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Source: https://www.apollosocialscience.org/feed/

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71. <h6>By Duncan Reynolds </h6> </div>
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89. <p><i>On January 19th 2024, </i><a href="https://www.qmul.ac.uk/wiph/people/profiles/duncan-reynolds.html" target="_blank" rel="noopener"><i>Duncan Reynolds</i></a><i> from the Apollo Social Science Team, and </i><a href="https://www.qmul.ac.uk/c4tb/our-team/profiles/eremfry.html" target="_blank" rel="noopener"><i>Lizzie Remfry</i></a><i> from the Digital Environment Research Institute) (DERI) ran an event in central London called &#8216;Humanising AI in Healthcare: Incorporating social sciences in algorithms&#8217;. </i></p> </div>
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107. <p>Artificial Intelligence (AI) systems promise much to healthcare, such as improved diagnostic accuracy, speeding up decision-making, saving resources, and much more. However, the use and creation of these systems open up many issues which cannot simply be answered in technical terms by data scientists and clinicians alone. Social scientists have an essential role to play in answering questions such as: <i>&#8216;Whose voice is heard in the creation of AI?&#8217;</i>, <i>&#8216;How and why do people trust AI?&#8217;</i>, <i>&#8216;What social structures are built into algorithms?&#8217;</i>, or <i>&#8216;What happens when AI is implemented?&#8217;</i>. However, social scientists are often not involved in creating or implementing AI systems. Through talks from academics at UK institutions, this event aimed to shine a light on what the social sciences can bring to algorithms in healthcare and to convince people of the importance of taking a social science lens to them. </p> </div>
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138. <p><span style="letter-spacing: 0px;">When Lizzie and I first came up with the idea for the event, we weren&#8217;t sure if it would have broader appeal beyond a social science audience, so we put a lot of effort into advertising it widely to clinicians, data scientists, people in industry, as well as social scientists. We were delighted (and a little bit surprised!) that the event sold out within a week, and by the time the event came around, the waitlist was longer than the number of original tickets we had available. We had attendees from multiple UK universities, the NIHR, Genomics England, industry, patients, and members of the public, which made for a fantastic and multidisciplinary event.</span></p><p>The format of the event was three talks from academics who work in the social sciences and research the use of artificial intelligence in healthcare, followed by a Q and A. <span style="letter-spacing: 0px;"><br /></span></p> </div>
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156. <h3>Why AI systems fail &#8211; Dr Alina Geampana</h3> </div>
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174. <p><span style="letter-spacing: 0px;">The first speaker was </span><a style="background-color: #14896e; letter-spacing: 0px;" href="https://alinageampana.com/" target="_blank" rel="noopener">Dr Alina Geampana</a><span style="letter-spacing: 0px;"> (Durham University). Alina began her talk by saying that most AI systems implemented in healthcare fail. The reason for this is often seen to be technical; for example, the data on which the algorithm was built was not good enough, or there were bugs in the code. However, Alina argued that if we want to fully understand why these systems do not always work as intended, we must understand not just the tools, but the practices, techniques and contexts in which they exist. To show this, Alina gave examples from her research into the use of algorithms in IVF treatment in the UK. She made three main points about the importance of the social sciences: </span></p> </div>
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192. <ol><li>Social science research can help us understand how people interact with technologies and the complex issues that arise during. </li><li>Social science research can show how and why AI technologies are successfully embedded in care practice (or not).</li><li>The social sciences can uncover the impact of technologies beyond immediate users and intended purpose.</li></ol> </div>
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210. <h3>Real-world biases, inequalities, and AI &#8211; Prof David Leslie</h3><p>In the second talk, <a href="https://www.turing.ac.uk/people/researchers/david-leslie" target="_blank" rel="noopener">Professor David Leslie</a> (Alan Turing Institute and QMUL) talked about how biases and inequalities can be inscribed in algorithms. David argued that AI is well known to be prone to algorithmic biases, and if we uncritically deploy AI, these problems can be exacerbated. To reduce these unwanted biases, David stated that we must understand the iterative relationship between the real-world patterns of inequality and discrimination, which leads to discriminatory data, which can lead to biased AI design and implementation, which have applicational injustices, which themselves feed back into the real-world patterns of inequality. This led to a lively discussion on different biases and what can be done about them. An example was the lack representativeness in datasets, which can lead to higher error rates for marginalised communities. Communication of the limitations of AI models by data engineers and scientists was hoped to help understand inscribed biases, and to support changes in future that help reduce the potential of AI to increase inequalities.</p> </div>
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235. <h3>Tackling ethical issues in the development of AI &#8211; Dr Duncan Reynolds</h3> </div>
236. </div>
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243. </section>
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253. <p><span style="letter-spacing: 0px;">Finally, on the speakers&#8217; front, </span><a style="letter-spacing: 0px; background-color: #14896e;" href="https://www.qmul.ac.uk/wiph/people/profiles/duncan-reynolds.html" target="_blank" rel="noopener">Dr Duncan Reynolds</a><span style="letter-spacing: 0px;"> (QMUL) spoke on a project he is involved with, attempting to create AI to help patients who take multiple medications and have multiple long-term conditions. Duncan&#8217;s ethnographic observations showed how, in practice, many moral and ethical decisions which need to be made when making AI for healthcare can become bureaucratic and technical. Instead of making difficult moral decisions about who to include and exclude from the algorithm, technical questions such as &#8220;What should the prevalence of a disease be for us to include it?&#8221; were asked and answered. Duncan spoke about how, at first, moral questions were replaced with technical ones, but over time, through collaboration between doctors, data scientists, and patients, the team came to realise they had to face the ethical questions head-on. This was done by no longer providing simply technical questions and answers (</span><i style="letter-spacing: 0px;">&#8220;what is the prevalence? How many decimal places shall we go to? What models works &#8216;best&#8217; according to our scoring system?&#8221;</i><span style="letter-spacing: 0px;">), but by building consensus panels between doctors, data scientists, and patients to look at different types of questions, such as</span><span style="letter-spacing: 0px;"> </span><i style="letter-spacing: 0px;">&#8220;are we perpetuating current health inequalities if we exclude this group of people?&#8221;.</i></p> </div>
254. </div>
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265. <blockquote class="gem-text-output"><p><b>"Are we perpetuating current health inequalities if we exclude this group of people”</b></p></blockquote>
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284. <h3>Trying and testing a diagnostic AI &#8211; Foresight</h3><div>As well as the talks and Q&amp;As, we were very keen on incorporating an interactive element to the day to get the diverse audience thinking like social scientists. Lizzie introduced the<a href="https://foresight.sites.er.kcl.ac.uk/" target="_blank" rel="noopener"> Foresight tool</a>, created by King&#8217;s College London (KCL). It describes itself as a <i>&#8220;generative transformer model trained on ~1M patients from King’s College Hospital and ~20k patients from South London and the Maudsley Mental Health NHS Foundation Trust.&#8221;</i> In simple terms, it is like ChatGPT for diagnosing diseases, or a much smarter Dr Google. KCL does stress that the model is not to be used for diagnostic purposes. It is publicly available to test the capabilities of the underlying models. The room split into groups and had vibrant discussions around why the system was created, what ethical considerations might have taken place when making the system, how and why would you trust (or not trust) the algorithm, and what implications implementation might have? The event concluded with a visit to the London Science Gallery’s exhibition <a href="https://london.sciencegallery.com/ai-season" target="_blank" rel="noopener">“AI: Who’s looking after me?”</a>, where we went around exhibitions such as <i>“Does AI care?”, “Heartificial Intelligence”, </i>and <i>“Cat Royale”</i>.</div> </div>
285. </div>
286. </div>
287. <div class="elementor-element elementor-element-ceeee82 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="ceeee82" data-element_type="widget" data-widget_type="text-editor.default">
288. <div class="elementor-widget-container">
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290. <p>The event was a great success, and we were delighted at the kind and positive feedback we received. Overall, attendees rated the event 4.8/5, and everyone expressed an interest in future events. Some of the feedback (which we were happiest about!), included people saying that their main takeaway was seeing how AI is not purely technical, but social as well, and understanding this may help improve the implementation and creation of these systems in the future. People also noted that they really enjoyed the multidisciplinary audience, so they could speak to people they might not ordinarily interact with. And&#8230; We will also take on board the comment that said the event would have been improved if there had been more coffee!</p><p>We look forward to running similar events in the future, and hope to see you there!</p> </div>
291. </div>
292. </div>
293. <div class="elementor-element elementor-element-e170945 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-image" data-id="e170945" data-element_type="widget" data-widget_type="image.default">
294. <div class="elementor-widget-container">
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296. <img decoding="async" width="1024" height="576" src="https://www.apollosocialscience.org/wp-content/uploads/2024/02/3-1024x576.jpg" class="attachment-large size-large" alt="" srcset="https://www.apollosocialscience.org/wp-content/uploads/2024/02/3-1024x576.jpg 1024w, https://www.apollosocialscience.org/wp-content/uploads/2024/02/3-300x169.jpg 300w, https://www.apollosocialscience.org/wp-content/uploads/2024/02/3-768x432.jpg 768w, https://www.apollosocialscience.org/wp-content/uploads/2024/02/3.jpg 1280w" sizes="(max-width: 1024px) 100vw, 1024px" /> </div>
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310. <wfw:commentRss>https://www.apollosocialscience.org/2024/02/21/humanising-ai-in-healthcare-incorporating-social-sciences-in-algorithms/feed/</wfw:commentRss>
311. <slash:comments>0</slash:comments>
314. </item>
315. <item>
316. <title>Systems Theory, Dialectical Critical Realism, and Boundary Spanning (Sophie Spitters)</title>
317. <link>https://www.apollosocialscience.org/2024/02/21/systems-theory-dialectical-critical-realism-and-boundary-spanning-sophie-spitters/</link>
318. <comments>https://www.apollosocialscience.org/2024/02/21/systems-theory-dialectical-critical-realism-and-boundary-spanning-sophie-spitters/#respond</comments>
320. <dc:creator><![CDATA[apollo]]></dc:creator>
321. <pubDate>Wed, 21 Feb 2024 09:20:00 +0000</pubDate>
322. <category><![CDATA[Podcast]]></category>
323. <guid isPermaLink="false">https://www.apollosocialscience.org/2024/02/21/systems-theory-dialectical-critical-realism-and-boundary-spanning-sophie-spitters/</guid>
324.  
