Global Handbook of Health Promotion Research, Vol. 1: Mapping Health Promotion Research 1

Foreword Preface A Need to Strengthen the Knowledge Base A Collective Endeavour An Open Project Contents About the Editors About the Contributors Chapter 1: A Global Participatory Process for Structuring the Field of Health Promotion Research: An Introduction 1.1 The Need for a Solid and Relevant Knowledge Base 1.2 A Collaborative Process for Structuring Health Promotion Research 1.3 Content of This Global Handbook: An Open Project References Chapter 2: Mapping Health Promotion Research: Organizing the Diversity of Research Practices 2.1 Health Promotion as a Social Practice 2.2 Four Practices of Health Promotion 2.3 Describing Research Practices as Configurations 2.4 The Organization of This Volume References Part I: Researching the Practices of Individuals and Populations Chapter 3: Design-Based Research on Active Family Involvement: Developing a Family Toolbox to Support Health Care Professionals Working with Diabetes Management 3.1 Introduction 3.2 Background 3.2.1 The Family as a Key Player in Health Promotion 3.2.2 Family Involvement and Type 2 Diabetes 3.2.3 The Case Under Study 3.3 Involvement of Target Groups 3.3.1 Needs Assessment 3.3.2 Ideation 3.3.3 Prototyping 3.3.4 Feasibility Testing 3.3.5 Implementation 3.3.6 Overarching Considerations 3.4 Knowledge and Perspectives for Health Promotion Research and Practice 3.5 Conclusions References Chapter 4: Action Research with People Being Treated for Cancer or a Rare Disease: Health Mediation Central to Their Experiences and Their Inclusion 4.1 Introduction 4.2 Research Context Related to Serious Diseases: An Innovative Interventional Mechanism 4.3 Research Approaches Serving Adolescents and Young Adults Treated for Chronic Serious Conditions 4.3.1 Cross-Disciplinary and Multi-Category Research for Health Promotion 4.3.2 Working on the Overall Health of a Vulnerable Population Implies Acting Both as a Community and for the Community 4.3.3 Generating Knowledge and Research Findings by Understanding the Processes Involved 4.4 Action Research that Helps Improve the Inclusion of Young People Being Treated for Cancer or a Rare Disease 4.4.1 Facilitating the Educational Continuity of Adolescents in Secondary Education 4.4.2 Health Mediation Trials Among Sick Students 4.4.3 Mediation and Avenues for Further Exploration Regarding Inclusion of These Young People 4.5 Conclusions References Chapter 5: Critical Health Promotion and Participatory Research: Knowledge Production for and with Young People Experiencing Homelessness in Scotland 5.1 Introduction 5.2 Youth Homelessness in Scotland 5.3 Government Responses to End Youth Homelessness: Involvement of People with Lived Experience 5.4 Health Promotion for Young People Experiencing Homelessness: The Use of Critical Pedagogy 5.5 The Research Process: Aims and Partner Engagement 5.6 The Research Framework 5.7 Results 5.8 Limitations 5.9 Final Reflections References Chapter 6: Acting-in-Context: A Methodological and Theoretical Approach to Understanding the Actions of People Living in Poverty 6.1 Introduction 6.2 Ethical Reflection Prior to Empirical Research 6.3 Background, Paradigm and Method Used in This Study 6.4 Qualitative Data Analysis: A Method to Focus on the Interaction Between Action and Context 6.4.1 Phenomenological Examination of the Data 6.4.2 Deconstruction and Reconstruction of Episodic Narratives 6.4.3 Categorization of Trajectories and Contextual Elements 6.4.4 Thematic Analysis 6.4.5 Written Analysis: Development of Findings 6.4.6 Conceptual Design 6.5 Development of the Theoretical Model of Acting-in-Context 6.5.1 An Example: Acting in a Context of Vulnerability 6.5.1.1 Constrained Acting-in-Context 6.6 How This Study Contributes to Health Promotion References Chapter 7: Participatory Health Promotion Research with