Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 414801
Title Integrating assets in loop learning in community health promotion. Oral Presentation.
Author(s) Wagemakers, A.; Koelen, M.A.; Vaandrager, L.
Source In: International Conference on Assets for Health and Wellbeing across the Life Course. London, 26-27 september 2011. - - p. 23 - 23.
Event International Conference on Assets for Health and Wellbeing across the Life Course, London, 2011-09-26/2011-09-27
Department(s) Health and Society
Publication type Abstract in scientific journal or proceedings
Publication year 2011
Abstract Introduction: In single-loop learning, individuals, groups or organizations modify their actions according to the difference between expected and obtained outcomes. In double-loop learning, the individuals, groups, or organizations question values and assumptions that led to the action in the first place. Loop learning is grounded on the deficit models that historically prevail in science. However, in essence, health promotion is about the factors or assets (capacities and resources) that enable people to lead an active and productive life. This implies that, in addition to shortcomings, assets also need to be identified. Aim: To integrate assets in loop learning in community health promotion. Methods: Loop learning with an asset-focus has been used in the subsequent evaluation of Dutch community health promotion programs: Working on the Health of Neighborhoods in Eindhoven, Healthy Lifestyles in Amsterdam and six partnerships in health promotion. Findings: Single-loop learning includes further developing actions on the basis of successes, such as activities which create involvement. Double-loop learning includes optimizing assumptions based on successes, such as including participatory research methods. Different loops were found for practice and for science in the programs, about the programs, in the research process and about the research paradigm. Conclusion: Loop learning can serve as a verification technique to make research findings and learning processes manageable and transparent for both practice and science of health promotion. The underlying deficit paradigm in loop learning – adjustment of actions and assumptions based on shortcomings - should be complemented with an asset paradigm.
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