325. <description><![CDATA[Systems Theory, Dialectical Critical Realism, and Boundary Spanning &#160;Episode In this episode we talk to Sophie Spitters. She is a...]]></description>
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336. <div class="elementor-widget-container">
337. <div class="elementor-text-editor elementor-clearfix">
338. <h1>Systems Theory, Dialectical Critical Realism, and Boundary Spanning</h1>
339. <div>&nbsp;<span style="color: #3c3950; font-family: Montserrat; font-weight: bold; letter-spacing: 0.7px;">Episode</span></div>
340. <div>
341. <p><span style="letter-spacing: 0px;">In this episode we talk to Sophie Spitters. She is a Research Associate in the APOLLO Social Science team at Queen Mary University London, and will soon be taking up a new role within the interdisciplinary&nbsp;</span><a href="https://www.birmingham.ac.uk/research/brace" target="_blank">Birmingham, RAND and Cambridge Evaluation (BRACE) Centre</a>&nbsp;<span style="letter-spacing: 0px;">at the University of Birmingham. She speaks about her journey from physics to psychology to the social sciences, and explains three ideas that have influenced her work and thinking.&nbsp;</span><br><span style="letter-spacing: 0px;"><br></span><span style="color: #3c3950; font-family: Montserrat; font-weight: bold; letter-spacing: 0.7px;">Timestamps</span></p>
342. <ul>
343. <li>00:00:00 Podcast introduction</li>
344. <li>00:00:53 Sophie&#8217;s academic journey</li>
345. <li>00:05:00 Idea 1: General System Theory</li>
346. <li>00:17:16 Idea 2: Dialectical Critical Realism</li>
347. <li>00:31:25 Idea 3: Boundary spanning</li>
348. </ul>
349. <div><span style="color: #3c3950; font-family: Montserrat; font-weight: bold; letter-spacing: 0.7px;">References</span></div>
350. <div>&nbsp;</div>
351. <div><span style="letter-spacing: 0px;">Von Bertalanffy, L. (1950).&nbsp;</span><a style="letter-spacing: 0px; background-color: #14896e;" href="https://www.jstor.org/stable/685808?seq=9" target="_blank" rel="noopener">An outline of general system theory</a><span style="letter-spacing: 0px;">. </span><i style="letter-spacing: 0px;">The British Journal for the Philosophy of science</i><span style="letter-spacing: 0px;">, 1(2), 134-165.</span></div>
352. <div><span style="letter-spacing: 0px;">&nbsp;</span></div>
353. <div>Norrie, A. (2010).&nbsp;<a href="https://www.routledge.com/Dialectic-and-Difference-Dialectical-Critical-Realism-and-the-Grounds-of/Norrie/p/book/9780415560368" target="_blank" rel="noopener">Dialectic and difference: Dialectical critical realism and the grounds of justice</a>. Routledge, Oxon (UK).</div>
354. <div>&nbsp;</div>
355. <div>French, C. E. (2016).&nbsp;<a href="https://discovery.ucl.ac.uk/id/eprint/1529301/12/French_Catherine_PhD%20thesis%20final%20submitted.pdf.%20REDACTED.pdf" target="_blank" rel="noopener">Bench to Bedside? Boundary Spanning in Academic Health Science Centres</a>, University College London, London (UK).</div>
356. </div>
357. <p>This podcast is powered by <a href="https://pinecast.com" rel="nofollow">Pinecast</a>.</p> </div>
358. </div>
359. </div>
360. </div>
361. </div>
362. </div>
363. </div>
364. </div>
365. </section>
366. </div>
367. </div>
368. </div>
369. ]]></content:encoded>
371. <wfw:commentRss>https://www.apollosocialscience.org/2024/02/21/systems-theory-dialectical-critical-realism-and-boundary-spanning-sophie-spitters/feed/</wfw:commentRss>
372. <slash:comments>0</slash:comments>
375. </item>
376. <item>
377. <title>Designing Interactions, The Body Multiple, and Living a Feminist Life (Alison Thomson)</title>
378. <link>https://www.apollosocialscience.org/2024/01/15/designing-interactions-the-body-multiple-and-living-a-feminist-life-alison-thomson/</link>
379. <comments>https://www.apollosocialscience.org/2024/01/15/designing-interactions-the-body-multiple-and-living-a-feminist-life-alison-thomson/#respond</comments>
381. <dc:creator><![CDATA[apollo]]></dc:creator>
382. <pubDate>Mon, 15 Jan 2024 16:49:38 +0000</pubDate>
383. <category><![CDATA[Podcast]]></category>
384. <guid isPermaLink="false">https://www.apollosocialscience.org/2024/01/15/designing-interactions-the-body-multiple-and-living-a-feminist-life-alison-thomson/</guid>
385.  
386. <description><![CDATA[Designing Interactions, The Body Multiple, and Living a Feminist Life &#160;Episode In this episode, we talk to Alison Thomson. She...]]></description>
387. <content:encoded><![CDATA[ <div data-elementor-type="wp-post" data-elementor-id="2573" class="elementor elementor-2573">
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397. <div class="elementor-widget-container">
398. <div class="elementor-text-editor elementor-clearfix">
399. <h1>Designing Interactions, The Body Multiple, and Living a Feminist Life</h1>
400. <div>&nbsp;<span style="color: #3c3950; font-family: Montserrat; font-weight: bold; letter-spacing: 0.7px;">Episode</span></div>
401. <p>In this episode, we talk to Alison Thomson. She is a Senior Lecturer in Patient Public Involvement and Public Engagement in Science in the Wolfson Institute of Population Health at Queen Mary University of London. Alison has a background in design, and a brilliant example of her work bringing a design perspective to medicine can be seen at <a href="http://www.digestingscience.co.uk" rel="nofollow">www.digestingscience.co.uk</a></p>
402. <p><span style="color: #3c3950; font-family: Montserrat; font-weight: bold; letter-spacing: 0.7px;">Timestamps</span></p>
403. <ul>
404. <li>00:00:00 Podcast introduction</li>
405. <li>00:00:30 An introduction to Alison&#8217;s work on design and patient experience</li>
406. <li>00:02:14 Idea 1: &#8220;Designing interactions&#8221; by Bill Moggridge</li>
407. <li>00:14:57 Idea 2: &#8220;The body multiple&#8221; by Annemarie Mol</li>
408. <li>00:34:34 Idea 3: &#8220;Living a feminist life&#8221; by Sara Ahmed</li>
409. </ul>
410. <h6>References</h6>
411. <p>Moggridge, B. (2006).&nbsp;<a href="https://mitpress.mit.edu/9780262134743/designing-interactions/" target="_blank" rel="noopener">Designing Interactions</a>. The MIT press, Cambridge MA, (USA).</p>
412. <p>Mol, A. (2003).&nbsp;<a href="https://www.dukeupress.edu/the-body-multiple" target="_blank" rel="noopener">The Body Multiple: Ontology in Medical Practice</a>. Duke University Press, Durham NC (USA).&nbsp;</p>
413. <p>Ahmed, S. (2017).&nbsp;<a href="https://www.dukeupress.edu/living-a-feminist-life" target="_blank" rel="noopener">Living a Feminist Life</a>. Duke University Press, Durham NC (USA).</p>
414. <p>This podcast is powered by <a href="https://pinecast.com" rel="nofollow">Pinecast</a>.</p> </div>
415. </div>
416. </div>
417. </div>
418. </div>
419. </div>
420. </div>
421. </div>
422. </section>
423. </div>
424. </div>
425. </div>
426. ]]></content:encoded>
428. <wfw:commentRss>https://www.apollosocialscience.org/2024/01/15/designing-interactions-the-body-multiple-and-living-a-feminist-life-alison-thomson/feed/</wfw:commentRss>
429. <slash:comments>0</slash:comments>
432. </item>
433. <item>
434. <title>Resilient leadership in action</title>
435. <link>https://www.apollosocialscience.org/2024/01/11/resilient-leadership-in-action/</link>
436. <comments>https://www.apollosocialscience.org/2024/01/11/resilient-leadership-in-action/#respond</comments>
438. <dc:creator><![CDATA[apollo]]></dc:creator>
439. <pubDate>Thu, 11 Jan 2024 17:13:13 +0000</pubDate>
440. <category><![CDATA[News]]></category>
441. <guid isPermaLink="false">https://www.apollosocialscience.org/?p=2547</guid>
442.  