Children 7.1 Introduction to Children and Health Promotion Practices 7.2 Research Paradigms and Theories 7.3 Informing Health Promotion Through Participatory Research with Children 7.4 Uncovering Children’s Responses to Adult Concepts of Physical Activity Promotion for Children 7.5 Independent Mobility and the Transition to High School 7.6 Culture and Place Matter 7.7 Commentary on COVID-19 7.8 Conclusions about Child Health Promotion Research References Chapter 8: Engaging with People and Populations in Health Promotion Research: A Snapshot on Participatory Processes 8.1 Introduction 8.2 School-Based Programmes as a Research Platform for Improving Oral Health and Reducing Malaria Morbidity 8.3 Conducting Participatory Action Research (PAR) in a Primary School: The Key Role Played by (Unexpected) Social Actors in the Successful Completion of a School-Based Research 8.4 Evidence-Based Health Promotion Among Unemployed People: An Example of the JOBS Program Germany 8.4.1 Background 8.4.2 JOBS Program Germany for Health Promotion Among the Unemployed in the Communities and with Labour Promotion Institutions 8.4.3 The Research Conducted on the JOBS Program 8.4.3.1 The Specific Health Promotion Practices Investigated: Who Were the Actors? What Were They Doing? For What Purposes? 8.4.3.2 The Purpose of the Research Project or Programme: What Were the Objectives? In which Context Were They Defined? Who Participated in Their Definition? Were Values Other Than Knowledge Production Pursued Through This Research? If Yes, What W 8.4.3.3 The Research Framework: Which Research Paradigm Was Framing the Research and Why? Which Theory or Theories Were Used? How Was the Theory Used? 8.4.3.4 The Relationship with Those Whose Practices Were Investigated: How Were Research Participants Involved in the Planning and Conducting of the Research? Were Research Results Shared with Non-researchers? If Yes, How and for What Purpose? 8.4.3.5 The Methods Used: What Kinds of Data Were Collected? How Were they Collected and Analyzed? 8.4.3.6 Specific Challenges of Health Promotion Research Enlightened by the Project or Programme: How Does the Research Contribute to Advances in Health Promotion Research? 8.5 Employing Survey as a Research Method in Breastfeeding Health Promotion Research: A Philippine Perspective 8.5.1 Introduction 8.5.2 Designing the Survey Questionnaire 8.5.3 Challenges Addressed During Data Collection 8.5.4 Conclusions 8.6 Researching Practices That Promote the Population Health of Older Adults: Utilizing a Spatial Approach to Guide Diabetes Care 8.6.1 Introduction 8.6.2 Generating New Knowledge by Utilizing a Spatial Approach Within a Socio-Environmental Framework 8.6.3 Applying New Knowledge to Inform Diabetes Care Practices References Part II: Researching the Practices of Professionals Chapter 9: Fostering Cultural Safety in Health Care Through a Decolonizing Approach to Research with, for and by Indigenous Communities 9.1 Introduction 9.2 What Is Cultural Safety? 9.3 What Are the Ontological, Epistemological, Methodological and Ethical Premises of This Research Programme? 9.3.1 How Was This Research Developed? 9.3.2 The Research Governance 9.4 Conclusions References Chapter 10: Conducting Research with People: Hepatitis C and Intensive Engagement with High-Risk Occupational Groups in Karachi, Pakistan 10.1 Introduction 10.2 HCV Background 10.3 The Determinants of HCV Transmission in the Population 10.4 The Context: Machar Colony in Karachi 10.5 Health Promotion Actors and Activities 10.6 Producing Knowledge with the Communities in Machar Colony 10.7 Gathering Data and Risk Mapping for Further Steps 10.8 Conclusions References Chapter 11: Respectful Maternity Care: A Methodological Journey from Research to Policy and Action 11.1 Introduction 11.2 The Context 11.3 Project Conceptualization 11.4 Research Strategy 11.4.1 Phase I: