy. "OP123 Translating Evidence To Action – The Role Of Health Research Funders." International Journal of Technology Assessment in Health Care 34, S1 (2018): 47. http://dx.doi.org/10.1017/s0266462318001472.
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Introduction:National health research funders are accountable to the public with regard to the societal impact of the research, including health technology assessment (HTA), that they fund. Failing to do so can not only negatively affect public trust in the allocation of resources to funding agencies, but can also lead to public mistrust in science.Methods:We present the results of reducing research waste to ensure societal responsible research, both at an international and national level. In the Netherlands, the National Organization for Health Research and Development (ZonMw) developed an analytical framework to assess its research programs, including the national HTA program.Results:An evaluation of 12 national funding agencies in Australia, Europe and North America demonstrated that certain processes (e.g. how research questions are prioritized or decided) are not transparent. At the international level, health funders believe that they have a joint responsibility not just to seek to advance knowledge, but also to advance the practices of health-related research and research funding. In the Netherlands, ZonMw (HTA) research programs perform well regarding addressing societal relevance (e.g. stakeholder participation) and reasonably well on scientific quality (e.g. international cooperation and knowledge sharing). Efficiency (e.g. encouraging use of existing data and systematic reviews) appears to be less well developed, while integrity (e.g. preventing publication bias) is underexposed.Conclusions:Although ZonMw is doing reasonably well in terms of reducing research waste, it was concluded that more focus on societal impact assessment is needed. To do so funding agencies need to collaborate with all relevant stakeholders. This is especially relevant in the field of HTA where the ambition is to move from evidence to impact.
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Haryanti, Usmani, Abdul Rahim, and Taryatman Taryatman. "Pengembangan Program Bimbingan dan Konseling dalam Meningkatkan Keterampilan Sosial Siswa di Sekolah Dasar Taman Muda Ibu Pawiyatan Kota Yogyakarta." SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial Dan Humaniora 8, no. 1 (February 7, 2022): 86–95. http://dx.doi.org/10.30738/sosio.v8i1.11103.
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This study aims to develop a guidance and counseling program in improving students' social skills at SD TMIP Yogyakarta City. This is based on preliminary findings that indicate the social skills of students in these schools need to be improved. The research method used is Research & Development. The results of the development of guidance and counseling programs include: 1) development of service programs including a) network development, b) Development of Guidance and Counseling Management Activities, c) Service development, d) and types of services, 2) design and action plans include: a) identification, b) time management, c) inventory of needs and types of services, d) implementation, reflection and evaluation of programs.
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Puigvert, Lidia, Marta Soler-Gallart, and Ana Vidu. "From Bystanders to Upstanders: Supporters and Key Informants for Victims of Gender Violence." International Journal of Environmental Research and Public Health 19, no. 14 (July 12, 2022): 8521. http://dx.doi.org/10.3390/ijerph19148521.
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Scientific literature has presented relevant evidence about the existence of gender violence in science and has evaluated some programs and actions against this problem. Although many researchers have identified the importance of those intervention programs to overcome this harassment, it is still a predominant reality in institutions, surrounded by the law of silence. Emerging lines of research are studying which of those programs are successful in this endeavor, and their transferability to other contexts. This research has analyzed one program: Programme of Women’s Dialogic Action (ProWomenDialogue). To gather evidence for expressing whether or not ProWomenDialogue has an impact, and whether it constitutes a successful action against harassment, the SIOR (Social Impact Open Repository) criteria, emerging from the FP7 IMPACT-Project, have been used for the evaluation of this research’s social impact. Drawing on SIOR, ProWomenDialogue shows unprecedented transformations in academia through six lines of action. The political impact led to legislation that made compulsory the creation of equality committees and protocols against sexual harassment. Social impact, aligned with SDG 5, inspires the reduction of GBV, while encouraging the career promotion of female researchers. ProWomenDialogue embodies a Successful Action platform against violence, presenting their features as recommendations to be implemented in other settings.
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Aylward, Paul. "An integrated group parenting model for mums with mental health issues and their babies: Findings from a participatory action research evaluation of the South Australian ACORN Program." International Journal of Integrated Care 19, no. 4 (August 8, 2019): 1. http://dx.doi.org/10.5334/ijic.s3001.
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Vallesi, Shannen, Lisa Wood, Lyn Dimer, and Michelle Zada. "“In Their Own Voice”—Incorporating Underlying Social Determinants into Aboriginal Health Promotion Programs." International Journal of Environmental Research and Public Health 15, no. 7 (July 18, 2018): 1514. http://dx.doi.org/10.3390/ijerph15071514.
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Despite growing acknowledgement of the socially determined nature of health disparities among Aboriginal people, how to respond to this within health promotion programs can be challenging. The legacy of Australia’s assimilation policies have left profound consequences, including social marginalisation, limited educational opportunities, normalisation of premature death, and entrenched trauma. These social determinants, in conjunction with a reluctance to trust authorities, create barriers to accessing healthcare services for the prevention, treatment, and rehabilitation of chronic disease. The Heart Health program is a culturally sensitive cardiac rehabilitation program run at the local Aboriginal Medical Service in Perth, Western Australia that has since moved beyond cardiac education to provide a holistic approach to chronic disease management. A participatory action research framework was used to explore Heart Health participant and service provider perspectives on the barriers, enablers, and critical success factors to program participation and behaviour change. Thematic analysis of interview transcripts was undertaken, and through yarning (Aboriginal storytelling) sessions, many participants made unprompted reference to the impacts of white settlement, discrimination, and the forced fracturing of Aboriginal families, which have been explored in this paper reiterating the need for a social determinants lens to be taken when planning and implementing Aboriginal health promotion programs.
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Shakeri, Shirin, Dorte Ruge, Judith Myers, Nicola Rolls, Lisa Papatraianou, and Judith Fethney. "Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies." Journal of Education and Training Studies 9, no. 6 (June 25, 2021): 57. http://dx.doi.org/10.11114/jets.v9i6.5273.
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The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school.
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Harris, Andrew J., Karen J. Terry, and Alissa R. Ackerman. "Campus Sexual Assault: Forging an Action-Focused Research Agenda." Sexual Abuse 31, no. 3 (September 14, 2018): 263–69. http://dx.doi.org/10.1177/1079063218800471.