443. <description><![CDATA[Resilient Leadership in Action By Duncan Reynolds and Sophie Spitters As an academic researcher, you learn to become highly versatile....]]></description>
444. <content:encoded><![CDATA[ <div data-elementor-type="wp-post" data-elementor-id="2547" class="elementor elementor-2547">
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454. <div class="elementor-widget-container">
455. <h2 class="elementor-heading-title elementor-size-default">Resilient Leadership in Action</h2> </div>
456. </div>
457. </div>
458. </div>
459. </div>
460. </div>
461. </div>
462. </section>
463. <section class="elementor-section elementor-top-section elementor-element elementor-element-1a39643d elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="1a39643d" data-element_type="section">
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472. <h6>By Duncan Reynolds and Sophie Spitters</h6> </div>
473. </div>
474. </div>
475. </div>
476. </div>
477. </div>
478. </div>
479. </div>
480. </section>
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490. <p><i>As an academic researcher, you learn to become highly versatile. You develop methodological, organisational, critical thinking, and analytical skills to conduct research studies and develop new insights. You improve your writing and presentation skills to communicate your findings to different audiences. And you work on your creative and persuasive skills to attract support for your next research idea. However, for a career in academia, you also need to develop yourself as a leader – able to motivate, organise and support others to work towards a common goal. The Leadership in Action programme sets out to support leadership development in academia</i><i>.</i></p> </div>
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508. The<a href="https://www.qmul.ac.uk/queenmaryacademy/leadership-in-action/" target="_blank" rel="noopener"> ‘Leadership in Action’ programme</a> helps researchers to develop their leadership skills. The programme offers early career researchers from diverse disciplinary backgrounds across eight UK universities the opportunity to practice their leadership skills and reflect on their leadership qualities. Duncan Reynolds and Sophie Spitters from the APOLLO social science group at Queen Mary&#8217;s <a href="https://www.qmul.ac.uk/wiph/" target="_blank" rel="noopener">Wolfson Institute for Population Health (WIPH)</a> joined the 2023 Leadership in Action programme. Here is what they’ve learnt. </div>
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526. <h3 style="margin-bottom: 1.13em;">The Resilient Leadership Elements (RLE<span style="font-size: 21px; line-height: 0; position: relative; vertical-align: baseline; top: -0.5em;">TM</span>)</h3><div>The course was based around the <a style="background-color: #14896e; letter-spacing: 0px;" href="https://www.resilientleaderselements.com/" target="_blank" rel="noopener">Resilient Leadership Elements (RLE<span style="font-size: 15px; line-height: 0; position: relative; vertical-align: baseline; top: -0.5em;">TM</span>)</a><span style="letter-spacing: 0px;">. The idea behind these is that leaders don’t just attempt to foresee what will happen next, but they also react to a constantly changing environment. The RLEs are grouped in four categories: ‘Awareness’ (orange), ‘Clarity of Direction’ (green), ‘Leadership Presence’ (red), and ‘Resilient Decision Making’ (lilac). Before the course started, we completed self-assessments to identify our strengths and areas for development in terms on these core RLEs. We also nominated three others to fill in an assessment about us.</span><span style="letter-spacing: 0px;"> </span><br /><span style="letter-spacing: 0px;"><br /></span><span style="letter-spacing: 0px;">During the course we discussed and reflected upon the results of our assessments with a ‘buddy’. Being able to think about leadership in terms of the RLEs really helped when it came to analysing and evaluating ourselves and our peers during the leadership exercises we were tasked with during this practice-led course.</span></div> </div>
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544. <blockquote class="gem-text-output"><b>“Being able to see how others saw me aligned sometimes with how I viewed myself, but sometimes they did not. My peers scored me far higher on ‘Clarity of Direction’ than I did myself and this gave me a lot to think about in terms of why that was!”</b></blockquote>
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557. <p style="text-align: center;">Copyright © 2020 RLE</p> </div>
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575. <h3>Duncan’s lessons in leadership</h3><p>One of things that attracted me to this course was that it was very practice-heavy, and that we would have the opportunity to lead an activity, as well as be a follower in many others. I learnt as much, if not more, as a follower as I did as a leader.</p><h5>Don’t panic!</h5><p>In the activity I had to lead, we were given 10 minutes to familiarise ourselves with the task at hand. I as lea<span style="letter-spacing: 0px;">der was given a list of instructions that didn&#8217;t take more than 60 seconds to read. So, while my team members were reading their booklet, I spent most of my time</span><span style="letter-spacing: 0px;"> planning how we as a team would tackle and complete the activitiy within the time we had. So far so good, or so I thought..! </span><span style="letter-spacing: 0px;">It turned out that I also had been sent the booklet, but due to a good old fashioned Zoom error, it had not come through to me. This initially threw me when I saw the private message from the course leader telling me I was supposed to have received and read the other file as well. My first thought was “panic” and “oh no, I’ve wasted 10 minutes of time, we’ll never complete the task now!” But I was happy I quickly overcame this, and remembered that I had planned the task as if I did not have the information. So, having it now was a bonus. In the debrief after the session my team told me that I’d faced this curveball well, which made me pleased that not only was I able to not panic myself, but I also did not panic those I was working with (and we successfully completed the task!).</span></p><h5>Be aware of the influence you have on others</h5><p>One of the key things which have stayed with me from the course, is the influence those around you can have on you. In one of the tasks in which I was a team member, I became very aware of how the leader’s attitude was impacting my own enthusiasm for the task. It became clear early on in the activity that none of us in the group had certain skills that would benefit the activity. This appeared to knock the motivation of the leader who began saying that because of this, we would not be able to complete the activity. At this same moment, I had been looking online to find a simple user-friendly program that could help us. However, when I heard the leaders comments my initial thought was “oh what’s the point? If they’ve given up maybe I should just coast the rest of this”. I am usually pretty good at being self-motivated and recognised this as an unusual thought for me. Realising this, I was able to recollect myself and put my best effort in for the remaining time, but it has stuck with me how much a leader’s attitude can impact that of the members of their team.</p> </div>
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593. <blockquote class="gem-text-output"><b>"How much do your values impact your decision-making?”</b></blockquote>
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606. <h5 style="margin-top: 0.5em;">Resilient Leadership Elements</h5><p>When we did our initial self-assessments, I scored comparatively low on how much I am driven by my personal values. When I had been faced with questions such as “how much do your values impact your decision making?” I had answered relatively neutrally, believing that I thought nothing much about them when making decisions. However, reflecting on the Leadership Presence and Awareness elements made me realise that my personal values are hugely important in the decisions I make. Care, humour, and knowledge are values which drive me forward, and it is great that I am now more aware of these.</p> </div>
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624. <h3>Sophie’s lessons in leadership</h3><p>One of the key components of the course was a series of group activities with the opportunity for each participant to step-up and lead a small group to achieve a specified task. I was a little sceptical at first about the benefits of the course with only one opportunity to lead an activity. However, I underestimated how the different elements of the ‘Leadership in Action’ course came together to bring about very useful and practical insights about my leadership style.</p><div><div>I often felt I had to be self-reliant as an academic researcher. Independent working is embedded in the structure and culture of academia, and people tend to be very busy. I also presumed that my preference to act as a team player excluded me from acting as a leader. During the course, however, I learnt how to harness and emphasise collaboration when stepping into a leadership role.</div></div> </div>