Evidence for Advocacy 11.4.2 Phase II: Advocacy for Policy Change 11.4.3 Phase III: Participatory Action 11.5 Methodological Rationale and Challenges 11.5.1 Use of Theories and Models 11.5.2 Settings and Methods 11.5.3 Evidence for Advocacy 11.5.4 Intervention Development 11.5.5 Intervention Implementation 11.5.6 Measuring the Impact 11.6 Conclusions References Chapter 12: Valuing Indigenous Health Promotion Knowledge and Practices: The Local Dialogue Workshop as a Method to Engage and Empower Matrons and Other Traditional Healers in Haiti 12.1 Introduction 12.2 Research to Elicit Health Promotion Knowledge in Rural Dwellers in Haiti: Features of the Dialogue Workshop Method 12.3 Critical Review of Methodological Successes and Challenges 12.4 Contribution to the Progress and Structuring of Health Promotion Research 12.5 Conclusions Appendix: Examples of Questions Asked of the Participants During the Dialogue Workshop (99 in Total) (Original Creole Version, with Examples Translated into English) References Chapter 13: Aligning Research Practices with Health Promotion Values: Ethical Considerations from the Community Health Worker Common Indicators Project 13.1 Introduction 13.2 CHWs as Health Promotion Practitioners 13.3 CHWs in Health Promotion Research 13.4 The CHW Common Indicators Project as Health Promotion Research 13.5 The Research Paradigm and Design of the CI Project 13.6 The Research Approach and Methods of the CI Project 13.6.1 Popular Education in the CI Project 13.6.2 Participatory Research in the CI Project 13.7 The Outcomes and Contributions of the CI Project 13.8 Conclusions References Chapter 14: Investing in Health Promotion Research Among Community Health Workers in Semi-rural Uganda Using a Partnership Approach 14.1 Introduction 14.2 Methodology 14.2.1 Research Site 14.2.2 Research Methods 14.2.3 Methodological Considerations 14.3 Key Research Findings 14.3.1 Roles of CHWs in Primary Healthcare Delivery 14.3.2 Drivers of CHW Performance 14.3.3 Impact of Mobile Phones on Community Healthcare Delivery 14.4 How Our Research Enhanced the Capacity Building of CHWs 14.5 Challenges of Conducting Health Promotion Research Among CHWs 14.5.1 Funding 14.5.2 Language 14.5.3 Fragmented Research Initiatives 14.5.4 Research Translation 14.6 Key Contributions to Health Promotion Research and Practice 14.7 Conclusion References Chapter 15: Intersectoriality and Health Promotion Research: The Perspective of Practitioners from a Brazilian Experience 15.1 Introduction 15.1.1 The “Guarulhos, the City That Protects” Intersectoral Network 15.1.1.1 Why Did We Study the GCP Network? 15.2 Defining the Research Object: Why Did We Focus on Intersectoriality? 15.2.1 The Need to Work on a Common Understanding of the Object of Study 15.2.2 Why Did We Focus on the Actors of the GCP Network? 15.3 Methodological Design: Approaching the Research Object from Multiple Angles 15.3.1 What Was the Contribution of Each Methodological Component? 15.3.2 What Was the Sampling Methodology? 15.3.3 How Were the GCP Network Actors Involved in the Research Design and Implementation? 15.4 A Picture Starts to Emerge: Results and Aftermath of the Research 15.4.1 The Challenges and Benefits of Multiple Methods in Health Promotion Research 15.4.2 How Were the Results Used and Disseminated? 