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In recent years, the problem of campus-based sexual assault has emerged as a prominent matter of concern for institutions of higher education. Amid expanded media attention and a shifting policy landscape, many institutions have grappled with programmatic and legal challenges related to systems of investigation and adjudication of sexual assault cases. Meanwhile, many have worked to develop and deploy proactive preventive measures including those involving bystander engagement, peer-driven interventions, sexual assault awareness campaigns, self-defense programs, and the innovative use of social media and other technology. In this context, there is a growing need for high-quality empirical research that can shed light on the extent and nature of campus sexual assault; evaluate existing institutional systems and processes; and promote the development, testing, and evaluation of novel approaches that respond to unmet needs and challenges. As an introduction to a special journal issue devoted to this nascent but rapidly emerging field of inquiry, this article offers context and perspective on the vital role that research can play in the development and advancement of effective policies and strategies to prevent and effectively respond to campus-based sexual assault.
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Rogers, Alison, Nea Harrison, Therese Puruntatameri, Alberta Puruntatameri, Joan Meredith, and Rachel Dunne. "Participatory evaluation is the sea eagle looking “long way wide eyed”." Evaluation Journal of Australasia 18, no. 2 (June 2018): 78–98. http://dx.doi.org/10.1177/1035719x18778712.
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Participatory evaluation can be embedded in programs to support good governance and facilitate informed decision making in Aboriginal communities in remote and urban contexts. An Aboriginal Elder from the Tiwi Islands in the Northern Territory of Australia described participatory evaluation as a sea eagle looking “long way wide eyed.” The metaphor refers to the long-term and broad approach undertaken when a complex community development program used participatory processes to build evaluation capacity and solve problems. The evaluation approach ensured the program was inclusive, responsive, empowering, and resulted in direct benefits for the communities. This article addresses the lack of literature on applying developmental and empowerment evaluation approaches in practice by describing the methods, tools, and use of evaluation findings. The value of participating for the community members and partner organizations is shared and the benefits and implications for participants and the evaluator are discussed. The authors hope this article inspires practitioners and evaluators to consider participatory ways of working with communities to support community directed action and social change.
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Pearce, Karen, Erika Borkoles, and Sharyn Rundle-Thiele. "Leveraging Faith Communities to Prevent Violence against Women: Lessons from the Implementation and Delivery of the Motivating Action through Empowerment (MATE) Program." International Journal of Environmental Research and Public Health 19, no. 23 (November 28, 2022): 15833. http://dx.doi.org/10.3390/ijerph192315833.
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Gender-based violence is a human rights and public health issue, disproportionately affecting women. The Motivating Action Through Empowerment (MATE) bystander program aims to address violence against women by shifting focus from perpetrators and victims of violence to community responsibility for not accepting attitudes and behaviors that support or allow the violence to occur. Traditionally bystander programs have been delivered through institutions, most notably college campuses in the United States. The translation of bystander programs to community settings is not widely reported. This research aimed to understand whether a violence prevention program could be effectively delivered in a faith community setting; specifically, it focuses on the implementation of MATE in a Christian church network in the Gold Coast region of Queensland, Australia. Semi-structured interviews were conducted with ten church-based trainers in the MATE pilot program. Theoretically informed analysis using the COM-B behavior model identified that environmental factors had a large bearing on opportunities to deliver MATE workshops. This research identified six key lessons for MATE and other programs wishing to leverage faith communities: (1) Provide religious context; (2) Accommodate diversity; (3) Build faith leader capacity; (4) Employ social marketing; (5) Undertake co-design; (6) Actively administer, measure and monitor.
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McCalman, Janya, Komla Tsey, Mark Wenitong, Andrew Wilson, Alexandra McEwan, Yvonne Cadet James, and Mary Whiteside. "Indigenous men's support groups and social and emotional wellbeing: a meta-synthesis of the evidence." Australian Journal of Primary Health 16, no. 2 (2010): 159. http://dx.doi.org/10.1071/py09032.
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Indigenous men’s support groups are designed to empower men to take greater control and responsibility for their health and wellbeing. They provide health education sessions, counselling, men’s health clinics, diversionary programs for men facing criminal charges, cultural activities, drug- and alcohol-free social events, and advocacy for resources. Despite there being ~100 such groups across Australia, there is a dearth of literature on their strategies and outcomes. This paper is based on participatory action research involving two north Queensland groups which were the subject of a series of five ‘phased’ evaluative reports between 2002 and 2007. By applying ‘meta-ethnography’ to the five studies, we identified four themes which provide new interpretations of the data. Self-reported benefits included improved social and emotional wellbeing, modest lifestyle modifications and willingness to change current notions of ‘gendered’ roles within the home, such as sharing housework. Our qualitative research to date suggests that through promoting empowerment, wellbeing and social cohesion for men and their families, men’s support groups may be saving costs through reduced expenditure on health care, welfare, and criminal justice costs, and higher earnings. Future research needs to demonstrate this empirically.
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Wang, Fuhmei. "TELEHEALTH, SUSTAINABLE ECONOMIC DEVELOPMENT, AND SOCIAL WELFARE." Technological and Economic Development of Economy 18, no. 4 (December 20, 2012): 711–21. http://dx.doi.org/10.3846/20294913.2012.754798.
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Country experiences in Australia, New Zealand, Norway, Taiwan, and UK have been in favor of telehealth services since the early 1990s. Though a few studies do discuss evidence of the efficacy and cost-effectiveness of telehealth programs, the literature might limit to financial evaluation. This research investigates the welfare implications of conventional in-person and telecommunications health care as improving health levels or preventing health from deterioration for efficient resource allocation by incorporating government intervention for equal accessibility of health care in the economic progress perspective. Analytical findings indicate that the inverse U shape relationship between telehealth expenditure share and social welfare status exists as the nonlinear nexus between telehealth expenditure share and economic growth presents. The health dividend in terms of an enhanced economic growth rate can be achieved only when the initial share of telehealth expenditure is smaller than the growth-maximizing share. For economic sustainable development, telehealth initiatives strengthen rather than compete with conventional in-person health care. Research results guide the countries, which have or will have telehealth systems, for effectively allocating medical resources to stimulate economic growth and improve the population's well-being.
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Knightbridge, Stephen M., Robert King, and Timothy J. Rolfe. "Using Participatory Action Research in a Community-Based Initiative Addressing Complex Mental Health Needs." Australian & New Zealand Journal of Psychiatry 40, no. 4 (April 2006): 325–32. http://dx.doi.org/10.1080/j.1440-1614.2006.01798.x.