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642. <h5>Asking for help</h5><p>In my leadership activity, we had to work with a large amount of information in limited time. It felt stressful knowing that I was responsible for delivering an output without sufficient time to make sense of all the information on my own. Instead, I had to rely on the team to act as experts and advise me on different issues. Doing so, however, felt great. When asking team members to explore different issues and summarise key points, I felt very grateful, and excited to see everything come together through their efforts. And cherry on top, the team fed back that they very much enjoyed the activity under my leadership and felt they were given the space and support to contribute. The activity gave me the visceral experience that it’s okay to ask for help, especially when the request aligns to someone’s goals, strengths, and interests.</p><h5>Stepping-up</h5><p>In the final course activity, we spent quite some time getting to know each other to understand what we have in common and what motivates us. Hearing people’s stories and seeing the common threads sparked my creativity and a vision for the activity flowed naturally from the conversation. However, this activity had no assigned leader, and I didn’t want to force my idea, my vision, onto the group. Over time, the vision crystallised, and we ended up with a great final output. The result was like I envisioned, but I’d felt frustrated during the activity, struggling to get people on board while not overstepping my role. In the end, the group reflected back that they’d seen me as the leader all along. This experience taught me that it’s important and beneficial for the team to be clear and assertive, and step-up into a leadership position in certain situations.</p><div> </div> </div>
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672. <h5>Resilient Leadership Elements</h5><p>The course has lots of reflective elements to help you make sense of the practical course activities in the context of the Resilient Leadership Elements and your personal development. Through reflective discussions with my course buddy and through group discussions facilitated by our course coach, I have become more aware of my strengths, my areas for development, and style of leadership. I learnt that I can lead successfully amidst the team, in a collaborative fashion, being authentic to my values and personality. I also learnt that asking for help can be a reciprocal act. When you are aware of others and have an intention to serve their interests, a request for help can be a welcome invitation to engage in work that serves a common purpose or is mutually beneficial. I also learnt to be more assertive and more communicative about my ideas and strategic intent, to create a unifying purpose that people want to sign-up and commit to.</p> </div>
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690. <h3>Take home</h3><div>We will take the insights and lessons from the Leadership in Action course, and put them to use in the APOLLO Social Science team and our research projects.<span style="letter-spacing: 0px;"> </span><span style="letter-spacing: 0px;">If you are interested in developing your leadership skills through practical, hands-on, and reflective learning you can check if the </span><a style="background-color: #14896e; letter-spacing: 0px;" href="https://www.qmul.ac.uk/queenmaryacademy/leadership-in-action" target="_blank" rel="noopener">Leadership in Action course</a><span style="letter-spacing: 0px;"> is delivered at your university, or you can find more information at </span><a style="background-color: #14896e; letter-spacing: 0px;" href="https://www.resilientleaderselements.com/" target="_blank" rel="noopener">Resilient Leaders Elements</a><span style="letter-spacing: 0px;">.</span><span style="letter-spacing: 0px;"> </span></div> </div>
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696. <blockquote class="gem-text-output"><span style="font-weight: bold;color: #09dbb1;font-family: Roboto, sans-serif"><i>Sophie</i></span><br><b>“By being more communicative, reaching out to people more for their thoughts, advice, and support, I hope to create a bigger impact with my research." </b><br><br><b><i>Duncan </i></b><br><b>"I hope that by being more in tune with what drives me, how I react when the unexpected happens, and by understanding my impact on others, my research will be able to progress and have a positive impact.</b><b style="color: var( --e-global-color-accent );font-family: var( --e-global-typography-accent-font-family ), Sans-serif;background-color: transparent;letter-spacing: 0px">”</b></blockquote>
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711. <wfw:commentRss>https://www.apollosocialscience.org/2024/01/11/resilient-leadership-in-action/feed/</wfw:commentRss>
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717. <title>Restricting &#8216;Obese&#8217; Women In The United States From IVF Is Discriminatory</title>
718. <link>https://www.apollosocialscience.org/2024/01/04/restricting-obese-women-from-ivf-is-discriminatory/</link>
719. <comments>https://www.apollosocialscience.org/2024/01/04/restricting-obese-women-from-ivf-is-discriminatory/#respond</comments>
721. <dc:creator><![CDATA[apollo]]></dc:creator>
722. <pubDate>Thu, 04 Jan 2024 19:06:37 +0000</pubDate>
723. <category><![CDATA[News]]></category>
724. <guid isPermaLink="false">https://www.apollosocialscience.org/?p=2529</guid>
725.  
726. <description><![CDATA[Opinion: Restricting obese women in the United States from IVF is discriminatory By Becca Muir In the U.S., nearly 100,000...]]></description>
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738. <h2 class="elementor-heading-title elementor-size-default">Opinion: Restricting obese women in the United States from IVF is discriminatory</h2> </div>
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755. <h6>By Becca Muir</h6> </div>
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773. <p><i>In the U.S., nearly 100,000 babies were born through assisted reproductive technology, such as in vitro fertilization<a href="https://nccd.cdc.gov/drh_art/rdPage.aspx?rdReport=DRH_ART.ClinicInfo&amp;rdRequestForward=True&amp;ClinicId=9999&amp;ShowNational=1" target="_blank" rel="noopener">, in 2021</a>, and as people postpone parenthood to older ages, such technologies are <a href="https://link.springer.com/article/10.1007/s11113-023-09765-3" target="_blank" rel="noopener">growing</a> in demand. <span style="letter-spacing: 0px;">IVF has the potential to realize the dreams of many would-be parents, but thousands of women of reproductive age in the U.S. may face barriers to accessing treatment — sometimes, even before setting foot in a fertility clinic.</span></i></p> </div>
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791. <p>These women all have something in common: They have a <a style="background-color: #14896e;" href="https://www.cdc.gov/healthyweight/assessing/bmi/adult_bmi/index.html" target="_blank" rel="noopener">body mass index</a> that categorizes them as obese or severely obese. BMI is calculated via a formula that takes height and weight into account, with BMIs between 18.5 and 25 considered to be a “healthy weight.” Most clinics in the U.S. exclude women with a high BMI from accessing IVF because of concerns that the procedure may be too medically risky, and that IVF treatment will be less effective in higher weight individuals. The cut-offs are not consistent across clinics but broadly can be between 35 and 45. And such guidelines are not unique to the U.S.: Around the <a style="background-color: #14896e;" href="https://undark.org/2020/08/19/fertility-tourism/" target="_blank" rel="noopener">world</a>, BMI restrictions limit women’s access to IVF treatment.</p><p>Despite the widespread exclusion, <a style="background-color: #14896e;" href="https://obgyn.onlinelibrary.wiley.com/doi/10.1111/ajo.12600" target="_blank" rel="noopener">critics</a> have argued that these restrictions are not medically or ethically justified.</p> </div>
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809. <p><span style="letter-spacing: 0px;">First, we must acknowledge that IVF can be challenging for everyone, and less than half of embryo transfers result in a live birth — a success rate that </span><a style="background-color: #14896e; letter-spacing: 0px;" href="http://xn--first,%20we%20must%20acknowledge%20that%20ivf%20can%20be%20challenging%20for%20everyone,%20and%20less%20than%20half%20of%20embryo%20transfers%20result%20in%20a%20live%20birth%20%20a%20success%20rate%20that%20lowers%20dramatically%20with%20age-e071n.xn--%20yes,%20ivf%20success%20is%20lower%20for%20higher%20weight%20women,%20but%20it%20doesnt%20have%20a%20substantially%20different%20success%20rate-hf87g.%20analysis%20of%20a%20quarter%20million%20ivf%20cycles%20in%20north%20america%20found%20that%20live%20birth%20rates%20in%20women%20categorized%20as%20normal%20weight%20(bmi%20between%2018.5%20and%2025)%20were%2031.4%20percent,%20compared%20with%20live%20birth%20rates%20of%2026.3%20percent%20for%20women%20classified%20with%20class%202%20obesity%20(bmi%20between%2035%20and%2040)./" target="_blank" rel="noopener">lowers dramatically</a><span style="letter-spacing: 0px;"> with age. Yes, IVF success is </span><a style="background-color: #14896e; letter-spacing: 0px;" href="https://obgyn.onlinelibrary.wiley.com/doi/10.1111/ajo.12600" target="_blank" rel="noopener">lower</a><span style="letter-spacing: 0px;"> for higher weight women, but it doesn’t have a substantially different success rate. Analysis of a quarter million IVF cycles in North America found that live birth rates in women categorized as normal weight (BMI between 18.5 and 25) were 31.4 percent, compared with live birth rates of 26.3 percent for women classified with class 2 obesity (BMI between 35 and 40).</span></p><p><span style="letter-spacing: 0px;">Furthermore, although research has shown a slightly higher risk of </span><a style="background-color: #14896e; letter-spacing: 0px;" href="https://www.sciencedirect.com/science/article/pii/S001502821832137X#abssec0040" target="_blank" rel="noopener">minor complications</a><span style="letter-spacing: 0px;"> during IVF egg-retrieval, serious complications were uncommon in women with a high BMI, according to one 2019 study.</span><span style="letter-spacing: 0px;"> </span><span style="letter-spacing: 0px;"><br /></span></p> </div>
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821. <blockquote class="gem-text-output"><p><b>"Denying the opportunity for pregnancy based on an imprecise proxy for health is simply unfair because it systematically removes the reproductive choices of an entire a group of people." </b><span style="background-color: transparent;font-family: var( --e-global-typography-accent-font-family ), Sans-serif;font-weight: var( --e-global-typography-accent-font-weight );letter-spacing: 0px"></span></p></blockquote>
