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    Psychosocial Work Environment Risks Among Danish Fishers
    (Taylor and Francis Group, 2025-02-17) Grøn S; Junaid F; Froholdt LL
    OBJECTIVE: Our paper focuses on psychosocial risks that are under-researched within the fishing industry. The study was conducted in Denmark. Firstly, we investigated how Danish fishers perceive their psychosocial work environment. Secondly, we formed a group of industry partners and stakeholders with the purpose of designing ways to mitigate the reported stressors. METHODS: The study design is action research, employing qualitative co-creative methods for data collection in both the first and the second stages. The methods include chronicle workshops and design thinking workshops. Participants in the workshops came from different stakeholder groups, including fishers. We ensured that the focus remained on centering the voices of the fishers to understand the psychosocial risks within the industry context. RESULTS: In the first stage, we used thematic analysis, which led to the identification of ten themes: (1) discouragement, (2) stress, (3) poor economy, (4) negative atmosphere, (5) distrust, (6) injustice, (7) fear, (8) unpredictability, (9) powerlessness, and (10) lost pride. This study explored the key risks and highlighted that a lack of influence and meaning, reduced rewards, and increased unpredictability are likely to lead to increased stress in an environment that lacks social support. CONCLUSION: Existing research into the psychosocial working environment has established six dimensions where an imbalance leads to negative health effects. They are sometimes referred to as "the 6 gold nuggets" where an imbalance leads to negative health effects. We compared our themes to these gold nuggets and identified a clear overlap, which gave us confidence in the relevance of our data. Through the workshops, we co-created six recommendations to address the reported risks and provide policymakers with actionable recommendations.
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    The 7 C’s framework for participatory action research: inducting novice participant-researchers
    (Taylor and Francis Group on behalf of Educational Action Research, 2024) Feekery A
    A key aspect of engaging in a large participatory action research (PAR) project is ensuring that novice participant-researchers have a general understanding of the PAR methodology. Lead researchers experienced in action research cannot expect novice participant-researchers to engage fully with the literature on PAR, but rather need a simple way to ensure their collaborative partners understand the research process they have committed to. This paper presents ‘The 7Cs of Participatory Action Research’ framework, a clear model that both novice action researchers and participant-researchers could use as a starting point for identifying key action research experts and identifying their own unique PAR approach relevant to their context. The framework provides a brief overview of the literature related to each concept and poses a series of questions that can inform the planning phase of the research so that participant-researchers can visualise putting PAR methodology into practice.
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    An evaluation of action research methods in developing a national instructor induction package for a Private Training Establishment : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University
    (Massey University, 2009) Gray, Yvonne
    The provision of appropriate, needs based workplace induction training programmes is recognised as an important step for new staff in many industries. This thesis investigates the way in which action research processes can be used to enhance the induction of new instructors within a Private Training Establishment (PTE). The research was conducted within an educational workplace context where action research methods were applied in practice and where the action research group developed a new instructor induction resource by working together collaboratively to identify and solve their problems. Evaluative action research processes were used to assess the effectiveness of the team approach. Data was gathered during three collaborative action research cycles (plan, act, observe and reflect) over a period of 12 months. Information was obtained from collaborating group workshops which included review discussions, reflective practice and evaluations, verbal and written feedback from new instructors and other key people, and researcher autobiographical journal notes. The data was analysed using spreadsheets and group discussions of recorded information. The results show how an increased level of member participation and collaboration can inform the research methods and direction as well as benefit induction processes and professional development outcomes. Working together collaboratively helped the group to find new ways of addressing their specific induction issues, primarily through better understanding and appreciation of each other's knowledge, ideas and views. A range of factors both influenced and enabled the participating group to solve their problems in a way previously not articulated. Notably these included discussions, academic readings, group collaboration, and increased group trust, sharing and openness. The time between group meetings was identified as being the major constraint. The findings demonstrate the positive contribution that action research methods can make to effective problem solving, particularly when managers of educational organisations wish to proactively improve their business and educational standards.