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Objective: This paper describes the first phase of a larger project that utilizes participatory action research to examine complex mental health needs across an extensive group of stakeholders in the community. Method: Within an objective qualitative analysis of focus group discussions the social ecological model is utilized to explore how integrative activities can be informed, planned and implemented across multiple elements and levels of a system. Seventy-one primary care workers, managers, policy-makers, consumers and carers from across the southern metropolitan and Gippsland regions of Victoria, Australia took part in seven focus groups. All groups responded to an identical set of focusing questions. Results: Participants produced an explanatory model describing the service system, as it relates to people with complex needs, across the levels of social ecological analysis. Qualitative themes analysis identified four priority areas to be addressed in order to improve the system's capacity for working with complexity. These included: (i) system fragmentation; (ii) integrative case management practices; (iii) community attitudes; and (iv) money and resources. Conclusions: The emergent themes provide clues as to how complexity is constructed and interpreted across the system of involved agencies and interest groups. The implications these findings have for the development and evaluation of this community capacity-building project were examined from the perspective of constructing interventions that address both top-down and bottom-up processes.
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Marzano, Gilberto, Velta Lubkina, and Svetlana Usca. "DEVELOPING PRACTICES FOR ADULT EDUCATORS ’ EVALUATION." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 162. http://dx.doi.org/10.17770/sie2014vol2.672.
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In recent years, there have been significant changes in the field of adult education. These changes have brought new opportunities for adult educators, expanding the types of programs offered to adult learners. The increasing role and spreading of adult education has given rise to the issue of adult educators' evaluation, because of overarching goal of evaluation is to improve the quality of the work of an institution. This paper focuses on EduEval (Evaluation for the Professional Development of Adult Education Staff), an EU funded project which is grounded in an action-research based on the active involvement of practitioners engaged in adult educators’ evaluation. The project aims at investigating the issue of adult educators' evaluation in some European countries (which are: Latvia, Italy, Poland, Spain and Greece). Thus paper illustrates the project objectives, and reports from the scientific approach which is used by Personality Socialization Research Institute (PSRI) of Rezeknes Augstskola (Latvia) to conduct an explorative survey on evaluation practices in the specific scope of adult social educators.
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Gilbert, Julie, Matthew M. George, Elilzabeth D. Huggins, and Maureen E. Rowlands. "The Canadian True NTH Initiative: A multisite intervention to improve the lives of men with prostate cancer." Journal of Clinical Oncology 34, no. 7_suppl (March 1, 2016): 118. http://dx.doi.org/10.1200/jco.2016.34.7_suppl.118.
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118 Background: The True NTH Initiative aims to improve the lives and experiences of men with prostate cancer, as well as those of their partners, family and caregivers. In Canada, Prostate Cancer Canada selected ten teams to develop, implement and evaluate evidence-informed programs focusing on decision support, clinical support, lifestyle management, education, social support, navigation and treatment follow-up. Project teams were encouraged to align their local evaluations with a common evaluation framework and a national evaluation plan was developed. The aim of this abstract is to share methodology and early results of a multi-level evaluation that will address a range of programs designed to improve the lives of men with prostate cancer. True NTH is funded globally by the Movember Foundation, and operates in Canada, USA, UK, Australia, New Zealand, Ireland and Singapore. Methods: Projects (Solutions) selected for the initiative had existing evidence for their efficacy. Project teams were responsible for designing the implementation of their Solution and an appropriate evaluation. Local and national evaluations used a recognized framework (RE-AIM) to systematically study the real world uptake of these interventions, focusing on questions of Reach, Effectiveness, Adoption, Implementation, and Maintenance. Project teams provide quarterly narrative updates and annual written reports with quantitative measures and narrative components. Key informant interviews with project leads will complete the final national evaluation. Results: To date, projects have generated learning across different provincial health systems, academic institutions and community settings. Teams have learned to address challenges of participant recruitment and project endorsement, and have begun to appreciate the benefits of collaboration. Teams have also reflected on the importance of engaging clinicians in the implementation of their Solutions for effective uptake and sustainability. Conclusions: The results of the ongoing multi-level evaluation continue to provide insight into real world implementation of evidence-informed programs and the critical factors that enable their effectiveness.
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Weichselgartner, Juergen, and Berit Arheimer. "Evolving Climate Services into Knowledge–Action Systems." Weather, Climate, and Society 11, no. 2 (April 1, 2019): 385–99. http://dx.doi.org/10.1175/wcas-d-18-0087.1.
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Abstract The current landscape of climate services represents a highly diverse and still growing range of programs, projects, and portals involved in developing and/or providing climate services at different administrative levels and spatial–temporal scales. The diversity of service producers, users, and policy arenas has created a highly heterogeneous data- and information-oriented service landscape, and the authors contend that the domain of climate services requires efforts toward agreed structures and forms of conceptualization, operationalization, and evaluation. It is proposed here that qualitative classification be applied into climate change adaptation products, services, and systems to better guide research, policy, and practice with a clear terminology and analysis framework. This differentiation allows the pinpointing of critical challenges associated with the production and application of climate-relevant information, as well as the identification of suitable metrics to assess the impact of climate services. The article concludes with recommendations to advance climate services into knowledge–action systems and increase their sustainability.
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Baum, Fran, Adam Graycar, Toni Delany-Crowe, Evelyne de Leeuw, Carol Bacchi, Jennie Popay, Lionel Orchard, et al. "Understanding Australian policies on public health using social and political science theories: reflections from an Academy of the Social Sciences in Australia Workshop." Health Promotion International 34, no. 4 (April 19, 2018): 833–46. http://dx.doi.org/10.1093/heapro/day014.
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AbstractThere is strong, and growing, evidence documenting health inequities across the world. However, most governments do not prioritize policies to encourage action on the social determinants of health and health equity. Furthermore, despite evidence concerning the benefits of joined-up, intersectoral policy to promote health and health equity, it is rare for such policy approaches to be applied systematically. To examine the usefulness of political and social science theory in understanding the reasons for this disjuncture between evidence and practice, researchers and public servants gathered in Adelaide for an Academy of the Social Sciences in Australia (ASSA) Workshop. This paper draws together the learnings that emerged from the Workshop, including key messages about the usefulness of various theories as well as insights drawn from policy practice. Discussions during the Workshop highlighted that applying multiple theories is particularly helpful in directing attention to, and understanding, the influence of all stages of the policy process; from the construction and framing of policy problems, to the implementation of policy and evaluation of outcomes, including those outcomes that may be unintended. In addition, the Workshop emphasized the value of collaborations among public health researchers, political and social scientists and public servants to open up critical discussion about the intersections between theory, research evidence and practice. Such critique is vital to render visible the processes through which particular sources of knowledge may be privileged over others and to examine how political and bureaucratic environments shape policy proposals and implementation action.