15.5 How Does This Research Contribute to Advancing and Structuring the Field of Health Promotion Research? References Chapter 16: Capabilities and Transdisciplinary Co-production of Knowledge: Linking the Social Practices of Researchers, Policymakers, Professionals and Populations to Promote Active Lifestyles 16.1 Introduction 16.2 The Problem: Matching Research to the Needs of the Population in the Promotion of Physical Activity 16.3 The Capital4Health Consortium 16.4 The Capital4Health Research Framework 16.5 Specific Interventions at the Project/Setting and Consortium Levels 16.6 Evaluating Intervention Effects 16.7 Conclusions References Chapter 17: Conducting Embedded Health Promotion Research: Lessons Learned from the Health On the Go Study in Ecuador 17.1 Introduction 17.2 Context 17.3 Conducting Embedded Research 17.4 The Health On the Go Study 17.4.1 Original Focus of the Research 17.4.2 Research Conditions 17.4.3 Research Approach 17.4.4 Data Analyses 17.5 Lessons Learned 17.6 Conclusions References Chapter 18: Doing Collaborative Health Promotion Research in a Complex Setting: Lessons Learned from the COMPLETE Project in Norway 18.1 Introduction 18.2 The COMPLETE Project 18.2.1 Background 18.2.2 The Health Promotion Intervention 18.2.3 The Collaborative Innovation Processes 18.2.4 The Objectives and Results from the RCT and Process Evaluation of COMPLETE 18.3 Collaborative Innovation in School Health Promotion Research: Tensions, Synergies and Lessons Learned 18.3.1 The Negotiation on the Research Process 18.3.2 The Negotiation on the Ethical Issues 18.4 Lessons Learned from the COMPLETE Project as a Health Promotion Research 18.5 Concluding Remarks References Chapter 19: Researching the Process of Implementing Mental Health Promotion: Case Studies on Interventions with Disadvantaged Young People 19.1 Introduction 19.2 Researching the Process of Implementation 19.2.1 Characteristics of Implementation Research 19.3 Models and Frameworks for Understanding Implementation Systems and Strategies 19.3.1 Researching Implementation Outcomes 19.4 Researching Implementation Processes in Mental Health Promotion 19.5 Case Studies 19.5.1 Case Study 1: The Implementation of the SPARX-r Computerized Program with Disadvantaged Young People 19.5.2 Case Study 2: Implementing the MindOut Programme in Schools 19.6 Conclusions References Chapter 20: Skills-Based Health Education for Health Promotion Among School Adolescents Through Participatory Action Research: A Case from Nepal 20.1 Introduction 20.2 The Nature of Intervention and the School Context 20.3 Participatory Action Research (PAR): For Health Promotion 20.4 Methodology 20.4.1 Collaboration and Trust Building 20.4.2 Involving Multiple and Diverse Stakeholders in School-Based Programmes 20.4.3 Power Dynamics 20.4.4 Finding the Key Skills Needed by Early Adolescents 20.4.5 Designing Curriculum Development Through the Participatory Method 20.4.6 Implementing Skills-Based Health Education Sessions 20.4.7 Effectiveness of Skills-Based Health Education 20.5 Discussion 20.6 Conclusions References Part III: Researching the Practices of Policy Makers and Institutions Chapter 21: Evaluating Health Promotion in Schools: A Contextual Action-Oriented Research Approach 21.1 Introduction 21.2 Health Promotion in Schools 21.3 Schools as Complex Adaptive Systems 21.4 A Contextual Action-Oriented Research Approach (CARA) 21.5 Example of a Health Promoting School Initiative: The Healthy Primary School of the Future 21.6 Applying CARA in the Example of HPSF 21.7 CARA-Based Evaluation of HPSF: Insights 21.8 Applying CARA: Consequences for Research 21.8.1 Study Design 21.8.2 Data Collection 21.8.3 Data Analysis 21.9 Conclusions References Chapter 22: Developing School Health Promotion Through Research: An Example of a Participatory Action Research Project 22.1 Introduction 22.2 Participatory Action Research in Four Comprehensive Schools in Finland 22.2.1 General Description of the Project 22.2.2 School Selection 22.2.3 Study Design 22.3 Application of PAR in School Health Promotion Research 22.4 Methodological Choice 22.5 Role of the Researcher 22.5.1 Discretion 22.5.2 Ability to Justify and Confirm – And Be Patient 22.5.3 Ability to Listen 22.5.4 Ability and Motivation to Communicate Findings 22.5.5 Understanding the Principles That Guide (Modern) Health Promotion in Schools 22.6 Conclusions and Reflections on Future Research References Chapter 