Stimulating client involvement and client–provider dialog through participatory video: Deliberations on long-term care in a psychiatric hospital

Ham, Lia van der; Kupper, Frank; Bodewes, Adee; Broerse, Jacqueline E. W.

doi:10.1016/j.pec.2012.11.017

Cited by 6 publications

(7 citation statements)

References 16 publications

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“…Moreover, our findings are consistent with the few prior studies that specifically assessed PV and mental illness, which indicate that PV is a feasible and potentially effective intervention (Buchanan & Murray, 2012; Parr, 2007; Van der Ham et al, 2013). The present multisite larger-scale study enriches this literature with its focus on subjective impact on workgroup members, finding that involvement had a therapeutic value that positively affected recovery.…”

Section: Discussionsupporting

confidence: 90%

“…There has been little research examining PV and mental illness. Indeed, to our knowledge there are only three studies that have examined PV in people with mental illness (Buchanan & Murray, 2012; Parr, 2007; van der Ham, Kupper, Bodewes, & Broerse, 2013). All three were single-site small-scale studies producing a single video with very low sample sizes; one study had three participants (Parr, 2007) and another had four (Buchanan & Murray, 2012).…”

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confidence: 99%

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A meaningful focus: Investigating the impact of involvement in a participatory video program on the recovery of participants with severe mental illness.

Sitter

Adamson

Carmichael

2021

Psychiatric Rehabilitation Journal

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Objective:The overall aim of the present paper is to elicit the subjective perceptions and experiences of people with Severe Mental Illness (SMI) involved in a Participatory Video project, with a focus on self-reported impact on recovery. There are 2 subobjectives, namely (a) to document which specific aspects (if any) of Participatory Video project participation are reported to positively influence recovery; and (b) to assess the impact of project involvement on specific dimensions of recovery. Method: In this project, 3 workgroups of people with Severe Mental Illness met approximately twice per week over a 2-year period to make and disseminate educational videos about mental illness. Workgroup participants (n ϭ 20) took part in an in-depth semistructured qualitative interview at project end to understand their experience in the project, especially impact on recovery. Data was analyzed using thematic analysis techniques. Results: At completion, participants had made 26 videos and organized 49 community screenings reaching over 1,500 people. Participants reported that regular involvement in this project fostered their recovery in a variety of ways, imparting multiple psychosocial benefits, which are summarized in 5 themes: (a) skill-acquisition, (b) platform and voice, (c) connectedness, (d) a meaningful focus, and (e) personal development. Conclusions and Implications for Practice: Participatory Video is a powerful group intervention which positively benefits workgroup participants. Importantly, results overlap with other research indicating that grassroots-produced mental health themed videos can educate viewers and reduce public stigma. As such, psychiatric rehabilitation organizations should consider initiating similar projects in their own locales. Impact and ImplicationsParticipatory Video is an innovative group program where marginalized people get together to produce documentary-type videos about their lives, which are then screened at community venues. This study found that regular involvement in a successful Participatory Video program helped foster the recovery of participants with severe mental illness. This suggests that Participatory Video is a recovery-oriented intervention, which could be initiated by mental health services and peer support organizations elsewhere.

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Section: Discussionsupporting

confidence: 90%

mentioning

confidence: 99%

A meaningful focus: Investigating the impact of involvement in a participatory video program on the recovery of participants with severe mental illness.

Sitter

Adamson

Carmichael

2021

Psychiatric Rehabilitation Journal

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“…In the analysed papers, the consequences of person-centred care are commonly discussed as positive and desirable outcomes that contribute to the improvement of care. Authors make references to person-centred care resulting in better care in terms of quality (10,15,29,34,39) and a change of culture (9,12,25) and environment (21). Authors discuss person-centred care in relation to a reduction of coercion (9,16,17,35), the prevention of harmful actions by caregivers (11,19,25), increased safety (10,15) and effectiveness (10,15,16,22,40).…”

Section: Consequencesmentioning

confidence: 99%

Person‐centred care: clarifying the concept in the context of inpatient psychiatry

Gabrielsson

Sävenstedt

Zingmark

2014

Scandinavian Caring Sciences

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This paper reports an analysis of the concept of person-centred care in the context of inpatient psychiatry. It has been suggested that person-centred care in inpatient psychiatry might differ from person-centred care in other contexts, indicating a need to clarify the concept in this specific context. Scholarly papers from health-related disciplines were identified following a systematic search of the electronic databases CINAHL, PUBMED and PsycINFO, covering records indexed up until March 2014. An evolutionary approach to concept analysis was applied, integrating principles for data extraction and analysis in integrative reviews. The concept of person-centred care was defined as cultural, relational and recovery-oriented. It aspires to improve care and calls for a transformation of inpatient psychiatry. The concept is closely related to the concepts of recovery and interpersonal nursing. The result is described in terms of attributes, antecedents, consequences and related concepts. It is concluded that the further development of the concept needs to consider the contexts of the concept at both conceptual and praxis levels. Further research should explore the nature of and relationships between context, culture, care practice and outcomes in inpatient psychiatry from a perspective of person-centred care. The results of this analysis can provide a framework for such research.

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“…Wikis already apply such co-creative efforts (Wheeler, Yeomans, & Wheeler, 2008), but in storytelling e-learning this seems still a rather upcoming approach (e.g. van der Ham, Kupper, Bodewes, & Broerse, 2013) that deserves more attention.…”

Section: Aligning Storytelling E-tools and Workhopsmentioning

confidence: 99%

Hybrid e-learning tool TransLearning: video storytelling to foster vicarious learning within multi-stakeholder collaboration networks

Meij

Kupper

Beers

et al. 2016

International Journal of Lifelong Education

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a faculty of earth and life Sciences, athena Institute, Vu university of amsterdam, amsterdam, the netherlands; b education and competence Studies, Social Sciences group, Wageningen university, the netherlands ABSTRACT E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach 'TransLearning' by investigation into how its storytelling e-tool supported informal vicarious learning, while it was applied in multi-stakeholder collaborations called 'Regional Ateliers' . TransLearning was meant to supplement learning within RAs about running rural sustainable innovation projects. The e-tools' videostories were thematically coded for content analysis. Stakeholder workshops in which the e-tool was used, as well as gathered user experiences, were transcribed, analysed inductively and juxtaposed. Findings indicate that stakeholders vicariously learned by (1) creative association and (2) collaborative creation of new stories, based on watching individual or multiple videos, respectively. However, the e-tool's learning content seemed rife with conceptual knowledge, indicating an absence of concrete experiences that are essential for rich(er) vicarious learning. Storytelling e-tools developed for vicarious learning in novice collaborations may inherently encounter this. To conclude, hybrid storytelling approaches like TransLearning seem to support informal vicarious learning best if they employ (1) processes in which learners actively co-create content (selection of topics and storytellers), (2) extensive storyboarding (3) and learning facilitators that encourage learners to collaboratively compare videos and think associatively.

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Stimulating client involvement and client–provider dialog through participatory video: Deliberations on long-term care in a psychiatric hospital

Cited by 6 publications

References 16 publications

A meaningful focus: Investigating the impact of involvement in a participatory video program on the recovery of participants with severe mental illness.

A meaningful focus: Investigating the impact of involvement in a participatory video program on the recovery of participants with severe mental illness.

Person‐centred care: clarifying the concept in the context of inpatient psychiatry

Hybrid e-learning tool TransLearning: video storytelling to foster vicarious learning within multi-stakeholder collaboration networks

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