Participatory Approaches in Family Health Promotion as an Opportunity for Health Behavior Change—A Rapid Review
Abstract
:1. Introduction
2. Materials and Methods
2.1. Search Strategy
2.2. Selection Procedure and Data Analysis
3. Results
3.1. Participatory Approaches and Methods Used
3.1.1. Participatory Approach
3.1.2. Theory-Based
3.1.3. Involved Actors
3.1.4. Form of Participation
3.1.5. Project Phase
3.1.6. Participatory Methods
3.2. Practical Experience in the Use and Application of Participatory Methods
3.2.1. Reported Effects/Impact of the Participatory Approach
3.2.2. Success Factors for Family Participation
4. Discussion
4.1. Discussion of Methods
4.2. Discussion of the Results
4.2.1. Prevalence of Family Participatory Approaches
4.2.2. Family Participation to Prevent Chronic Diseases
4.2.3. Possible Applications for Participation in Family Health Promotion
4.2.4. Effects of the Participatory Approach
4.2.5. Similar Success Factors as for Participatory Processes in General
4.2.6. The Importance of Empowerment and Flexibility
5. Conclusions
- There are only a few publications on participatory family health promotion projects, and there is a great need for theoretical and methodological development, especially outside the Anglo-American area, i.e., Europe.
- Form and method of participation must be adapted to individual circumstances, and continuous consideration should be given to how the highest possible form of participation can be achieved.
- Participation in family health promotion leads to effects on different levels, including strengthening partnerships and a higher acceptance of actions, and can be used to develop interventions that reduce chronic diseases.
- As with other participation processes, particularly suitable framework conditions and attitudes contribute to success, whereby flexibility in the form of participation is of particular importance in family participation.
Author Contributions
Funding
Institutional Review Board Statement
Data Availability Statement
Conflicts of Interest
References
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Authors [Citation] | Year | Country | Manuscript Type | Health Promoting Actions and Addressees |
---|---|---|---|---|
Berge et al. [21] | 2016 | US | S | Family-oriented actions to prevent childhood obesity as a risk factor for chronic diseases |
Carney et al. [22] | 2012 | US | S | Project on nutrition in Hispanic families |
Ferré et al. [23] | 2010 | US | P | Multi-phase project on the topic of pregnancy health |
Garcia et al. [24] | 2012 | US | P | Community school-based intervention for Latino youth, including depression prevention |
Johnson-Shelton et al. [25] | 2015 | US | P | Various school and community health promotion programs for the prevention of childhood obesity |
Jones et al. [26] | 2010 | US | P | Several strategies for risk communication about prematurity |
Schäfer & Bär [27] | 2019 | DE | R | Improving equal opportunities for families with children of day-care age through peer researchers (parents) |
Sormumen et al. [28] | 2013 | FI | S | School health interventions to strengthen health education |
Weinmann et al. [29] | 2018 | DE | R | Awareness campaign on the consequences of passive smoking for children |
Wieland et al. [30] | 2016 | US | S | Development of health promotion actions for immigrant families in relation to nutrition and obesity as a risk factor for chronic diseases |
Publication (Author & Year) [Citation] | Approach | Theory-Based | Participating Actors of the Addressee Group | Form of Participation | Project Phase | Participatory Method | ||||
---|---|---|---|---|---|---|---|---|---|---|
I | II | III | IV | |||||||
Berge et al. (2016) [21] | CBPR | + Citizen Health Care Model | + Citizen Action Group (CAG) (interested parents of the community, university researchers) + Community members | + Preliminary stage: Hearing and informing members/families from the community. + Participation: CAG has decision-making authority | X | X | X | X | + Initial launch event (Families from the district) + Citizen Action Group (CAG) + Interviews (conducted by CAG participants with community members) + Regular weekly CAG meetings | |