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Hill, Anne, Railton Hill, and Susan Moore. "Product Evaluation in a Social Marketing and Community Development Context: A Case Study and Initial Report." Social Marketing Quarterly 15, no. 2 (May 22, 2009): 92–104. http://dx.doi.org/10.1080/15245000902957318.
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We provide an initial report and case study of product evaluation for social marketing undertaken specifically within a “community development” context. Starting Points is a highly differentiated not-for-profit development program targeting parents/caregivers of 0—4-year-olds. Parents/caregivers self select to participate in four highly interactive two-hour sessions, usually across a number of weeks, located within their own communities. The project was developed in Melbourne, Australia, and is being delivered in many communities across the nation. The service product evaluated is essentially the enhancement of parental confidence, achieved through parental/caregiver participation in the community-based programs which are initiated, marketed, and delivered by peer facilitators. The article locates such evaluation within the program evaluation and marketing audit literatures, describes the product evaluation component of the research design, and reports preliminary empirical results. These suggest that the Starting Points product is perceived both by participant parents and their partners as resulting in significant increases in parental confidence, sustained well past the immediate postparticipation period. These results provide one critical empirical element of a thorough service evaluation, itself a step toward a thorough-going social marketing auditing process.
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Preskill, Hallie, and Valerie Caracelli. "Current and Developing Conceptions of Use: Evaluation Use TIG Survey Results." Evaluation Practice 18, no. 3 (September 1997): 209–25. http://dx.doi.org/10.1177/109821409701800303.
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This article presents the results of a survey sent to Evaluation Use Topical Interest Group (TIG) members for the purpose of ascertaining their perceptions about and experiences with evaluation use. Fifty-four percent ( n = 282) of the 530 members surveyed responded. These respondents agree that the major purposes of evaluation are to facilitate organizational learning, provide information for decision making, improve programs, and determine the merit or worth of the evaluand. Performance-results oriented evaluations, formative evaluations, as well as evaluations with a participatory emphasis, organizational learning emphasis, and practitioner-centered action research or empowerment approaches were all viewed as more important today than they were 10 years ago. Survey findings revealed that the most important strategies for facilitating use are planning for use at the beginning of an evaluation, identifying and prioritizing intended users and intended uses of the evaluation, designing the evaluation within resource limitations, involving stakeholders in the evaluation process, communicating findings to stakeholders as the evaluation progresses, and developing a communication and reporting plan. This survey represents a comprehensive effort to understand TIG respondents' views on evaluation use and should help further discussion on developing and advancing our theoretical and practical knowledge.
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Rutman, Deborah, Nancy Poole, Sharon Hume, Carol Hubberstey, and Marilyn Van Bibber. "Building a framework for evaluation of Fetal Alcohol Spectrum Disorder prevention and support programs: A collaborative Canadian project." International Journal of Alcohol and Drug Research 3, no. 1 (March 19, 2014): 81–89. http://dx.doi.org/10.7895/ijadr.v3i1.122.
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Rutman, D., Poole, N., Hume, S., Hubberstey, C., & Van Bibber, M. (2014). Building a framework for evaluation of Fetal Alcohol Spectrum Disorder prevention and support programs: A collaborative Canadian project. The International Journal Of Alcohol And Drug Research, 3(1), 81-89. doi:10.7895/ijadr.v3i1.122Aims: This article discusses a Canadian project that is designed to identify promising evaluation methods and create common evaluation frameworks for FASD prevention programs serving pregnant women and mothers, and FASD supportive intervention programs serving youth and adults living with FASD. A social determinants of health perspective guided the project.Design: The project has employed a mixed-methods approach including a literature search, documentary review, and an iterative set of consultations with program providers, program managers, government managers and funders, researchers, and evaluators in the context of their work across Canada and internationally.Results: The project’s processes led to the development of three visual “maps” comprised of concentric rings that depict theoretical foundations; activities and approaches; formative outcomes; and participant, community and systemic outcomes. The three visual frameworks depict evaluation of 1) FASD prevention programs; 2) FASD support programs; and 3) FASD programs in Aboriginal communities.Conclusions: The development of visual maps to depict common evaluation frameworks promotes individual and collective action towards applying the frameworks on the part of community-based services and governments across Canada, on the service and systemic levels. Program providers, researchers, and system planners have indicated that the maps have wide-ranging applications.
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Waters, Gisele A. "Critical Evaluation for Education Reform." education policy analysis archives 6 (November 3, 1998): 20. http://dx.doi.org/10.14507/epaa.v6n20.1998.
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The school reform movement has done little to provide an accurate analysis of the production of inequality or the reproduction of social injustice in the public schools or the larger social order. The ideology that influences this movement has often prevented the realization of any notion of an egalitarian ideal, the elimination of inequality, or the improvement of those who are least well-off. I ask educators and evaluators of education reform efforts to reconsider critically their roles in social science research, to reclaim the battleground of public school reform by focusing on the democratic purpose of public schooling, and the institutional problems in educational programs and practice that often inhibit action toward this ideal. The first part of this article includes an extensive argument explaining the "why" of critical evaluation. The theoretical literature on inquiry in science and social science, the ideology of critical theory, critical social psychology, and Freirean pedagogy are consulted as additional tools for augmenting the practice, policies, and responsibilities of evaluators in education. I review three contemporary perspectives of evaluation in order to begin rethinking the purposes and functions that evaluation serves in education. It also demonstrates how mainstream and contemporary evaluations can be used to serve a particular set of social and political values. The second part of this article begins a preliminary journey toward describing the "how" of critical evaluation. Critical evaluators can fight for social justice by combining the merit criteria of state and federal public education law, and the methods of an adversary oriented evaluation in order to transform educational environments that serve the future potentials of all children. Therefore education involves the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world (Freire, 1985).
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McMahon, Sarah, Jane E. Palmer, Victoria Banyard, Megan Murphy, and Christine A. Gidycz. "Measuring Bystander Behavior in the Context of Sexual Violence Prevention: Lessons Learned and New Directions." Journal of Interpersonal Violence 32, no. 16 (July 5, 2015): 2396–418. http://dx.doi.org/10.1177/0886260515591979.
