A stroke rehabilitation training program for community-based primary health care, South Africa.

Background: With an increasing burden of stroke and a lack of access to rehabilitation services in rural South African settings, stroke survivors rely on untrained family caregivers for support and care. Community health workers (CHWs) support these families but have no stroke-specific training. Objectives: To describe the development of a contextually appropriate stroke training program for CHWs in the Cape Winelands District, South Africa. Method: Twenty-six health professionals and CHWs from the local primary healthcare services participated in action research over a 15-month period from September 2014 to December 2015. The groups participated in two parallel cooperative inquiry (CI) groups. The inquiry followed the cyclical steps of planning, action, observation and reflection. In this article, the planning step and how the CI groups used the first three steps of the analyse, design, develop, implement, evaluate (ADDIE) instructional design model are described. Results: The CHWs' scope of practice, learning needs, competencies and characteristics, as well as the needs of the caregivers and stroke survivors, were identified in the analysis step. The program design consisted of 16 sessions to be delivered over 20 h. Program resources were developed with appropriate technology, language and instructional methodology. Conclusion: The program aims to equip CHWs to support family caregivers and stroke survivors in their homes as part of their generalist scope of practice. The implementation and initial evaluation will be described in a future article. Contribution: The study developed a unique training program for CHWs to support caregivers and stroke survivors in a resource-constrained, rural, middle-income country setting.

Peer bullying in seniors' subsidised apartment communities in Saskatoon, Canada: participatory research.

Given that 'home' is the major physical-spatial environment of many older adults and that home, social and neighbourhood environments are well-recognised to impact both the ability to age in place and quality of life in this population, a better understanding of the nature of social interactions within seniors' communal living environments is critical for health promotion. This paper describes a two-phase participatory research study examining peer bullying by older adults conducted in April and May, 2016. Responding to needs expressed by tenants, the objectives of this study were to identify the nature, prevalence and consequences of peer bullying for tenants of two low-income senior apartment communities. In collaboration with the local Older Adult Abuse Task Force, a screening survey on bullying was distributed to all tenants. Findings (n = 49) indicated that 39% of tenants had witnessed peer bullying and 29% had experienced bullying by peers. An adapted version of a youth bullying survey was administered in follow-up face-to-face interviews with 13 tenants. The most common forms of peer bullying were deliberate social exclusion and hurtful comments. The majority of respondents indicated that bullying was a problem for seniors and that bullies hurt other people. Outcomes of bullying included feelings of dejection and difficulties conducting everyday activities.

Teatro do oprimido: um teatro das emergências sociais e do conhecimento coletivo / Teatro del oprimido: un teatro de emergencia social y conocimientos colectivos / Theatre of the oppressed: a theather of the social emergences and of the collective knowlegde

Este ensaio introduz proposta de intervenção em Psicologia Social que integra os conhecimentos e a prática do Teatro do Oprimido à Sociologia das Ausências e das Emergências, sendo resultado de pesquisa social em que o primeiro foi o construtor de dados, enquanto o segundo tomado como referencial para análise. A articulação teórico-metodológica dessas perspectivas revelou-se ferramenta potente de democratização do conhecimento, contribuindo para as ciências pós-paradigmáticas em efetuar movimento contrário à globalização hegemônica, e revalorizando saberes e experiências consideradas marginais. Para a articulação, apresentamos o Teatro do Oprimido como espaço dialógico, analisando-o à luz da Psicologia Social mediada pela perspectiva da Sociologia das Ausências e das Emergências, buscando desenvolver uma ferramenta de pesquisa e intervenção que conjugue essas abordagens num Teatro das Emergências. Finalizamos discutindo as potencialidades de tal articulação para a pesquisa e intervenção do psicólogo social.(AU)

Este artículo se propone una intervención en Psicología Social que integra el conocimiento y práctica de Teatro del Oprimido a la Sociología de las Ausencias y Emergencias, siendo el resultado de la investigación social en que el primero fue el constructor de los datos, mientras que el segundo se toma como referencia para análisis. Una articulación teórica y metodológica de estas perspectivas demostró ser una herramienta para la democratización del conocimiento, contribuyendo para las ciencias post-paradigmáticas en movimiento contrario a la globalización hegemónica, revalorizando conocimientos y experiencias consideradas marginales. La articulación presenta tal Teatro como un espacio dialógico, analizándolo con la Psicología Social y con la concepción de la Sociología de las Ausencias y Emergencias, desarrollando una herramienta de investigación y intervención que combine estos enfoques con el Teatro de Emergencias. Terminamos discutiendo el potencial de la articulación para la investigación y la intervención del psicólogo social.(AU)

This essay introduces a proposal for intervention in Social Psychology. It integrates the knowledge and practice of Theatre of the Oppressed to the Sociology of Absences and Emergencies. It is a result of social research in which the first was the builder of dispositives while the other taken as a reference for analysis. The articulation of these theoretical and methodological perspectives proved potent tool of democratization of knowledge and contributing to the post-paradigmatic science in making anti-hegemonic-globalization movement revaluing knowledge and experiences considered marginal. For the articulation we present the Theatre of the Oppressed as a dialogic space analyzing it in the light of social psychology mediated by the prospect of Sociology of Emergencies seeking to develop a tool for research and intervention : a Theatre Emergencies. We conclude by discussing the potential of this joint to the research and intervention of the social psychologist.(AU)