Carney et al. (2012) [22] | CBPR | + Community Health Worker | + Community group + Families | + Preliminary stage: inform and involve families and community members | - | X | X | X | + Interviews (with the participation of community members) + Regular monthly community meetings (families, community members) | |
Ferré et al. (2010) [23] | CBPR and Community-partnered Participatory Research (CPPR) | + Community assets model | + Community advisory board (CAB) + Community | + Preliminary stage: inform and involvement of community + Participation: Decision-making authority Research team (phase 1), CAB (phase 2), community organization (phase 3) | X | X | X | X | Phase 1 i.e.,: + Community advisory board (CAB) + Regular meetings (community meetings, CAB and other partners in community locations)Phase 2 i.e.,: +Event: community conference (Community members)Phase 3 i.e.,: + Events: Conferences, workshops, symposia etcetera (community members) | |
Garcia et al. (2012) [24] | CBPR | + Community Health Worker Model + Ecological model + Complexity theory | + Research team (professionals from school and community-based clinic, families, university) + Participating families | + Preliminary stage: Informing andListening to families and research team + Participation: Decision-making competence of research team | X | X | X | X | + Research team + Regular weekly/monthly meetings (research team) + Focus group discussions (with parents) | |
Johnson-Shelton et al. (2015) [25] | Multilevel-Partnership nach CBPR | + Multilevel CBPR model (hybrid model) + Organizational learning | + Communities and Schools Together Project (CAST) partnerships (school district and staff, parents and families of primary schools, community of NGO groups, scientific community) | + Participation: CAST partnerships & working groups | - | X | X | X | + Parent Advisory Council (elementary school parents) + Regular meetings (CAST partnerships) + Events: working groups (with CAST partners) | |
Jones et al. (2010) [26] | CBPR | - | + Community members (including pregnant women) as equal stakeholders | + Preliminary stage: listening to community members + Participation: decision-making authority lies with project team, steering and sub-committees | X | X | X | X | + Project team (local community and non-community members) + Steering committee (individuals from various localcommunity sectors) + Subcommittee (members of steering committee) + Events: Training | |
Schäfer & Bär (2019) [27] | Participatory data evaluation (no defined term) | + Action model of action research + Emancipatory action research | + Parents of children of kindergarten age | + Participation: Decision-making competence lies with research team | (X) | (X) | (X) | X | + Research workshops (including interviews of additional parents) + research team (parents and researchers) + Workshop and regular meetings in research workshops | |
Sormunen et al. (2013) [28] | PAR, setting approach | - | + Pupils + Parents + Teachers + School management | + Preliminary stage: Involvement of pupils, parents, teachers, school management, informing parents | - | X | X | - | + Events: Parent conference, health-related workshops/topic evenings (parents, pupils) | |
Weinmann et al. (2018) [29] | Participatory approach (no defined term) | - | + Parents of the addressee group | + Preliminary stage: Involvement of parents | X | X | - | - | + Interviews (with caregiver of children) + Focus groups (with caregiver of children) | |