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Bystander intervention is receiving increased attention as a potential sexual violence prevention strategy, especially to address campus sexual assault. Rather than focusing on potential perpetrators or victims, the bystander approach engages all members of a community to take action. A growing body of evaluative work demonstrates that bystander intervention education programs yield increased positive attitudes and behaviors related to sexual violence and greater willingness to intervene in pro-social ways. Future program outcome studies, however, would benefit from more refined measures of bystander action as it is a key variable that prevention education programs attempt to influence. The purpose of the current article is to present key issues, identified by four different research teams, on the measurement of bystander behavior related to sexual violence in the context of college campuses. Comparisons among the methods are made to suggest both lessons learned and new directions for bystander behavior measurement using self-report surveys in program evaluation.
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Bibb, Jennifer, David Castle, and Katrina Skewes McFerran. "Stakeholder input into the implementation of a new music therapy program in a mental health service." Mental Health Review Journal 23, no. 4 (December 10, 2018): 293–307. http://dx.doi.org/10.1108/mhrj-12-2017-0056.
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Purpose Music therapy programs are increasingly common and necessary in mental health services. However, there is little knowledge of the key factors which influence the successful implementation of new therapeutic programs. The purpose of this paper is to explore how stakeholder input influenced the implementation and sustainability of a new music therapy program in four services within a large government funded mental health department in Melbourne, Australia. Design/methodology/approach For a period of 12 months, two cycles of assessment, action and evaluation were conducted where data were collected through interviews with staff members, feedback from consumers and attendance in sessions. Findings A number of influential factors were identified as important in the successful implementation and future sustainability of the music therapy program. These included: the degree of staff support received; how the program was structured and facilitated; promotion of the program within the service; evaluation of the program; and congruence with the existing therapeutic program. Research limitations/implications Results suggest that successful implementation and future sustainability of a music therapy program is dependent on the flexibility of the program to the context and culture of the existing setting. Originality/value This is the first study to incorporate contributions from stakeholders in the implementation of a new music therapy program in a mental health service.
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Chamberlain, Catherine, Graham Gee, Stephanie Janne Brown, Judith Atkinson, Helen Herrman, Deirdre Gartland, Karen Glover, et al. "Healing the Past by Nurturing the Future—co-designing perinatal strategies for Aboriginal and Torres Strait Islander parents experiencing complex trauma: framework and protocol for a community-based participatory action research study." BMJ Open 9, no. 6 (June 2019): e028397. http://dx.doi.org/10.1136/bmjopen-2018-028397.
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IntroductionChild maltreatment and other traumatic events can have serious long-term physical, social and emotional effects, including a cluster of distress symptoms recognised as ‘complex trauma’. Aboriginal and Torres Strait Islander (Aboriginal) people are also affected by legacies of historical trauma and loss. Trauma responses may be triggered during the transition to parenting in the perinatal period. Conversely, becoming a parent offers a unique life-course opportunity for healing and prevention of intergenerational transmission of trauma. This paper outlines a conceptual framework and protocol for an Aboriginal-led, community-based participatory action research (action research) project which aims to co-design safe, acceptable and feasible perinatalawareness, recognition, assessmentandsupportstrategies for Aboriginal parents experiencing complex trauma.Methods and analysisThis formative research project is being conducted in three Australian jurisdictions (Northern Territory, South Australia and Victoria) with key stakeholders from all national jurisdictions. Four action research cycles incorporate mixed methods research activities including evidence reviews, parent and service provider discussion groups, development and psychometric evaluation of a recognition and assessment process and drafting proposals for pilot, implementation and evaluation. Reflection and planning stages of four action research cycles will be undertaken in four key stakeholder workshops aligned with the first four Intervention Mapping steps to prepare programme plans.Ethics and disseminationEthics and dissemination protocols are consistent with the National Health and Medical Research Council Indigenous Research Excellence criteria of engagement, benefit, transferability and capacity-building. A conceptual framework has been developed to promote the application of core values of safety, trustworthiness, empowerment, collaboration, culture, holism, compassion and reciprocity. These include related principles and accompanying reflective questions to guide research decisions.
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Zuber-Skerritt, Ortrun, and Ina Louw. "Academic leadership development programs: a model for sustained institutional change." Journal of Organizational Change Management 27, no. 6 (October 7, 2014): 1008–24. http://dx.doi.org/10.1108/jocm-11-2013-0224.
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Purpose – The purpose of this paper is to evaluate a leadership development program (LDP) for senior academic staff on “qualitative research” after two years to establish the success, limitations and overall impact of the program in terms of personal, professional and organizational benefits. Design/methodology/approach – The paper presents the background, outline of the LDP and evaluation of results through participant feedback: at the end of the program; and after two years, using a “participatory action learning and action research” (PALAR) approach. Findings – All participants were very positive about the design, conduct and learning outcomes of the program in terms of their own and their students’ learning during and after the program. But although the workshop had prepared them, some had not cascaded their learning and skills by conducting similar programs in their department, faculty or university wide, which was one of the main original objectives to achieve a multiplier effect across the institution. The authors discuss various reasons for this shortcoming and develop a process model for positive institutional change management in higher education. Research limitations/implications – Medium- and long-term effects of an LDP need to be followed up after a timespan of one to three or five years to establish whether the development has been effective and sustainable and to learn from limitations and shortcomings for future R&D activities. Practical implications – The authors identify the limitations and suggest practical institutional changes that encourage cascading of learning in theory and practice with a multiplier effect. Social implications – The paper aims to assist higher education institutions to ensure sustainability in their LDPs. Originality/value – The process model for leadership development in higher education can be adopted, adapted or further developed by other scholars interested in designing, conducting and evaluating a sustainable LDP in their field and organization.
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Batdı, Veli, and Şenel Elaldı. "Effects of Drama Method on Social Communication Skills: A Comparative Analysis." International Journal of Research in Education and Science 6, no. 3 (June 23, 2020): 435. http://dx.doi.org/10.46328/ijres.v1i1.962.
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This study aims to determine the effect of drama on social communication skills through the use of quantitative and qualitative research methods in a holistic approach. In the quantitative part of the research both the meta-analytic method and descriptive study were used. In the meta-analysis phase, 24 studies (2 articles, 19 MA theses and 3 Ph.D. dissertations) related to drama and its effect on communication skills and met the inclusion criteria were analyzed using the Comprehensive Meta-Analysis and the MetaWin programs. In the descriptive phase of the study, Social Skills Evaluation Scale was used to assess social skill levels of the preservice teachers (N = 386). In the qualitative part of the study, the data collected via documentary review through the thematic examination of the articles and theses were analyzed using the Maxqda 11 program. Additionally, in an action research design, the data related to the views of the preservice teachers (N= 60) and selected by maximum variation sampling were collected through semi-structured interviews and analyzed through the Maxqda 11 program. Both qualitative and quantitative findings indicated that drama has a positive effect on social communication skills.