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    Striking a balance : improving practice as a student doing group music therapy with adults with substance abuse and dependence : a research thesis presented in partial fulfilment of the requirements for the Master of Music Therapy at the New Zealand School of Music, Wellington, New Zealand
    (Massey University, 2010) Yearsley, Sharon
    An action research project was devised to help a music therapy student improve her practice in a group alcohol and drug treatment setting. The project initially focussed on improving practice by delivering more creative, sustained and holistic experiences. Four action cycles of one week each were carried out, each cycle comprising planning, action and reflection stages. Data sources were gathered in the form of clinical notes, a reflective journal and supervision notes from meetings and session de-briefs with counselling staff at the facility. The data was then woven into narrative accounts of each cycle, and key learning points for each cycle were identified. Cycles were also examined for common themes, and nine themes were identified. Findings show the student developing a deeper understanding of practice through the examination of structure and flexibility in facilitation style and musical interactions, and how and when to find balance between structure and freedom. Other key factors relevant to improving practice such as building confidence and working with the interdisciplinary team, are explored. Findings are discussed, along with ideas about the value of carrying out an Action Research project, and suggestions for future projects focussed on improving practice with this client group.
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    Challenges in communication : a critical analysis of a student music therapist's techniques in working with special needs children : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Music Therapy at the New Zealand School of Music, Wellington, New Zealand
    (Massey University, 2009) Savaiinaea, Chelsea Makere
    This paper describes the processes under taken by a student music therapist to improve her clinical practice and enhance the quality of service provided to children with profound and multiple disabilities. Using an Action Research model it aims to show how rigorous investigation of one's own practice can improve understanding of the clients and enhance students' abilities and confidence when carrying out placement work. An interview process with three registered music therapists preceded a 12 week action research process. Three cycles were undertaken with each lasting 4 weeks and the interview material informed the initial cycle. Clinical notes, a research journal and video recordings of sessions were three data gathering tools used to evaluate the success of techniques employed. This intensive critical analysis led to a greater awareness of in session communications and an improvement in techniques such as active waiting and repetition of activities. This in turn created increased opportunities for response to musical offerings by this client group.
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    Changing learning conversations : an action research model of reflective professional development : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education, Massey University, Albany, New Zealand
    (Massey University, 2007) Harnett, Jennifer Anne
    A growing body of international research has indicated that teacher effectiveness is the most important factor affecting student achievement. At the heart of effective teaching and learning are learning conversations, in which teachers play a pivotal role in mediating learning by orchestrating discussion with students. This action research study had a dual purpose, firstly to investigate the effects of teachers’ knowledge and thinking on their ability to mediate students’ learning in classroom learning conversations, and secondly to provide the participating teachers with opportunities to investigate and develop their professional knowledge and practice. The action research approach allowed the collection of substantive information about teachers’ thinking and practice, while at the same informing and developing that practice through cycles of data collection, analysis, and reflection. The study involved two New Zealand primary school teachers in four cycles of action research. Information was gathered about the teachers’ knowledge, thinking, and practice through semi-structured interviews, classroom observations, and reflective journals. Observation transcripts were analysed, coded, discussed, and reflected upon during reflection days at the end of each cycle. The initial findings of the study revealed that although the two teachers were very different in their teaching styles, there were strong similarities in the fragmented nature of their knowledge of learning and assessment theory. Discrepancies were found between the teachers’ espoused theories and their theories-in-use. In addition, the teachers’ practice was strongly influenced by implicit beliefs and routinised behaviours, which had a powerful and often detrimental effect on the quality of their interactions with students. However, the process of examining the evidence in their own lesson transcripts enabled the teachers to develop awareness of weaknesses in their practice. This was a catalyst for reflection that resulted in change and improvement. After an initial regression both teachers made small but incremental changes in their interactions with students. By the end of the final cycle both teachers had appreciably improved the quality of their classroom learning conversations. The study demonstrates the effectiveness of classroom-based action research as a model for reflective professional development.
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    Online professional development for digitally differentiated nurses: An action research perspective
    (Elsevier, 2017-01) Green JK; Huntington AD
    Professional development opportunities for nurses are increasingly being offered in the online environment and therefore it is imperative that learning designers, nurse educators and healthcare organisations consider how best to support staff to enable Registered Nurses to capitalise on the resources available. Research participants explored educational strategies to support digitally differentiated nurses' engagement with professional development activities in an online environment through a participatory action research project that collected data over a 16 month period through six focus groups before being analysed thematically. The reality of work-based, e-learning while managing clinical workloads can be problematic however specific measures, such as having a quiet space and computer away from the clinical floor, access to professional development resources from anywhere and at any time, can be effective. A 'one-size-fits-all' approach to resources offered will not meet the needs of diverse staffing groups whereas heutagogical learning offers tangible benefits to Registered Nurses seeking professional development opportunities in this context. Apparent proficiency with technological skills may not reflect a Registered Nurse's actual ability in this environment and face-to-face support offered regularly, rather than remedially, can be beneficial for some staff. Implementing specific strategies can result in successful transition to the online environment.