Teatro do oprimido: um teatro das emergências sociais e do conhecimento coletivo / Teatro del oprimido: un teatro de emergencia social y conocimientos colectivos / Theatre of the oppressed: a theather of the social emergences and of the collective knowlegde

Este ensaio introduz proposta de intervenção em Psicologia Social que integra os conhecimentos e a prática do Teatro do Oprimido à Sociologia das Ausências e das Emergências, sendo resultado de pesquisa social em que o primeiro foi o construtor de dados, enquanto o segundo tomado como referencial para análise. A articulação teórico-metodológica dessas perspectivas revelou-se ferramenta potente de democratização do conhecimento, contribuindo para as ciências pós-paradigmáticas em efetuar movimento contrário à globalização hegemônica, e revalorizando saberes e experiências consideradas marginais. Para a articulação, apresentamos o Teatro do Oprimido como espaço dialógico, analisando-o à luz da Psicologia Social mediada pela perspectiva da Sociologia das Ausências e das Emergências, buscando desenvolver uma ferramenta de pesquisa e intervenção que conjugue essas abordagens num Teatro das Emergências. Finalizamos discutindo as potencialidades de tal articulação para a pesquisa e intervenção do psicólogo social...

Este artículo se propone una intervención en Psicología Social que integra el conocimiento y práctica de Teatro del Oprimido a la Sociología de las Ausencias y Emergencias, siendo el resultado de la investigación social en que el primero fue el constructor de los datos, mientras que el segundo se toma como referencia para análisis. Una articulación teórica y metodológica de estas perspectivas demostró ser una herramienta para la democratización del conocimiento, contribuyendo para las ciencias post-paradigmáticas en movimiento contrario a la globalización hegemónica, revalorizando conocimientos y experiencias consideradas marginales. La articulación presenta tal Teatro como un espacio dialógico, analizándolo con la Psicología Social y con la concepción de la Sociología de las Ausencias y Emergencias, desarrollando una herramienta de investigación y intervención que combine estos enfoques con el Teatro de Emergencias. Terminamos discutiendo el potencial de la articulación para la investigación y la intervención del psicólogo social...

This essay introduces a proposal for intervention in Social Psychology. It integrates the knowledge and practice of Theatre of the Oppressed to the Sociology of Absences and Emergencies. It is a result of social research in which the first was the builder of dispositives while the other taken as a reference for analysis. The articulation of these theoretical and methodological perspectives proved potent tool of democratization of knowledge and contributing to the post-paradigmatic science in making anti-hegemonic-globalization movement revaluing knowledge and experiences considered marginal. For the articulation we present the Theatre of the Oppressed as a dialogic space analyzing it in the light of social psychology mediated by the prospect of Sociology of Emergencies seeking to develop a tool for research and intervention : a Theatre Emergencies. We conclude by discussing the potential of this joint to the research and intervention of the social psychologist...

Metodologias participativas no ensino da administração em Enfermagem / Participative methods in teaching administration within nursing / Metodologías participativas en la enseñanza de la administración en enfermería

O trabalho relata a experiência de docentes da área de administração e gerência em saúde no processo de construção e desenvolvimento de uma prática de aprendizagem significativa e participativa, desenvolvida no segundo semestre de 2010, com 23 estudantes de um curso de graduação em Enfermagem, na cidade de Curitiba-PR. As estratégias de trabalho em grupo e a dramatização na modalidade do role playing foram escolhidas por facilitarem a participação e a motivação para a aprendizagem. O sistema de saúde, planejamento em saúde e funções gerenciais foram temáticas definidas para compor a prática. O aprendizado permitiu o exercício das funções gerenciais em uma situação real, concreta e com significados a todos, e, ainda, o destaque das docentes sobre a construção de práticas de aprendizagem com metodologias participativas, que requerem tempo, motivação, dedicação e comunicação, mas, sobretudo, a mudança do processo de trabalho.

This paper reports the experience of teachers within the field of healthcare administration and management in the process of building and developing practices of participative and meaningful learning, which took place in the second semester of 2010, with 23 students in an undergraduate nursing program in the city of Curitiba, Paraná. Strategies for group work and dramatization through role playing were chosen, since these facilitate participation and motivation for learning. The healthcare system, healthcare planning and managerial functions were the themes defined for constituting the practice. The learning experience allowed managerial functions to be performed in a real and concrete situation, with meaning for all participants. The teachers' role in constructing learning practices was highlighted, with participative methods that required time, motivation, dedication, communication and, especially, changes to their work processes.

El trabajo relata la experiencia de docentes del área de administración y gestión en salud en el proceso de construcción y desarrollo de una práctica de aprendizaje significativa y participativa, desarrollada en el segundo semestre de 2010, con 23 alumnos de un curso de graduación en Enfermería, en la ciudad de Curitiba, Estado de Paraná. Se eligieron las estrategias de trabajo en grupo y la dramatización en la modalidad de role playing porque facilitaban la participación y la motivación para el aprendizaje. El sistema de salud, planificación en salud y funciones de gestión en una situación real, concreta y con significados para todos, y también el destaque de las docentes sobre la construcción de prácticas de aprendizaje con metodologías participativas que requieren tiempo, motivación, dedicación y comunicación pero, sobre todo, el cambio del proceso de trabajo.