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Batdı, Veli, and Şenel Elaldı. "Effects of Drama Method on Social Communication Skills: A Comparative Analysis." International Journal of Research in Education and Science 6, no. 3 (June 23, 2020): 435. http://dx.doi.org/10.46328/ijres.v6i3.962.
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This study aims to determine the effect of drama on social communication skills through the use of quantitative and qualitative research methods in a holistic approach. In the quantitative part of the research both the meta-analytic method and descriptive study were used. In the meta-analysis phase, 24 studies (2 articles, 19 MA theses and 3 Ph.D. dissertations) related to drama and its effect on communication skills and met the inclusion criteria were analyzed using the Comprehensive Meta-Analysis and the MetaWin programs. In the descriptive phase of the study, Social Skills Evaluation Scale was used to assess social skill levels of the preservice teachers (N = 386). In the qualitative part of the study, the data collected via documentary review through the thematic examination of the articles and theses were analyzed using the Maxqda 11 program. Additionally, in an action research design, the data related to the views of the preservice teachers (N= 60) and selected by maximum variation sampling were collected through semi-structured interviews and analyzed through the Maxqda 11 program. Both qualitative and quantitative findings indicated that drama has a positive effect on social communication skills.
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Rickards, L., and R. J. Price. "Cultural dimensions of a large-scale mixed-farming program: competing narratives of stakeholder actors." Animal Production Science 49, no. 10 (2009): 956. http://dx.doi.org/10.1071/ea08302.
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Grain & Graze was an innovative, multi-scale, multi-organisational, inter-disciplinary and triple bottom line research, development and extension (RD&E) program conducted to investigate and improve mixed-farming systems in Australia from 2003 to 2008. This paper reports on a sociological evaluation of the program’s institutional arrangements that was undertaken as one of a small number of social research projects within the program. Based on discourse analysis and investigation of participant experiences, it found the program was characterised by two competing views of what the program was or ought to be. Weaving across the program’s formal and informal elements and national and regional scales of management, these ‘narratives’ reflect the program’s coexisting ‘revolutionary’ aspirations and ‘organisational’ aspirations. Attention to the coexistence of these narratives and the way they were expressed within the program provides insight into the values, complexity and challenges of agricultural RD&E programs. It points to the significance the broader philosophical and governance context has for contemporary agricultural RD&E programs and other public science and sustainable development initiatives.
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Godfrey, David M. "From peer review to collaborative peer enquiry: Action research for school improvement and leadership development." London Review of Education 18, no. 3 (November 13, 2020): 373–89. http://dx.doi.org/10.14324/lre.18.3.04.
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School peer reviews are increasingly part of the evaluation and school improvement landscape for school leaders and teachers in a number of countries. This article describes the growth of peer review, particularly in England, and its emergence elsewhere (for example, Australia, across Europe and in Chile). While these approaches provide a useful form of professional and moral accountability, this article identifies ways in which they could go further to empower practitioners through the use of an enquiry approach, combining formal academic knowledge with practitioner knowledge and school-based data. The term collaborative peer enquiry (CPE) is suggested as a way to explore this potential. The article sets out a typology of action research as a form of professional learning (type 1), practical philosophy (type 2) or as a form of critical social science (type 3). Four examples are given of different peer review models, two of them CPE approaches, and these are analysed using the above typology. A distinction is made between some peer review models that mimic external inspections and err towards self-policing, and others that encourage open enquiry and learning. In particular, the CPE models show the potential as forms of type 2 and type 3 action research. The role of peer review and CPE in the accountability system, in leadership development, and challenges for these models are explored in the discussion.
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Hurmaini, Muhammad. "Evaluation and Social Internship Program of IAIN Sultan Thaha Saifuddin Jambi Students: Using Context, Input, Process and Product Model (CIPP Model)." Al-Ta lim Journal 22, no. 1 (February 13, 2015): 23–32. http://dx.doi.org/10.15548/jt.v22i1.114.
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The purpose of the research is to know the context, input, process and product evaluation on the Social Internship Program (Kukerta) of IAIN Sulthan Thaha Saifuddin Jambi Students by using Participatory Action Research (PAR) system. The research is conducted in four locations of IAIN Sultan Thaha Saifuddin Jambi students’ Kukerta in first period of 2013; Lubuk Terap, Sengeti Kecamatan Sekernan, unas, and Simpang Tiga Sipin by using questionnaire. All students of Kukerta in these 4 locations, consists of 51 people become the sample of this study. The finding of the study showed that first, context evaluation of PAR system Kukerta programs is actually having many deficiencies and weakness in both determining the needs as well as the purpose of Kukerta program. Therefore, it needs some improvements or revision. Second, input evaluation of PAR system Kukerta shows some weakness from the students and the internship supervisors/ advisors. Both students and internship supervisors have to be firstly provided by training on PAR system Kukerta. Third, process evaluation on the program is also lack of the relevant activities towards students’ needs and program realization. Fourth, product evaluation reveals that there is no significant result of the program, physically or non-physically. It can be recommended that the program can be continued with some improvements and revision on its implementation. Copyright © 2015 by Al-Ta'lim All right reserved
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Wood, Lisa, Trevor Shilton, Lyn Dimer, Julie Smith, and Timothy Leahy. "Beyond the rhetoric: how can non-government organisations contribute to reducing health disparities for Aboriginal and Torres Strait Islander people?" Australian Journal of Primary Health 17, no. 4 (2011): 384. http://dx.doi.org/10.1071/py11057.