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840. <p><span style="letter-spacing: 0px;">Whether elevated risks justify outright denial of treatment is a pertinent question. Philosophers and ethicists have </span><a style="background-color: #14896e; letter-spacing: 0px;" href="https://onlinelibrary.wiley.com/doi/full/10.1111/bioe.13224" target="_blank" rel="noopener">urged </a><span style="letter-spacing: 0px;">us to think about it another way: Pregnancy is a stressful, risky, and taxing bodily process for women of all weights. There is always the possibility that things could go wrong, and denying the opportunity for pregnancy based on an imprecise proxy for health is simply unfair because it systematically removes the reproductive choices of an entire a group of people.</span></p><p><span style="letter-spacing: 0px;">A multitude of social, structural, and medical factors demonstrate that BMI limits are discriminatory. In a 2022 article, obstetrician-gynecologist Breonna Slocum and colleagues discuss how women from racially and socially </span><a style="background-color: #14896e; letter-spacing: 0px;" href="https://www.mdpi.com/2673-4184/2/2/11" target="_blank" rel="noopener">marginalized communities</a><span style="letter-spacing: 0px;"> are more likely to meet the criteria for obesity and by default be excluded from IVF. BMI is now being criticized as an inappropriate measure for people of color as it was developed using data primarily collected from previous generations of non-Hispanic White populations.</span></p><div><div>BMI restrictions also do not often consider the impact of health conditions affecting weight such as polycystic ovary syndrome, or PCOS. Women with PCOS are likely to struggle with both fertility and losing weight. And we should question why systems regulate women’s bodies so much without much thought for the <a href="https://undark.org/2020/07/01/male-infertility-andrology/" target="_blank" rel="noopener">male partner</a> or sperm donor. When researching IVF clinic policies, I noticed a striking absence of restrictions regarding male characteristics such as weight, age, and lifestyle, even though IVF outcomes are negatively influenced by <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/brv.12700" target="_blank" rel="noopener">sperm DNA damage</a>.</div></div> </div>
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858. <blockquote class="gem-text-output"><p><b>"Weight loss before fertility treatment may not be helpful or even possible for most women."</b><span style="background-color: transparent;font-family: var( --e-global-typography-accent-font-family ), Sans-serif;font-weight: var( --e-global-typography-accent-font-weight );letter-spacing: 0px"></span></p></blockquote>
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871. <div><div>In reality, women try desperately to lose weight in order to qualify for treatment. And if women can improve their health through weight loss, shouldn’t they at least try? Weight loss before fertility treatment may not be helpful or even possible for most women. Most IVF clinics also have age limits, and egg reserves that get depleted over time mean weight loss could simply take too long to be worth it.</div></div> </div>
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889. <p>A recent <a style="background-color: #14896e;" href="https://www.sciencedirect.com/science/article/pii/S0015028222004502" target="_blank" rel="noopener">review</a> of clinical controlled trials found that weight loss achieved through structured dieting and exercise programs prior to IVF did not appear to improve live birth rates. The authors conclude that it is difficult to even assess these interventions as many people regain weight quickly. This “yo-yo dieting” stresses the cardiometabolic system and can increase the risk for diabetes, leading to worse health in the long term.</p><p>Quick-fix weight-loss medications also need to be carefully investigated before being offered as an option to women. Richard Legro, a professor of obstetrics and gynecology at Penn State College of Medicine, led a <a href="https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1003883" target="_blank" rel="noopener">randomized trial</a> on lifestyle interventions before IVF. In an interview, he told me that new weight-loss drugs such as <a href="https://www.nejm.org/doi/10.1056/NEJMoa2301972" target="_blank" rel="noopener">retatrutide</a> have potential to help women lose weight, but these medications can be more expensive than fertility treatment itself, and companies are cautious about potential risks to the developing fetus.</p><div><div>Why, despite the lack of medical evidence, do BMI limits on IVF persist, and why are clinics so reluctant to allow women in larger bodies to access IVF? Health care decision-making is as much a messy social practice as it is a cold cost-benefit analysis. Research on <a href="http://Health care decision-making is as much a messy social practice as it is a cold cost-benefit analysis. Research on health care rationing has found that emotional intuition can influence whether a patient receives treatment or not. Practitioner and policymaker decision-making can be based on irrational judgments as much as objective evidence because we all hold underlying morals, values, and feelings about what is right." target="_blank" rel="noopener">health care rationing</a> has found that emotional intuition can influence whether a patient receives treatment or not. Practitioner and policymaker decision-making can be based on irrational judgments as much as objective evidence because we all hold underlying morals, values, and feelings about what is right.</div><div><span style="letter-spacing: 0px;"> </span></div></div><div><div>There is also tension between those who view obesity as a medical problem and others who understand “fatness” to be a socially constructed identity. While there is a dominant narrative in medicine that obesity is a lifestyle disease, critics argue that our ideas of health are shaped not only by medical evidence but also by our cultural preference for thinness. Western societies tend to hold the view that obesity is an unhealthy personal choice and a moral failing. As a result, negative attitudes and beliefs about body size can affect health care decision-making.</div></div> </div>
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907. <blockquote class="gem-text-output"><p><b>"Currently, clinics give too much weight to shaky evidence and snap one-sided judgement. This needs to change."</b><span style="background-color: transparent;font-family: var( --e-global-typography-accent-font-family ), Sans-serif;font-weight: var( --e-global-typography-accent-font-weight );letter-spacing: 0px"></span></p></blockquote>
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920. <p>Experimental studies on weight prejudice have found that powerful <a style="background-color: #14896e;" href="https://www.tandfonline.com/doi/full/10.1080/00224545.2014.953025" target="_blank" rel="noopener">negative feelings</a> for people in larger bodies can affect their treatment in everyday life, and research has shown that weight bias persists in medical settings. These so-called moral emotions may shape how we interpret the evidence in front of us. We need to question whether it is fair to make people jump through hoops of social approval just to access the same fertility care as everyone else.</p> </div>
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935. <div class="elementor-element elementor-element-d79d0aa flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="d79d0aa" data-element_type="widget" data-widget_type="text-editor.default">
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938. <p> <span style="letter-spacing: 0px;">Policies do not explicitly acknowledge the cultural discourses shaping our views. And as BMI restrictions differ by geographical area and clinic — even within the same country — there is a blurry, subjective line between those deemed too outside the norm and those who are just acceptably thin enough to receive treatment.</span></p><p><span style="letter-spacing: 0px;">The women seeking fertility care who fall victim to these arbitrary boundaries are being silenced by systems that do not consider a patient’s autonomy, their ability to lose weight healthily, or their personal risk profile. This needs to change. In 2021, the American Society for Reproductive Medicine Practice Committee </span><a style="background-color: #14896e; letter-spacing: 0px;" href="https://www.sciencedirect.com/science/article/pii/S0015028221019415" target="_blank" rel="noopener">recommended</a><span style="letter-spacing: 0px;"> that a process of shared decision-making should guide larger patients’ access to IVF treatment. Currently, clinics give too much weight to shaky evidence and snap one-sided judgments.</span><span style="letter-spacing: 0px;"><br /></span></p> </div>
939. </div>
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954. <div class="elementor-widget-container">
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956. <p><span style="font-style: italic; letter-spacing: 0px;">This story was first posted on&nbsp;</span><a href="https://undark.org/2024/01/04/opinion-obese-ivf/" target="_blank" rel="noopener"><i>Undark</i></a>,<i>&nbsp;a digital magazine exploring the intersection of science and society.</i></p> </div>
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970. <wfw:commentRss>https://www.apollosocialscience.org/2024/01/04/restricting-obese-women-from-ivf-is-discriminatory/feed/</wfw:commentRss>
971. <slash:comments>0</slash:comments>
974. </item>
975. <item>
976. <title>Living with polypharmacy: a study with older Pakistanis in East London</title>
977. <link>https://www.apollosocialscience.org/2023/12/10/living-with-polypharmacy-a-study-with-older-pakistanis-in-east-london/</link>
978. <comments>https://www.apollosocialscience.org/2023/12/10/living-with-polypharmacy-a-study-with-older-pakistanis-in-east-london/#respond</comments>
980. <dc:creator><![CDATA[apollo]]></dc:creator>
981. <pubDate>Sun, 10 Dec 2023 20:58:56 +0000</pubDate>
982. <category><![CDATA[News]]></category>
983. <category><![CDATA[Publications]]></category>
984. <guid isPermaLink="false">https://www.apollosocialscience.org/?p=2514</guid>
985.  