23: Fourth-Generation Realist Evaluation: Research Practice to Empower the NGO – A Reflection on the Case of Sport for Social Change 23.1 Introduction: Research that Accounts for the Voice of the NGO 23.2 The Methodology Comes First: What Is the Logic Behind Researching the International NGO? 23.3 Unpacking the Importance of Methodological Choice: Examining the Logic of Researching NGOs in the Field of Sport for Development and Social Change 23.4 The Principles of Fourth-Generation Realist Evaluation (4GE): An Overview of the Concepts and an Examination of the Research in Practice 23.5 Hermeneutic Dialecticism: Unpacking Key Issues to Identify the Right Question 23.6 A Concept Reflective of the Stakeholder Voice: How Did We Get Here and for What Purpose? 23.7 Conclusions References Chapter 24: A Successful Intervention Research Collaboration Between a Supermarket Chain, the Local Government, a Non-governmental Organization and Academic Researchers: The Eat Well @ IGA Healthy Supermarket Partnership 24.1 Introduction 24.1.1 Setting 24.1.2 Study Origin and Formation of the Partnership 24.1.3 Conflict of Interest Management 24.2 Research Approach 24.2.1 Theoretical Basis 24.3 Phase 1: Pilot Trials 24.3.1 Intervention 24.3.2 Evaluation 24.3.3 Lessons from the Phase 1 Trials 24.3.3.1 Summary of the Lessons Learnt and Progression to the Phase 2 Large Randomized Controlled Trial 24.4 Phase 2: A Large Randomized Controlled Trial 24.4.1 Development 24.4.2 Intervention 24.4.3 Evaluation Overview 24.4.4 Results from the Phase 2 Randomized Controlled Trial 24.4.4.1 Purchasing Behaviour Outcomes 24.4.4.2 Process Evaluation Outcomes 24.5 Lessons Learnt 24.5.1 General Reflections 24.5.2 Reflections on Partnership 24.5.3 Research Translation 24.5.4 Implications for Research and Policy 24.6 Conclusions References Chapter 25: Participatory Approaches to Researching Intersectoral Actions in Local Communities: Using Theory of Change, Systems Thinking and Qualitative Research to Engage Different Stakeholders and to Foster Transformative Research Processes 25.1 Introduction 25.2 Local Partnerships to Promote Health: An Introduction 25.2.1 Local Partnerships to Promote Health: Who Can Participate and Why It Matters? 25.2.2 “La Ribera Camina”: An Example of a Local Partnership Initiative to Promote Health Where Engagement Is the Key 25.2.2.1 The Purpose of the Research Project 25.3 Producing Data for the Processes of Planning, Implementing and Evaluating Intersectoral Actions to Promote Health in Communities: A Research Challenge 25.3.1 The Underpinning Research Paradigm 25.3.2 The Research Process: Data Collection 25.3.3 The Research Process: Data Analysis and Preliminary Results 25.3.4 The Research Process: Novel Contribution of Adopting a Combined Research Approach 25.4 Conclusions References Chapter 26: A Salutogenic, Participatory and Settings-Based Model of Research for the Development and Evaluation of Complex Interventions: The Trøndelag Model for Public Health Work 26.1 Introduction 26.2 Trøndelag Model for Public Health Work 26.2.1 Step 1: Governments’ Legislative and Social Responsibility 26.2.2 Step 2: Establishing a Knowledge Base 26.2.3 Step 3: Involve and Develop 26.2.4 Step 4: Plan for Action 26.2.5 Step 5. Implementation 26.2.6 Step 6. Evaluation 26.2.7 Step 7: From Action to Knowledge 26.3 The Malvik Path: An Example of an Intervention that Characterizes the Working Model 26.3.1 Step 1. Governments’ Legislative and Social Responsibilities 26.3.2 Step 2: Establishing a Knowledge Base 26.3.3 Step 3: Involve and Develop 26.3.4 Step 4: Plan for Actions/Step 5: Implementation 26.3.5 Step 6: Evaluation 26.3.6 Step 7: From Action to Knowledge 26.4 Contribution to Health Promotion Research and Practice 26.5 Conclusions References Chapter 27: The Contribution of Health Promotion Research to Advancing Local Policies: New Knowledge, Lexicon