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The prevailing disparities in Aboriginal health in Australia are a sobering reminder of failed health reforms, compounded by inadequate attention to the social determinants shaping health and well-being. Discourse around health reform often focuses on the role of government, health professionals and health institutions. However, not-for-profit health organisations are also playing an increasing role in health policy, research and program delivery across the prevention to treatment spectrum. This paper describes the journey of the National Heart Foundation of Australia in West Australia (Heart Foundation WA hereafter) with Aboriginal employees and the Aboriginal community in taking a more proactive role in reducing Aboriginal health disparities, focusing in particular on lessons learnt that are applicable to other non-government organisations. Although the Heart Foundation WA has employed and worked with Aboriginal people and has long identified the Aboriginal community as a priority population, recent years have seen greater embedding of this within its organisational culture, governance, policies and programs. In turn, this has shaped the organisation’s response to external health reforms and issues. Responses have included the development of an action plan to eliminate disparities of cardiovascular care in the hospital system, and collaboration and engagement with health professional groups involved in delivery of care to Aboriginal people. Examples of governance measures are also described in this paper. Although strategies and the lessons learnt have been in the context of cardiovascular health disparities, they are applicable to other organisations across the health sector. Moreover, the most powerful lesson learnt is universal in its relevance; individual programs, policies and reforms are more likely to succeed when they are underpinned by whole of organisation ownership and internalisation of the need to redress disparities in health.
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Sonke, Jill, Kelley Sams, Jane Morgan-Daniel, Andres Pumariega, Faryal Mallick, Virginia Pesata, and Nicola Olsen. "Systematic Review of Arts-Based Interventions to Address Suicide Prevention and Survivorship in Australia, Canada, the United Kingdom, and the United States of America." Health Promotion Practice 22, no. 1_suppl (May 2021): 53S—63S. http://dx.doi.org/10.1177/1524839921996350.
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Study Objective. Suicide is a serious health problem that is shaped by a variety of social and mental health factors. A growing body of research connects the arts to positive health outcomes; however, no previous systematic reviews have examined the use of the arts in suicide prevention and survivorship. This review examined how the arts have been used to address suicide prevention and survivorship in nonclinical settings in Australia, Canada, the United Kingdom, and the United States of America. Design and Setting. Ten bibliographic databases, five research repositories, and reference sections of articles were searched to identify published studies. Articles presenting outcomes of interventions conducted between 2014 and 2019 and written in English, were included. Primary Results. Nine studies met inclusion criteria, including qualitative, quantitative randomized controlled trials, quantitative nonrandomized, quantitative descriptive, and mixed-methods studies. The programs studied used film and television (n = 3), mixed-arts (n = 3), theatre (n = 2), and quilting (n = 1). All nine interventions used the arts to elicit emotional involvement, while seven also used the arts to encourage engagement with themes of health. Study outcomes included increased self-efficacy, awareness of mental health issues, and likelihood for taking action to prevent suicide, as well as decreases in suicidal risk and self-harming behaviors. Conclusions. Factors that influence suicide risk and survivorship may be effectively addressed through arts-based interventions. While the current evidence is promising with regard to the potential for arts programs to positively affect suicide prevention and survivorship, this evidence needs to be supplemented to inform recommendations for evidence-based arts interventions.
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Martyn, Julie-Anne, Jackie Scott, Jasper H. van der Westhuyzen, Dale Spanhake, Sally Zanella, April Martin, and Ruth Newby. "Combining participatory action research and appreciative inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional health workforce." Australian Health Review 43, no. 3 (2019): 345. http://dx.doi.org/10.1071/ah17124.
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Objective Continuing education (CE) is essential for a healthcare workforce, but in regional areas of Australia there are challenges to providing and accessing relevant, reliable and low-cost opportunities. The aim of the present study was to collaborate with the local regional healthcare workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program. Methods A participatory action research (PAR) model combined with an appreciative inquiry (AI) framework was used to design, deliver and evaluate an ICE program. A focus group of 11 health professionals developed an initial program. Evaluation data from 410 program participants were analysed using AI. Results The ICE program addressed the CE barriers for the regional healthcare workforce because the locally derived content was delivered at a reasonable cost and in a convenient location. Program participants identified that they most valued shared experiences and opportunities enabling them to acquire and confirm relevant knowledge. Conclusion ICE programs enhance interdisciplinary collaboration. However, attendance constraints for regional healthcare workforce include location, cost, workplace and personal factors. Through community engagement, resource sharing and cooperation, a local university and the interdisciplinary focus group members successfully designed and delivered the local education and research nexus program to address a CE problem for a regional healthcare workforce. What is known about the topic? Participation in CE is mandatory for most health professionals. However, various barriers exist for regional health workers to attending CE. Innovative programs, such as webinars and travelling workshops, address some of the issues but create others. Bringing various health workers together for the simultaneous education of multiple disciplines is beneficial. Collectively, this is called ICE. What does this paper add? Using PAR combined with AI to design an ICE program will focus attention on the enablers of the program and meet the diverse educational needs of the healthcare workforce in regional areas. Engaging regional health professionals with a local university to design and deliver CE is one way to increase access to quality, cost-effective education. What are the implications for practitioners? Regional healthcare workers’ CE needs are more likely to be met when education programs are designed by them and developed for them. ICE raises awareness of the roles of multiple healthcare disciplines. Learning together strengthens healthcare networks by bolstering relationships through a greater understanding of each other’s roles. Enriching communication between local health workers has the potential to enhance patient care.
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Kerner, Jon F., Marion H. E. Kavanaugh-Lynch, Christopher Politis, Lourdes Baezconde-Garbanati, Aviva Prager, and Ross C. Brownson. "Californians Linking Action with Science for Prevention of Breast Cancer (CLASP-BC)—Phase 2." International Journal of Environmental Research and Public Health 17, no. 23 (November 28, 2020): 8863. http://dx.doi.org/10.3390/ijerph17238863.
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Californians Linking Action with Science for Prevention of Breast Cancer (CLASP-BC) is part of California Breast Cancer Research Program’s (CBCRP) Initiative strategic priority to disseminate and implement high-impact, population-based primary prevention interventions. CLASP-BC is informed by six years of funded program dissemination and implementation (D&I) research and evaluation conducted by the Canadian Partnership Against Cancer (CPAC) through its Coalitions Linking Action and Science for Prevention (CLASP). In its second phase, CLASP-BC will fund multi-sector, multi-jurisdictional initiatives that integrate the lessons learned from science with the lessons learned from practice and policy to reduce the risk of developing breast cancer and develop viable and sustainable infrastructure models for primary prevention breast cancer programs and research evidence implementation. Applications will be solicited from research, practice, policy, and community teams to address one or more of the intervention goals for the 23 risk factors identified in Paths to Prevention: The California Breast Cancer Primary Prevention Plan (P2P), expanding upon existing primary prevention efforts into two or more California jurisdictions, focused on disadvantaged, high risk communities with unmet social needs. The lessons learned from CLASP-BC will be widely disseminated within the participating jurisdictions, across California and, where applicable, to jurisdictions outside the state.