986. <description><![CDATA[Living with polypharmacy: a study with older Pakistanis in East London By Najia Sultan &#38; Deborah Swinglehurst We recently published...]]></description>
987. <content:encoded><![CDATA[ <div data-elementor-type="wp-post" data-elementor-id="2514" class="elementor elementor-2514">
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998. <h2 class="elementor-heading-title elementor-size-default">Living with polypharmacy: a study with older Pakistanis in East London</h2> </div>
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1015. <h6>By Najia Sultan &amp; Deborah Swinglehurst</h6> </div>
1016. </div>
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1033. <p><i>We recently published a </i><a href="https://doi.org/10.1186/s12877-023-04392-1" target="_blank" rel="noopener"><i>research article in BMC Geriatrics</i></a><i>, where we explored experiences of polypharmacy in older British Pakistani patients living in East London. </i></p> </div>
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1051. <p>The study uses the Biographical Narrative Interview method (BNIM).  BNIM interviews consists of a single opening interview question which is designed to elicit a narrative; in this case about patients’ experiences of polypharmacy in the context of their biographies and daily lives. Follow- up questions are then asked on the basis of the narrative response to the opening question. <span style="letter-spacing: 0px;">Interviews for this study were conducted in Urdu and English with 15 first-generation Pakistani patients in their homes. All participants were prescribed ten or more regular medications and were aged over 50.</span></p> </div>
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1069. <p><span style="letter-spacing: 0px;">Polypharmacy was seen to be enacted through networks of interpersonal and socio-material relationships. The doctor- patient relationship and the family network held particular significance to the older British Pakistanis interviewed here. Participants described emotional bonds between themselves and their medicines, identifying them as ‘forces for good’ and substances which allowed them to maintain their health through the intercession of God. Meanings attributed to medicines and enacted through these social, emotional, and spiritual relationships contributed to emerging and sustaining polypharmacy for the patients interviewed. </span><span style="letter-spacing: 0px;"> </span></p><p>This study demonstrated that for the British Pakistani participants interviewed, cultural understandings around medicines were key to how they made sense of their treatments and their expectations of care. <span style="letter-spacing: 0px;"><br /></span></p> </div>
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1081. <img decoding="async" width="1024" height="821" src="https://www.apollosocialscience.org/wp-content/uploads/2022/04/Storyboard_Hidden_Work-1024x821.png" class="attachment-large size-large" alt="" srcset="https://www.apollosocialscience.org/wp-content/uploads/2022/04/Storyboard_Hidden_Work-1024x821.png 1024w, https://www.apollosocialscience.org/wp-content/uploads/2022/04/Storyboard_Hidden_Work-300x241.png 300w, https://www.apollosocialscience.org/wp-content/uploads/2022/04/Storyboard_Hidden_Work-768x616.png 768w, https://www.apollosocialscience.org/wp-content/uploads/2022/04/Storyboard_Hidden_Work-1536x1231.png 1536w, https://www.apollosocialscience.org/wp-content/uploads/2022/04/Storyboard_Hidden_Work-2048x1642.png 2048w" sizes="(max-width: 1024px) 100vw, 1024px" /> </div>
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1099. <p>Better understanding how medication practices in different communities are enacted is important for informing meaningful and effective conversations between doctors and patients, and when designing interventions for medication optimisation. In our article, you can learn more about the role of medications in the British Pakistani community. We would love to hear in the comments if these insights change the way you enter a conversation about medications with your patients or your clinician. There is also a wider need for research which informs culturally competent prescribing practices. The BNIM interview method might be a useful approach for researchers working with different communities. We hope you enjoy <a href="https://doi.org/10.1186/s12877-023-04392-1" target="_blank" rel="noopener">the article</a>.</p><p>Sultan, N., &amp; Swinglehurst, D. (2023). <a href="https://doi.org/10.1186/s12877-023-04392-1" target="_blank" rel="noopener">Living with polypharmacy: A narrative interview study with older Pakistanis in East London</a>. <i>BMC Geriatrics, 23</i>(1), 746. <a style="background-color: #14896e; letter-spacing: 0px;" href="https://doi.org/10.1186/s12877-023-04392-1" target="_blank" rel="noopener">https://doi.org/10.1186/s12877-023-04392-1</a></p> </div>
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1113. <wfw:commentRss>https://www.apollosocialscience.org/2023/12/10/living-with-polypharmacy-a-study-with-older-pakistanis-in-east-london/feed/</wfw:commentRss>
1114. <slash:comments>0</slash:comments>
1117. </item>
1118. <item>
1119. <title>Social Representations, Underground Sociabilities, and Participatory Action Research (Natalia Concha)</title>
1120. <link>https://www.apollosocialscience.org/2023/12/06/social-representations-underground-sociabilities-and-participatory-action-research-natalia-concha/</link>
1121. <comments>https://www.apollosocialscience.org/2023/12/06/social-representations-underground-sociabilities-and-participatory-action-research-natalia-concha/#respond</comments>
1123. <dc:creator><![CDATA[apollo]]></dc:creator>
1124. <pubDate>Wed, 06 Dec 2023 00:00:00 +0000</pubDate>
1125. <category><![CDATA[Podcast]]></category>
1126. <guid isPermaLink="false">https://www.apollosocialscience.org/2023/12/06/social-representations-underground-sociabilities-and-participatory-action-research-natalia-concha/</guid>
1127.  
1128. <description><![CDATA[Social Representations, Underground Sociabilities, and Participatory Action Research Episode In our fourth episode, we hear from&#160;Natalia Concha. Natalia works as...]]></description>
1129. <content:encoded><![CDATA[ <div data-elementor-type="wp-post" data-elementor-id="2503" class="elementor elementor-2503">
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1139. <div class="elementor-widget-container">
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1141. <h1>Social Representations, Underground Sociabilities, and Participatory Action Research</h1>
1142. <h6>Episode</h6>
1143. <p style="color: #d0e9e4; font-family: 'Source Sans Pro'; font-size: 20px; font-weight: 400; letter-spacing: normal;">In our fourth episode, we hear from&nbsp;Natalia Concha. Natalia works as a research fellow in the&nbsp;<a href="https://actearly.org.uk/" target="_blank">ActEarly programme</a>&nbsp;at the Centre for Primary Care at Queen Mary University of London. Natalia is from Colombia and has a research background in sociocultural psychology. Both of these elements of her background have influenced her approach to health research.</p>
1144. <h6>Timestamps</h6>
1145. <ul style="color: #d0e9e4; font-family: 'Source Sans Pro'; font-size: 20px; font-weight: 400; letter-spacing: normal;">
1146. <li>00:00:00 Podcast introduction</li>
1147. <li>00:00:43 Natalia&#8217;s research journey so far</li>
1148. <li>00:04:53 Idea 1: Social Representations discussed by Gillespie &amp; Cornish</li>
1149. <li>00:19:41 Idea 2: Psycho-social scaffoldings discussed by Jovchelovitch &amp; Priego-Hernández</li>
1150. <li>00:30:05 Idea 3: Participatory Action Research discussed by de Rough</li>
1151. </ul>
1152. <h6>References</h6>
1153. <p>Gillespie, A., &amp; Cornish, F. (2010).&nbsp;<a href="http://hdl.handle.net/1893/2571" target="_blank" rel="noopener">What can be said? Identity as a constraint on knowledge production</a>. <i>Papers on Social Representations, 19</i>(1), 5-1.</p>
1154. <p>Jovchelovitch, S., &amp; Priego-Hernández, J. (2013).&nbsp;<a href="https://eprints.lse.ac.uk/53678/" target="_blank" rel="noopener">Underground sociabilities: Identity, culture and resistance in Rio de Janeiro’s favelas</a>. UNESCO, Brazil.</p>
1155. <p>de Roux, G. I. (1991). Chapter 4. Together Against the Computer: PAR and the Struggle of Afro-Colombians for Public Service. In&nbsp;<span style="letter-spacing: 0px;">Fals-Borda, O., &amp; Rahman, M. A.</span><span style="letter-spacing: 0px;">&nbsp;(Eds.),&nbsp;</span><a href="https://practicalactionpublishing.com/book/20/action-and-knowledge" target="_blank" rel="noopener"><i>Action and Knowledge. Breaking the monopoly with Participatory Action Research</i></a><span style="letter-spacing: 0px;">. Practical Action Publishing, Rugby (UK).</span></p>
1156. <p>This podcast is powered by <a href="https://pinecast.com" rel="nofollow">Pinecast</a>.</p> </div>
1157. </div>
1158. </div>
1159. </div>
1160. </div>
1161. </div>
1162. </div>
1163. </div>
1164. </section>
1165. </div>
1166. </div>
1167. </div>
1168. ]]></content:encoded>
1170. <wfw:commentRss>https://www.apollosocialscience.org/2023/12/06/social-representations-underground-sociabilities-and-participatory-action-research-natalia-concha/feed/</wfw:commentRss>
1171. <slash:comments>0</slash:comments>
1174. </item>
1175. <item>
1176. <title>The chronic crisis of multimorbidity</title>
1177. <link>https://www.apollosocialscience.org/2023/11/23/the-chronic-crisis-of-multimorbidity/</link>
1178. <comments>https://www.apollosocialscience.org/2023/11/23/the-chronic-crisis-of-multimorbidity/#respond</comments>
1180. <dc:creator><![CDATA[apollo]]></dc:creator>
1181. <pubDate>Thu, 23 Nov 2023 19:24:45 +0000</pubDate>
1182. <category><![CDATA[News]]></category>
1183. <category><![CDATA[Publications]]></category>
1184. <guid isPermaLink="false">https://www.apollosocialscience.org/?p=2494</guid>
1185.  
