Vliegen in Het Donker: Van Waarden Naar Handelingsnormen in Inclusief Onderzoek

Heessels, Meike; Hermsen,; Duijf, Sanneke; Slagboom, Nienke; Asselt-Goverts, A.E. van; Prudon, Angela

doi:10.18352/jsi.579

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…For example, in one of these teams consisting of people with and without intellectual disabilities, a game was created about sharing experiences of loneliness and social relations. The goal of the game is to connect by playfully practicing in social contact (Heessels et al 2019). The findings of working in this research team indicated that openness, tuning and taking time, sharing experiences, valuing each other's input, support for all participants by a coach, and sincerity were crucial for meaningful collaboration (van Asselt-Goverts et al 2017).…”

Section: Practice Example 1: Experts By Experience With Intellectual Disabilitiesmentioning

confidence: 95%

From ‘Us and Them’ to ‘Me and You’: Fostering Inclusion in Daily Care Practice in Terms of Equal Partnership

Cardol

Hermsen

Asselt-Goverts

et al. 2021

Journal of Social Inclusion

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Inclusion for all is an essential theme in current societies, but less so in care. In 2017, Briggs and Harris argued for more debate about the meaning of the concept of inclusion in different settings, including health care practices. The question of this paper is how professionals in long-term care can address inclusion and contribute to more inclusive policies. To answer this question, we first describe the characteristics of inclusion in long-term care from the perspectives of theory, care-users and professionals. Then we illustrate the forementioned with two practice examples to demonstrate how inclusion in longterm care might play out. Finally, we reflect on the lessons learned; what can professionals do to establish inclusion in long-term care?Most professionals in care services find user involvement important, and user involvement has shifted expectations and broadened the roles of care-users in health care. However, real partnerships remain difficult to achieve. Belief in the dignity, skills and knowledge of the other person, sharing, openness and tuning in the relationship, are important to establish partnership. Person-centred care in fact is relation-centred care. Further, inclusion asks for more, such as valued roles in long-term care for people with disabilities. Thinking in terms of partnership and valued roles might further challenge all stakeholders to rethink the essence of inclusion: to go beyond labels -we and they -and to reduce this concept to daily life -me and you.

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Section: Practice Example 1: Experts By Experience With Intellectual Disabilitiesmentioning

confidence: 95%

From ‘Us and Them’ to ‘Me and You’: Fostering Inclusion in Daily Care Practice in Terms of Equal Partnership

Cardol

Hermsen

Asselt-Goverts

et al. 2021

Journal of Social Inclusion

Self Cite

View full text Add to dashboard Cite

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Praat mee, denk mee, droom mee

Hermsen¹,

Asselt-Goverts²

2019

Vakbl Soc Werk

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Co‐designing the Cabriotraining: A training for transdisciplinary teams

Sergeant

Schippers

Sandvoort

et al. 2020

Brit J Learn Disabil

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Accessible summary The research was conducted by a team of researchers. Some of the researchers have experience of living with a disability. The researchers created training for other research teams that include experts by experience. The training has six parts. To decide what happened in the training, the researchers read articles and asked the research teams they trained about what problems they had and what they wanted to know about. The article tells why and how the training was made. It also says what training is needed for researchers with and without disabilities to learn and work together in a way that feels safe and useful. In developing and providing the training, it was very crucial to search for a safe and welcome space for all people involved (Figure 8). As we don't know what is “safe” for the other, this means we have to search together, in respect and with enough time to get to know each other. Abstract BackgroundResearchers collected questions and needs for training from 10 inclusive research projects in the Netherlands. Based on literature research and the information collected, six training modules were developed. Researchers sought to learn how to develop and provide training and coaching to inclusive teams on organising collaboration in the different stages of their research projects. MethodAn iterative training development process to support inclusive research projects was initiated by a research duo backed by a transdisciplinary team including researchers, trainers and designers. Some members of the team have experiential knowledge based on living with a disability. ResultsLiterature research resulted in four guiding theories, including Universal Design for Learning, Derrida's concept of Hospitality, post‐materialist theory looking at agency as an assemblage, and Romiszowski's model situated within Instructional Design theory. Insights gained during development of the training modules are documented with text, figures and vignettes. A core finding was the need to add “Level Zero” to Romiszowski's model: a collective term created for all the interacting issues trainers had to consider because of research group diversity. ConclusionsHospitality formed the heart of “Level Zero.” Creating a failure‐free space for learning is an important pre‐condition for the development and organisation of training. Training can inspire exploration and reflection on collaboration and can illuminate how to conduct research within transdisciplinary teams. Essential practices included working with nonverbal research methods, as these are (more) fit for purpose when including the knowledge of experts by experience and incorporating practice‐ and stakeholder‐based knowledge.

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Vliegen in Het Donker: Van Waarden Naar Handelingsnormen in Inclusief Onderzoek

Cited by 3 publications

References 18 publications

From ‘Us and Them’ to ‘Me and You’: Fostering Inclusion in Daily Care Practice in Terms of Equal Partnership

From ‘Us and Them’ to ‘Me and You’: Fostering Inclusion in Daily Care Practice in Terms of Equal Partnership

Praat mee, denk mee, droom mee

Co‐designing the Cabriotraining: A training for transdisciplinary teams

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