Wieland et al. (2016) [30] | CBPR | + Social cognitive learning theory | + Community members from each participating immigrant group of immigrant families | + Preliminary stage: Listening to other community members + Participation: Decision-making competence Research team | X | X | - | - | + Study team, working group (community members, health scientists) + Focus groups (members of local migrant communities) + Events: Training on how to implement the intervention in their own community |
Publication (Author & Year) [Citation] | Reported Effects or Observed Developments | Described Experiences with Facilitating Factors | ||||||||||||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Formation/Strengthening of New partnerships | Inclusion of Addressee-Specific Perspectives/Aspects | Competence and/or Knowledge Enhancement | Development of Innovative Measures/Products | Satisfaction with/Acceptance of the Intervention | Participating Stakeholders Satisfied with the Process | Sense of (Equal) Participation | Motivation for (Further) Participation | Desired Behavior Change | Improving Mental/Physical Health | Process Design | Framework and Process Support | Specific Participation Aspects | ||||||||||||||||
Interaction/Communication | Joint Goal | Resource Use | Open Participation Opportunities | Family Compatibility | Involvement of Environment | Broad/low-Threshold Approach | Financial & Human Resources | Time | Structure & Coordination | Flexibility | Trained Personnel | Commitment & Desire for Change | Access to Data and Dissemination | Empowerment | Balance Research/Action | Opportunities for Influence | Participatory Atmosphere | |||||||||||
Berge et al. (2016) [21] | ✓ | - | - | - | ✓ | ✓ | ✓ | - | - | - | ✓ | - | ✓ | ✓ | - | - | ✓ | - | - | - | - | - | - | - | - | - | - | - |
Carney et al. (2012) [22] | ✓ | - | - | - | - | - | - | - | ✓ | ✓ | ✓ | - | - | - | - | - | - | - | - | - | - | - | - | - | - | - | - | - |
Ferré et al. (2010) [23] | ✓ | - | - | - | - | - | - | - | - | - | ✓ | - | ✓ | ✓ | - | - | - | ✓ | ✓ | ✓ | ✓ | - | ✓ | ✓ | - | - | - | - |
Garcia et al. (2012) [24] | ✓ | ◦ | ✓ | - | - | ✓ | ✓ | ✓ | - | - | ✓ | ✓ | ✓ | - | - | ✓ | - | ✓ | ✓ | - | ✓ | - | ✓ | ✓ | - | ✓ | - | - |
Johnson-Shelton et al. (2015) [25] | ✓ | ✓ | - | ✓ | - | - | - | - | - | - | - | ✓ | ✓ | - | - | ◦ | - | - | - | ✓ | ✓ | - | ✓ | ◦ | - | ✓ | - | - |
Jones et al. (2010) [26] | ✓ | ✓ | ✓ | ✓ | - | - | - | ✓ | - | - | ✓ | ✓ | ✓ | - | - | ✓ | - | - | - | ✓ | - | - | - | - | ✓ | - | - | - |
Schäfer & Bär * (2019) [27] | - | ✓ | ✓ | - | - | ◦ | ◦ | - | - | - | ✓ | ✓ | - | - | - | - | - | ✓ | ✓ | - | ✓ | - | ✓ | - | ✓ | ◦ | - | - |
Sormunen et al. (2013) [28] | ✓ | - | ✓ | - | ✓ | ✓ | - | - | - | - | - | - | - | ✓ | ✓ | - | - | - | - | - | - | - | ✓ | - | ✓ | - | ✓ | ✓ |
Weinmann et al. (2018) [29] | - | ✓ | - | ✓ | ✓ | - | - | - | ** | ** | - | - | - | - | - | - | ✓ | ✓ | - | - | - | ✓ | - | - | - | - | - | - |
Wieland et al. (2016) [30] | ✓ | ✓ | - | ◦ | ◦ | - | ◦ | ✓ | ◦ | ◦ | ✓ | ✓ | - | - | - | - | - | - | - | ✓ | - | ✓ | - | - | - | - | - | |
Sum | 8 | 6 | 4 | 4 | 4 | 4 | 4 | 3 | 2 | 2 | 7 | 5 | 5 | 3 | 1 | 3 | 2 | 4 | 3 | 4 | 4 | 2 | 5 | 3 | 3 | 2 | 1 | 1 |
10 | 8 | 6 |
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Kuchler, M.; Rauscher, M.; Rangnow, P.; Quilling, E. Participatory Approaches in Family Health Promotion as an Opportunity for Health Behavior Change—A Rapid Review. Int. J. Environ. Res. Public Health 2022, 19, 8680. https://doi.org/10.3390/ijerph19148680
Kuchler M, Rauscher M, Rangnow P, Quilling E. Participatory Approaches in Family Health Promotion as an Opportunity for Health Behavior Change—A Rapid Review. International Journal of Environmental Research and Public Health. 2022; 19(14):8680. https://doi.org/10.3390/ijerph19148680
Chicago/Turabian StyleKuchler, Maja, Marie Rauscher, Pia Rangnow, and Eike Quilling. 2022. "Participatory Approaches in Family Health Promotion as an Opportunity for Health Behavior Change—A Rapid Review" International Journal of Environmental Research and Public Health 19, no. 14: 8680. https://doi.org/10.3390/ijerph19148680