1186. <description><![CDATA[The chronic crisis of multimorbidity By Esca van Blarikom, Nina Fudge and Deborah Swinglehurst Multimorbidity, or the co-existence of two or...]]></description>
1187. <content:encoded><![CDATA[ <div data-elementor-type="wp-post" data-elementor-id="2494" class="elementor elementor-2494">
1188. <div class="elementor-inner">
1189. <div class="elementor-section-wrap">
1190. <section class="elementor-section elementor-top-section elementor-element elementor-element-5c0f16a2 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="5c0f16a2" data-element_type="section">
1191. <div class="elementor-container elementor-column-gap-thegem">
1192. <div class="elementor-row">
1193. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-1814024d" data-id="1814024d" data-element_type="column">
1194. <div class="elementor-column-wrap elementor-element-populated">
1195. <div class="elementor-widget-wrap">
1196. <div class="elementor-element elementor-element-4a5d6a56 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-heading" data-id="4a5d6a56" data-element_type="widget" data-widget_type="heading.default">
1197. <div class="elementor-widget-container">
1198. <h2 class="elementor-heading-title elementor-size-default">The chronic crisis of multimorbidity</h2> </div>
1199. </div>
1200. </div>
1201. </div>
1202. </div>
1203. </div>
1204. </div>
1205. </section>
1206. <section class="elementor-section elementor-top-section elementor-element elementor-element-fc3dcf3 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="fc3dcf3" data-element_type="section">
1207. <div class="elementor-container elementor-column-gap-thegem">
1208. <div class="elementor-row">
1209. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-52c0b9c5" data-id="52c0b9c5" data-element_type="column">
1210. <div class="elementor-column-wrap elementor-element-populated">
1211. <div class="elementor-widget-wrap">
1212. <div class="elementor-element elementor-element-35022162 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="35022162" data-element_type="widget" data-widget_type="text-editor.default">
1213. <div class="elementor-widget-container">
1214. <div class="elementor-text-editor elementor-clearfix">
1215. <h6>By Esca van Blarikom, Nina Fudge and Deborah Swinglehurst</h6> </div>
1216. </div>
1217. </div>
1218. </div>
1219. </div>
1220. </div>
1221. </div>
1222. </div>
1223. </section>
1224. <section class="elementor-section elementor-top-section elementor-element elementor-element-299efa11 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="299efa11" data-element_type="section">
1225. <div class="elementor-container elementor-column-gap-thegem">
1226. <div class="elementor-row">
1227. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-62633bd0" data-id="62633bd0" data-element_type="column">
1228. <div class="elementor-column-wrap elementor-element-populated">
1229. <div class="elementor-widget-wrap">
1230. <div class="elementor-element elementor-element-6b8c5cd6 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="6b8c5cd6" data-element_type="widget" data-widget_type="text-editor.default">
1231. <div class="elementor-widget-container">
1232. <div class="elementor-text-editor elementor-clearfix">
1233. <p><em><span lang="EN-GB"><a href="https://en.wikipedia.org/wiki/Multimorbidity">Multimorbidity</a></span><span lang="EN-GB">,</span></em><em style="letter-spacing: 0px;"> or the co-existence of two or more long-term health conditions, is considered one of the greatest challenges to care services worldwide. But not much is known about the everyday experience of living with multiple long-term conditions. We published </em><a style="letter-spacing: 0px;" href="https://onlinelibrary.wiley.com/doi/10.1111/1467-9566.13729"><em>a paper</em></a><em style="letter-spacing: 0px;"> shedding light on three stories of East London residents navigating complex care services with mental and physical long-term illness.</em></p> </div>
1234. </div>
1235. </div>
1236. </div>
1237. </div>
1238. </div>
1239. </div>
1240. </div>
1241. </section>
1242. <section class="elementor-section elementor-top-section elementor-element elementor-element-a7d0f9e elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="a7d0f9e" data-element_type="section">
1243. <div class="elementor-container elementor-column-gap-thegem">
1244. <div class="elementor-row">
1245. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-a7bde4e" data-id="a7bde4e" data-element_type="column">
1246. <div class="elementor-column-wrap elementor-element-populated">
1247. <div class="elementor-widget-wrap">
1248. <div class="elementor-element elementor-element-80021ff flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="80021ff" data-element_type="widget" data-widget_type="text-editor.default">
1249. <div class="elementor-widget-container">
1250. <div class="elementor-text-editor elementor-clearfix">
1251. <p style="font-weight: 400;">Health services are often tailored to address single diseases. Our paper explores the challenges faced by those individuals managing multiple long-term health conditions. The study leading to the paper is set in a socially disadvantaged East London borough, where we unravelled the complex web of issues surrounding multimorbidity.</p> </div>
1252. </div>
1253. </div>
1254. </div>
1255. </div>
1256. </div>
1257. </div>
1258. </div>
1259. </section>
1260. <section class="elementor-section elementor-top-section elementor-element elementor-element-387c18c elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="387c18c" data-element_type="section">
1261. <div class="elementor-container elementor-column-gap-thegem">
1262. <div class="elementor-row">
1263. <div class="elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-56237ce" data-id="56237ce" data-element_type="column">
1264. <div class="elementor-column-wrap elementor-element-populated">
1265. <div class="elementor-widget-wrap">
1266. <div class="elementor-element elementor-element-28df6da flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="28df6da" data-element_type="widget" data-widget_type="text-editor.default">
1267. <div class="elementor-widget-container">
1268. <div class="elementor-text-editor elementor-clearfix">
1269. <p style="font-weight: 400;">We argue that life for people with multiple long-term conditions often constitutes a form of &#8216;chronic crisis.&#8217; This crisis extends beyond ill-health to encompass overmedicalization, polypharmacy (taking many medicines), and social exclusion. In the three participants’ stories, it becomes clear that multimorbidity does not come about suddenly as a biographic disruption. Rather it forms part of people’s everyday lives in the face of widespread social challenges.<br />The expectation to self-manage chronic illness through overly simplistic approaches doesn&#8217;t match the real lack of control people feel in the midst of ongoing crises. This mismatch creates a sense of failure and a feeling of being stuck in life. Living with long-term health conditions often means facing a continuous cycle of social difficulties and declining health, making it even more challenging to overcome these chronic crises.</p> </div>
1270. </div>
1271. </div>
1272. </div>
1273. </div>
1274. </div>
1275. <div class="elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-c81dd10" data-id="c81dd10" data-element_type="column">
1276. <div class="elementor-column-wrap elementor-element-populated">
1277. <div class="elementor-widget-wrap">
1278. <div class="elementor-element elementor-element-265cc9f flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-image" data-id="265cc9f" data-element_type="widget" data-widget_type="image.default">
1279. <div class="elementor-widget-container">
1280. <div class="elementor-image">
1281. <img decoding="async" width="1024" height="959" src="https://www.apollosocialscience.org/wp-content/uploads/2023/11/Navigating-1024x959.jpg" class="attachment-large size-large" alt="" srcset="https://www.apollosocialscience.org/wp-content/uploads/2023/11/Navigating-1024x959.jpg 1024w, https://www.apollosocialscience.org/wp-content/uploads/2023/11/Navigating-300x281.jpg 300w, https://www.apollosocialscience.org/wp-content/uploads/2023/11/Navigating-768x719.jpg 768w, https://www.apollosocialscience.org/wp-content/uploads/2023/11/Navigating-1536x1439.jpg 1536w, https://www.apollosocialscience.org/wp-content/uploads/2023/11/Navigating-2048x1919.jpg 2048w" sizes="(max-width: 1024px) 100vw, 1024px" /> </div>
1282. </div>
1283. </div>
1284. </div>
1285. </div>
1286. </div>
1287. </div>
1288. </div>
1289. </section>
1290. <section class="elementor-section elementor-top-section elementor-element elementor-element-ceb804f elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="ceb804f" data-element_type="section">
1291. <div class="elementor-container elementor-column-gap-thegem">
1292. <div class="elementor-row">
1293. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-27a68c0" data-id="27a68c0" data-element_type="column">
1294. <div class="elementor-column-wrap elementor-element-populated">
1295. <div class="elementor-widget-wrap">
1296. <div class="elementor-element elementor-element-5c191fc flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="5c191fc" data-element_type="widget" data-widget_type="text-editor.default">
1297. <div class="elementor-widget-container">
1298. <div class="elementor-text-editor elementor-clearfix">
1299. <p style="font-weight: 400;">Rather than focusing solely on diagnoses and treatments that address individual diseases, we advocate for a more nuanced understanding of patients&#8217; unique illness stories. The paper suggests prioritizing the notion of &#8216;flourishing&#8217; over &#8216;cure,&#8217; acknowledging that the absence of disease is not always a realistic goal. To foster this emphasis on flourishing, we call for a focus on open conversation rather than individual diseases and treatments for patients with multimorbidity. This approach aims to better support patients&#8217; existential needs in the context of long-term illness.</p> </div>
1300. </div>
1301. </div>
1302. </div>
1303. </div>
1304. </div>
1305. </div>
1306. </div>
1307. </section>
1308. <section class="elementor-section elementor-top-section elementor-element elementor-element-009b2ea elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="009b2ea" data-element_type="section">
1309. <div class="elementor-container elementor-column-gap-thegem">
1310. <div class="elementor-row">
1311. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-bffae23" data-id="bffae23" data-element_type="column">
1312. <div class="elementor-column-wrap elementor-element-populated">
1313. <div class="elementor-widget-wrap">
1314. <div class="elementor-element elementor-element-c8bb218 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="c8bb218" data-element_type="widget" data-widget_type="text-editor.default">
1315. <div class="elementor-widget-container">
1316. <div class="elementor-text-editor elementor-clearfix">
1317. <p style="font-weight: 400;">Our findings underscore the importance of moving beyond a disease-centric model to one that considers the whole person. Healthcare should not only aim for the absence of disease but also prioritize the overall well-being and flourishing of individuals living with multimorbidity.</p> </div>
1318. </div>
1319. </div>
1320. </div>
1321. </div>
1322. </div>
1323. </div>
1324. </div>
1325. </section>
1326. <section class="elementor-section elementor-top-section elementor-element elementor-element-bbc228f elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="bbc228f" data-element_type="section">
1327. <div class="elementor-container elementor-column-gap-thegem">
1328. <div class="elementor-row">
1329. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-34d0eee" data-id="34d0eee" data-element_type="column">
1330. <div class="elementor-column-wrap elementor-element-populated">
1331. <div class="elementor-widget-wrap">
1332. <div class="elementor-element elementor-element-4df0cf0 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="4df0cf0" data-element_type="widget" data-widget_type="text-editor.default">
1333. <div class="elementor-widget-container">
1334. <div class="elementor-text-editor elementor-clearfix">
1335. <p style="font-weight: 400;">Many people live with multiple conditions. We hope that the stories in our paper create an understanding of their experiences with illness and care, so that they can be better supported by clinicians and others in their lives. If you have any thoughts about the stories or how to use them to deliver better services, feel free to write them down in the comments and I&#8217;ll take them on board.</p><p style="font-weight: 400;"><span style="letter-spacing: 0px;">If you are interested to know more about the paper, you can read it here in full: https://onlinelibrary.wiley.com/doi/10.1111/1467-9566.13729</span></p> </div>
1336. </div>
1337. </div>
1338. </div>
1339. </div>
1340. </div>
1341. </div>
1342. </div>
1343. </section>
1344. </div>
1345. </div>
1346. </div>
1347. ]]></content:encoded>
1349. <wfw:commentRss>https://www.apollosocialscience.org/2023/11/23/the-chronic-crisis-of-multimorbidity/feed/</wfw:commentRss>
1350. <slash:comments>0</slash:comments>
1353. </item>
1354. <item>
1355. <title>Weight stigma in healthcare</title>
1356. <link>https://www.apollosocialscience.org/2023/11/14/weight-stigma-in-healthcare/</link>
1357. <comments>https://www.apollosocialscience.org/2023/11/14/weight-stigma-in-healthcare/#respond</comments>
1359. <dc:creator><![CDATA[apollo]]></dc:creator>
1360. <pubDate>Tue, 14 Nov 2023 17:12:25 +0000</pubDate>
1361. <category><![CDATA[News]]></category>
1362. <guid isPermaLink="false">https://www.apollosocialscience.org/?p=2484</guid>
1363.  
