Background: The care of clients with complex psychosocial problems involves diverse frontline professionals such as general practitioners, psychiatric nurses, police officers, social support... Show moreBackground: The care of clients with complex psychosocial problems involves diverse frontline professionals such as general practitioners, psychiatric nurses, police officers, social support consultants and debt counselors. As these professionals have different professional backgrounds and work in different organizations, their health conceptions, or beliefs about what constitutes health and how this should be pursued, may also differ. Having an understanding of various frontline professionals' health conceptions is relevant, as these may affect interprofessional collaboration in their work with clients with psychosocial problems. Objective: To understand various frontline professionals' health conceptions. Design: Inductive qualitative approach. Setting: The Hague, the Netherlands. Participants: Various frontline professionals from social welfare, general healthcare and mental healthcare, working with clients with complex psychosocial problems. Methods: Between September 2020 and April 2021, 23 in-depth semi-structured interviews were conducted with frontline professionals in social welfare, general healthcare and mental healthcare. Based on these interviews, this paper analyzes frontline professionals' health conceptions. After transcription, all interviews were imported into ATLAS.ti for analysis. An iterative process of thematic analysis was used to identify health conception dimensions. Results: The paper found that frontline professionals' health conceptions differ in three main aspects: 1) health definitions, 2) alignment with clients and 3) contextualization of clients' health. Conclusions: The main implication of this research is that this inductive analysis of health conceptions provides a first building block in theorizing frontline professionals' health promotion practices. Tweetable abstract: Knowing about professional's health conceptions gives insight into how health is understood and how good health can best be achieved, which is important in caring for vulnerable clients. Show less
Nishimura, M.; Harrison Dening, K.; Sampson, E.L.; Iglesias de Oliveira Vidal, E.; Correia de Abreu, W.; Kaasalainen, S.; ... ; Steen, J.T. van der 2022
This book starts with Vansina, who holds that old cultural traditions in Africa have been destroyed, but that new ones are emerging. With Prah, the study argues that a key role is played by... Show moreThis book starts with Vansina, who holds that old cultural traditions in Africa have been destroyed, but that new ones are emerging. With Prah, the study argues that a key role is played by education, which has to be based on African languages and values. Using a new quantitative comparative analysis, the study shows that maintaining former colonial languages as medium of instruction will become impossible to sustain. Over the next decade, some African countries will have to transition to African languages. The issue of language choice has vexed researchers and policymakers. The study shows how all over the world, designed languages serve speakers of several discerned languages. This solution could also be used in Africa, as demonstrated through six brief case studies. African languages in education will bolster the new, decolonised cultural traditions already taking shape on the continent. Show less
Kampen, E. van; Meirink, J.A.; Admiraal, W.F.; Berry, A. 2020
This study aims to characterise teachers’ integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools.... Show moreThis study aims to characterise teachers’ integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers’ pedagogies, semi-structured interviews and observations of GP lessons were used. Dalton Puffer’s Cognitive Discourse Functions (CDF) construct [(2013). A construct of cognitive discourse functions for conceptualizing content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253. https://doi.org/10.1515/eujal-2013-0011], in combination with a focus on subject-specific Culture, was used as a heuristic to analyse the integrated content-language pedagogies of teachers. Main findings include that the participating schools had three distinct Intended Curriculum foci and, within these, five different types of integrated content-language learning pedagogies were identified. Main implications discussed are that focusing on subject-specific culture and using the CDF Construct is a useful heuristic to allow analysis of teachers’ integrated content-language pedagogies, and that it may also provide a useful framework for both pre- and in-service teachers in CLIL contexts to emphasise the integrated nature of CLIL teaching. Show less
