How common knowledge is constructed and why it matters in collaboration between professionals and clients

Hopwood, Nick; Edwards, Anne

doi:10.1016/j.ijer.2017.02.007

Cited by 15 publications

(14 citation statements)

References 35 publications

(49 reference statements)

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“…Harnessing this in care improvement and research will require clinicians and researchers to take a humble stance in relation to knowledge gained through families' experiences within and beyond the health system, without displacing their clinical expertise. This requires relational expertise – a capacity to elicit and hear what matters to others, be explicit about what matters to oneself as a professional, and draw on others' understandings when needed 46 …”

Section: Principles: Involving Respecting and Connecting Familiesmentioning

confidence: 99%

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Paediatric tube‐feeding: An agenda for care improvement and research

Hopwood

Moraby

Gowans

et al. 2020

J Paediatrics Child Health

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This article presents an agenda to improve the care and wellbeing of children with paediatric feeding disorder who require tube feeding (PFD‐T). PFD‐T requires urgent attention in practice and research. Priorities include: routine collection of PFD‐T data in health‐care records; addressing the tube‐feeding lifecycle; and reducing the severity and duration of disruption caused by PFD‐T where possible. This work should be underpinned by principles of involving, respecting and connecting families.

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Section: Principles: Involving Respecting and Connecting Familiesmentioning

confidence: 99%

“…The principle of respect can be enacted by considering what matters to families in a joint process to imagine and create new possibilities 46 . What might be significant from a clinical perspective might not map directly onto what matters to families.…”

Section: Principles: Involving Respecting and Connecting Familiesmentioning

confidence: 99%

Paediatric tube‐feeding: An agenda for care improvement and research

Hopwood

Moraby

Gowans

et al. 2020

J Paediatrics Child Health

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“…This chapter draws on data from the Creating Better Futures Study, which looked in detail at interactions between parents and professionals in a range of parenting support services (Hopwood & Clerke, 2016, 2018Hopwood, Clerke, & Nguyen, 2018;Hopwood & Edwards, 2017;Hopwood & Gottschalk, 2017), and then tracked transformations in families over time (Hopwood & Clerke, in press). The final phase involved data collection from professionals, parents and volunteers from a broad range of services in New South Wales, South Australia, and Tasmania, looking at distinctive service approaches and the impacts associated with them.…”

Section: L1 Study Detailsmentioning

confidence: 99%

Transforming Trajectories for Disadvantaged Young Children

Hopwood¹

2019

Harnessing the Transformative Power of Education

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The early years influence children's learning, wellbeing and health and continue to do so into adulthood. As a result, they constitute an effective target for intervention seeking to transform the trajectories of children affected by disadvantage. The complex, multi-faceted nature of disadvantage makes it a 'wicked problem'-one that defies simple solutions delivered through isolated initiatives or organisations. As a result the need for integrated and place-based approaches across education, health and other domains is recognised. Tasmania's Child and Family Centres exemplify such initiatives. Interviews were conducted with parents, volunteers and staff in three Centres, each located in communities affected by high levels of disadvantage. Analysis draws on cultural-historical theory to explore transformation resulting from expanding ways of making sense of the world and acting in it-i.e. learning. Evidence of significant change was found across three planes: children's engagement in activities such as play; family practices, especially in interaction with children; and the communities in which children grow up. Integration and the place-based nature of the Child and Family Centres were found to be important in accomplishing these changes. However, these in themselves are not sufficient to address the wickedness of poor outcomes for disadvantaged children. Activities, practices and communities are shaped by, and shape one another, in dialectic relationships. Redirecting children's trajectories in the early years benefits from approaches that work across each of these planes, and foster mutually enabling connections between them. The Child and Family Centres are achieving precisely this. L1 The concept of wicked problems captures the nature of this difficulty. Originally termed by Rittel and Webber (1973) in reference to urban planning, the idea is now widely used in reference to social problems including child abuse, domestic violence, obesity, and the effects of socioeconomic disadvantage. Wicked problems are complex, open-ended and subject to complex inter-dependencies between multiple causes (Rittel & Webber, 1973). They are difficult to define, unstable, and do not sit conveniently within the responsibility of any one organization or sector (APCS, 2007). This has implications for service delivery: linear processes of working from problem to solution are not sufficient, as they fail to recognise uncertainties and complexities that arise from interacting factors: L1 References Australian Bureau of Statistics (ABS). (2012). Personal Safety Survey. Canberra: Australian Bureau of Statistics. Australian Early Development Census (AEDC). (2016). Emerging trends from the AEDC. Canberra: Commonwealth of Australia. Australian Public Service Commission (APSC). (2007). Tackling wicked problems: a public policy perspective. Canberra: Commonwealth of Australia. Australian Research Alliance for Children and Youth (ARACY). (2013). Report card: the wellbeing of young Australians. Australian Capital Territory: Australian Researc...

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“…Learning is conceptualized as arising when people recognize and meet demands while engaging in practices that matter to them (Hedegaard, 2018; Hopwood & Edwards, 2017). Cultural‐historical theory directs attention to the use of tools in this process.…”

Section: Introduction: Enteral (Tube) Feedingmentioning

confidence: 99%

“…A cultural-historical approach to motive focuses on what matters to oneself and others involved in a particular practice (Edwards, 2017 • Parents can resolve these dilemmas by creating and using specific tools that aid memory, readiness, normalising responses, and adapting to unique circumstances. (Hedegaard, 2018;Hopwood & Edwards, 2017). Cultural-historical theory directs attention to the use of tools in this process.…”

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confidence: 99%

Parenting children who are enterally fed: How families go from surviving to thriving

Hopwood

Elliot

Moraby

2020

Child

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Background: Complex feeding difficulties requiring enteral (tube) feeding affect everyone around the child. Parents experience additional stress and are at risk of social isolation. This study investigated the strategies families develop and use to adjust and adapt to enteral feeding so they were not just surviving but thriving as a family. Methods: Twenty parents whose children had been or continued to be enterally fed were interviewed, four of them twice as their experience of enteral feeding progressed. Learning theory was used to conceptualize findings in terms of changing use of tools that mediated parents' response to feeding-related challenges. Results: Parents encountered dilemmas relating to enteral feeding: maintaining participation in everyday activities, managing responses to the use of tubes for feeding, and doing what feels right for their child. They used four kinds of mediating tools to overcome these: memory aids and readiness tools, metaphors and narratives, repurposed everyday objects and personalized routines and materialities. Conclusions: This novel account of tool used to resolve dilemmas provides an empirically and theoretically grounded basis for supporting parents to thrive despite the challenges of enteral feeding. Specifically, it can guide information given to help parents anticipate and cope with dilemmas arising from enteral feeding.

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How common knowledge is constructed and why it matters in collaboration between professionals and clients

Cited by 15 publications

References 35 publications

Paediatric tube‐feeding: An agenda for care improvement and research

Paediatric tube‐feeding: An agenda for care improvement and research

Transforming Trajectories for Disadvantaged Young Children

Parenting children who are enterally fed: How families go from surviving to thriving

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