1364. <description><![CDATA[Weight stigma in healthcare By Rebecca Muir  PhD student Becca Muir wrote a short comment piece about weight stigma in...]]></description>
1365. <content:encoded><![CDATA[ <div data-elementor-type="wp-post" data-elementor-id="2484" class="elementor elementor-2484">
1366. <div class="elementor-inner">
1367. <div class="elementor-section-wrap">
1368. <section class="elementor-section elementor-top-section elementor-element elementor-element-2516a024 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="2516a024" data-element_type="section">
1369. <div class="elementor-container elementor-column-gap-thegem">
1370. <div class="elementor-row">
1371. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-32e31166" data-id="32e31166" data-element_type="column">
1372. <div class="elementor-column-wrap elementor-element-populated">
1373. <div class="elementor-widget-wrap">
1374. <div class="elementor-element elementor-element-5e91b529 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-heading" data-id="5e91b529" data-element_type="widget" data-widget_type="heading.default">
1375. <div class="elementor-widget-container">
1376. <h2 class="elementor-heading-title elementor-size-default">Weight stigma in healthcare</h2> </div>
1377. </div>
1378. </div>
1379. </div>
1380. </div>
1381. </div>
1382. </div>
1383. </section>
1384. <section class="elementor-section elementor-top-section elementor-element elementor-element-14636d95 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="14636d95" data-element_type="section">
1385. <div class="elementor-container elementor-column-gap-thegem">
1386. <div class="elementor-row">
1387. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-d91aa0" data-id="d91aa0" data-element_type="column">
1388. <div class="elementor-column-wrap elementor-element-populated">
1389. <div class="elementor-widget-wrap">
1390. <div class="elementor-element elementor-element-75dea980 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="75dea980" data-element_type="widget" data-widget_type="text-editor.default">
1391. <div class="elementor-widget-container">
1392. <div class="elementor-text-editor elementor-clearfix">
1393. <h6>By Rebecca Muir</h6> </div>
1394. </div>
1395. </div>
1396. </div>
1397. </div>
1398. </div>
1399. </div>
1400. </div>
1401. </section>
1402. <section class="elementor-section elementor-top-section elementor-element elementor-element-7985ee5b elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="7985ee5b" data-element_type="section">
1403. <div class="elementor-container elementor-column-gap-thegem">
1404. <div class="elementor-row">
1405. <div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-6924c215" data-id="6924c215" data-element_type="column">
1406. <div class="elementor-column-wrap elementor-element-populated">
1407. <div class="elementor-widget-wrap">
1408. <div class="elementor-element elementor-element-7664a3c0 flex-horizontal-align-default flex-horizontal-align-tablet-default flex-horizontal-align-mobile-default flex-vertical-align-default flex-vertical-align-tablet-default flex-vertical-align-mobile-default elementor-widget elementor-widget-text-editor" data-id="7664a3c0" data-element_type="widget" data-widget_type="text-editor.default">
1409. <div class="elementor-widget-container">
1410. <div class="elementor-text-editor elementor-clearfix">
1411. <p> PhD student Becca Muir wrote a short comment piece about weight stigma in healthcare for New Scientist magazine a<span style="letter-spacing: 0px;">fter attending a conference on weight stigma in Colorado, US</span><span style="letter-spacing: 0px;">. Weight stigma describes the negative attitudes, discrimination and harmful stereotypes directed towards people in larger bodies. </span></p><p><span style="letter-spacing: 0px;">The article is available </span><a href="https://www.newscientist.com/article/mg25934590-500-why-we-urgently-need-to-end-the-stigma-around-body-weight/" target="_blank" rel="noopener">online via this link</a><span style="letter-spacing: 0px;"> if you would like to read more! </span></p> </div>
1412. </div>
1413. </div>
1414. </div>
1415. </div>
1416. </div>
1417. </div>
1418. </div>
1419. </section>
1420. </div>
1421. </div>
1422. </div>
1423. ]]></content:encoded>
1425. <wfw:commentRss>https://www.apollosocialscience.org/2023/11/14/weight-stigma-in-healthcare/feed/</wfw:commentRss>
1426. <slash:comments>0</slash:comments>
1429. </item>
1430. <item>
1431. <title>Narrative Medicine, Righteous Dopefiend, and Co-production in Research (Stephen Hibbs)</title>
1432. <link>https://www.apollosocialscience.org/2023/11/06/narrative-medicine-righteous-dopefiend-and-co-production-in-research-stephen-hibbs/</link>
1433. <comments>https://www.apollosocialscience.org/2023/11/06/narrative-medicine-righteous-dopefiend-and-co-production-in-research-stephen-hibbs/#respond</comments>
1435. <dc:creator><![CDATA[apollo]]></dc:creator>
1436. <pubDate>Mon, 06 Nov 2023 00:00:00 +0000</pubDate>
1437. <category><![CDATA[Podcast]]></category>
1438. <guid isPermaLink="false">https://www.apollosocialscience.org/2023/11/06/narrative-medicine-righteous-dopefiend-and-co-production-in-research-stephen-hibbs/</guid>
1439.  
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1453. <h1>Narrative Medicine, Righteous Dopefiend, and Co-production in Research</h1>
1454. <h6>Episode</h6>
1455. <p>In this third episode, we hear from Stephen Hibbs. He is a haematologist by background and recently commenced a PhD in the APOLLO Social Science group, aiming to understand what constitutes good hospital care for people experiencing a sickle cell crisis. In this episode, Stephen is interviewed by Lucie Hogger about three ideas that have developed his thinking as a clinician and researcher and which inform his research plans.</p>
1456. <h6>Timestamps</h6>
1457. <ul style="color: #d0e9e4; font-family: 'Source Sans Pro'; font-size: 20px; font-weight: 400; letter-spacing: normal;">
1458. <li>00:00:00 Podcast introduction</li>
1459. <li>00:00:40 Introduction to Stephen&#8217;s current research</li>
1460. <li>00:01:35 Idea 1: &#8220;The wounded story teller&#8221; by Arthur Frank, and the power of stories</li>
1461. <li>00:18:15 Idea 2: &#8220;Righteous Dopefiend&#8221; by Philippe Bourgois &amp; Jeffrey Schonberg</li>
1462. <li>00:30:30 Idea 3: Co-production in research</li>
1463. </ul>
1464. <h6>References</h6>
1465. <p>&nbsp;Frank, A.W. (2013).&nbsp;<a href="https://press.uchicago.edu/ucp/books/book/chicago/W/bo14674212.html" target="_blank" rel="noopener">The wounded story teller: body, illness &amp; ethics</a>&nbsp;(2nd Edition). The University of Chicago Press, Chicago (USA).</p>
1466. <p>Bourgois, P., &amp; Schonberg, J. (2009).&nbsp;<a href="https://www.ucpress.edu/book/9780520254985/righteous-dopefiend" target="_blank" rel="noopener">Righteous Dopefiend</a><span style="letter-spacing: 0px;">. The University of Chicago Press, Chicago (USA).</span></p>
1467. <p><br></p><p>This podcast is powered by <a href="https://pinecast.com" rel="nofollow">Pinecast</a>.</p> </div>
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1475. </section>
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