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Kertesz, Margaret, Cathy Humphreys, Lisa Young Larance, Dave Vicary, Anneliese Spiteri-Staines, and Georgia Ovenden. "Working with women who use force: a feasibility study protocol of the Positive (+)SHIFT group work programme in Australia." BMJ Open 9, no. 5 (May 2019): e027496. http://dx.doi.org/10.1136/bmjopen-2018-027496.
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IntroductionThis study assesses the feasibility of the Positive Shift (+SHIFT) programme in the context of legal responses and social welfare provision in the state of Victoria, Australia.The +SHIFT programme, adapted from the Vista curriculum, is a group work and case management programme for women who use force. Building on traditional survivor support group strengths, the programme facilitates participants’ engagement with viable alternatives to force while promoting healing. The study also aims to increase understanding about the characteristics and needs of women who use force in Australia.Methods and analysisThis feasibility study will assess the +SHIFT programme’s appropriateness in addressing women’s use of force in the Victorian context. Process evaluation will be undertaken to identify recruitment, retention, women’s participation, barriers to implementation, the appropriateness of proposed outcome measures and other issues. The feasibility of an outcome evaluation which would employ a longitudinal mixed methods design with measures administered at preprogramme, programme completion and 3 months postprogramme time points, along with semistructured interviews with participants, programme staff and referring professionals, will also be assessed.Ethics and disseminationResearch ethics approval was obtained from the University of Melbourne Human Research Ethics Committee. Results of the study will be communicated to the programme providers as part of the action research process evaluation methodology. On completion, final results will be reported to programme providers and funding bodies, and published in academic journals and presented at national and international conferences.
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Tobin, Rochelle, Jonathan Hallett, Roanna Lobo, and Bruce Richard Maycock. "Taking a systems approach to explore the impacts and outcomes of a research and evaluation capacity building partnership: a protocol." BMJ Open 9, no. 9 (September 2019): e026706. http://dx.doi.org/10.1136/bmjopen-2018-026706.
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IntroductionPartnership models that bring researchers, policymakers and service providers closer together are gaining traction as a strategy to improve public health practice. Yet, there is little evidence of how these models work, or indeed if they do work. The Sexual Health and Blood-borne Virus Applied Research and Evaluation Network (SiREN) is one such model. SiREN is a partnership between researchers, policymakers and service providers that aims to develop the research and evaluation capacity and evidence-informed decision making capability of professionals working to address sexual health and bloodborne virus issues in Western Australia. This study will use a systems approach to identify the mechanisms of action, impacts and outcomes of SiREN and inform the development of evaluation tools.Methods and analysisData will be collected from organisational documents, surveys, in-depth interviews and a workshop. It will be analysed using a complex adaptive systems lens and findings will be used to inform the development of a type of qualitative systems model called a causal loop diagram. The causal loop diagram will illustrate the: contextual factors influencing engagement; mechanisms of action; and impacts and outcomes of SiREN. Evaluation tools will then be developed that can be used to assess the indicators identified in the causal loop diagram.Ethics and disseminationEthics approval was obtained from the Curtin University Human Research Ethics Committee (approval number: HRE2017-0090). Participants will be free to withdraw from the study at any point and confidentiality will be maintained by de-identifying participant responses in any published or shared data. The findings from this study will be shared in conference presentations, reports, peer-reviewed journals and online through websites and social media.
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Muravieva, Marina. "State support of the village social infrastructure systems." Przegląd Wschodnioeuropejski 8, no. 2 (November 1, 2018): 107–21. http://dx.doi.org/10.31648/pw.3574.
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The paper presents an analysis of the existing system of state support for rural social infrastructure for the first time. To address this goal the author studied the state information resources and data base of research of the models of state support for the sustainable development of rural areas. The researcher reveals the limitations of research on this subject (the analysis of Web of science, Scopus, Science Direct, Springer Link, Agris, Russian research data base), formulates the descriptive models of various countries in Europe and North America, and groups them into two basic systems. The tests revealed the main factors of the system of public funding of social infrastructure projects. In general financing the algorithms of support for rural social infrastructure were brought to light, the basis of which is made up by two main groups of countries: those with a support system for large rural settlements, selected on the principle of “driving member” and the countries with a system of grant and loan support for rural communities based on projects and local initiatives. The list of systems is not closed, because the study does not affect the countries of Asia, South America, Africa and Australia, which have their own distinctive features. The limitations in a single database of comparable statistical data about the objects of social and engineering infrastructure in rural areas do not allow to assess the effectiveness of investments. The author comes to the conclusion that single common methodology and standards for the evaluation of all forms of efficiency (economic, social, demographic and environmental) the use of state and interstate programs of support of social and infrastructural projects in rural areas, including a preliminary assessment of the needs in social and engineering facilities are necessary.
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Olusanya, Olufunto A., and Adam E. Barry. "Letter to the Editor: Why do pregnant South African women drink alcohol? A call to action for more qualitative investigations." International Journal of Alcohol and Drug Research 4, no. 2 (December 18, 2015): 171–74. http://dx.doi.org/10.7895/ijadr.v4i2.213.
Full textAbstract:
Olusanya, O., & Barry, A. (2015). Letter to the Editor: Why do pregnant South African women drink alcohol? A call to action for more qualitative investigations. The International Journal Of Alcohol And Drug Research, 4(2), 171-174. doi:http://dx.doi.org/10.7895/ijadr.v4i2.213Even though the adverse effects of alcohol consumption during pregnancy have been well documented, millions of babies each year continue to be affected by fetal alcohol spectrum disorders (FASD). This is concerning given that FASD is completely preventable. FASDs have been documented across a variety of races and geographical regions worldwide, yet the highest known prevalence rates are recorded in Africa. Specifically, for every 1000 children born in the Western Cape Province of South Africa, approximately 59.3 to 91.0 are determined to have fetal alcohol syndrome, the most severe form of FASD. While the risk factors contributing to FASDs have been examined quantitatively among South African women, there is a dearth of qualitative investigations that articulate and contextualize the underling motivations, beliefs, and attitudes that influence these risk factors. Qualitative investigations have been conducted in other geographic regions (e.g., Australia), but are not generalizable to South Africa. Qualitative investigations, which explore the familial, social, cultural, and economic factors that influence maternal drinking, are needed to inform future health promotion programs and interventions aimed at decreasing and ultimately eliminating maternal alcohol consumption among South African women.