and Practice–Research Network 27.1 Introduction 27.2 The Three Forms of Knowledge 27.3 Local Intersectoral Mobilization Devices as an Object of Research 27.3.1 Health Promotion in France: A Marginal Function of the Health System Poorly Supported by the Research Infrastructure 27.4 Researching Local Policies: The CLoterreS Study 27.5 Shedding New Light on Local Health Contracts and Advocating for Improved Practice 27.6 What We Learned for Health Promotion Research 27.7 Conclusions References Chapter 28: Implementation Research on Comprehensive Sexuality Education in Ghana: Lessons for Health Promotion Research 28.1 Introduction 28.2 CSE in the Ghana Context 28.3 Ontological Lens 28.4 Historical and Conceptual Formulations: Why Does Classroom Implementation of CSE Matter? 28.5 Problematizing the Knowledge Gap 28.6 Theoretical Positioning 28.7 Epistemological Perspective 28.8 Partnerships to Define a Research Agenda 28.9 Involvement of the Primary Beneficiaries (Adolescents) in Defining and Refining Research Questions 28.10 Methodological Approach 28.11 Evidence Dissemination and Communication 28.12 Lessons for Researching Sensitive SRHR 28.13 Positionality and Ethical Reflections 28.14 Conclusions References Chapter 29: Oral Health Promotion Intervention Research: A Pathway to Social Justice Applied to the Context of New Caledonia 29.1 Introduction 29.2 The “My Teeth, My Health” Intervention and Research Programme 29.2.1 The Context of New Caledonia 29.2.2 Oral Health Inequalities: Recognized as a Social Injustice in NC 29.2.3 Oral Health Promotion: Integrated into a General Health Promotion Approach in NC 29.2.4 The Development of the Oral Health Promotion Intervention Research, “My Teeth, My Health” 29.3 Research Approaches for Evaluating the NC OHP Programme 29.3.1 The Impact of the “My Teeth, My Health” Programme 29.4 Conclusions References Chapter 30: Methodological Reflections on the “SMART Eating” Trial: Lessons for Developing Health Promotion Practices 30.1 Introduction 30.2 The “SMART Eating” Research Framework 30.3 Methods 30.3.1 Community Involvement 30.3.2 Multi-Channel Communication Approach 30.3.3 The Cluster Randomized Controlled Trial Design 30.3.4 Mixed Methods Design 30.3.5 Measurements 30.3.6 Data Analysis Methods 30.3.7 Comprehensive Evaluation 30.4 Implementation Challenges and Remedies 30.5 Epistemological Issues in Health Promotion Intervention Research 30.6 Conclusions References Chapter 31: Researching the Practices of Policymakers in Implementing a Social Policy Intervention in Ghana 31.1 Introduction 31.2 Programme Under Investigation 31.2.1 The Livelihood Empowerment Against Poverty (LEAP) Programme 31.2.2 LEAP Linkages to Health Promotion Values and Theory 31.3 The Research Process and Implications for Health Promotion Research 31.3.1 The Research on the LEAP Programme 31.3.1.1 Framing the Research Aims 31.3.2 The Research Framework 31.3.3 Involvement of Research Participants in the Planning and Conduct of the Research 31.3.4 Design and Methods Used 31.3.4.1 Study Participants and Sampling 31.3.4.2 Data Collection and Analysis 31.3.5 Specific Challenges of Health Promotion Research Enlightened by the Programme 31.4 Conclusions References Chapter 32: Capturing Complexity in Health Promotion Intervention Research: Conducting Critical Realist Evaluation 32.1 Introduction 32.1.1 Levelling the Playing Fields: An Urban Health Intervention to Enable Free-Play to Arise in Cities 32.1.2 The Montreal Urban Ecology Center as a Critical Partner for Participatory Planning 32.2 Evaluating Complex Processes: Applying a Critical Realist View of Causality to Our Intervention 32.3 Conclusions References Chapter 33: Using Critical Theory to Research Commercial Determinants of Health: Health Impact Assessment of the Practices and Products of Transnational Corporations 33.1 Introduction 33.2 The Purpose of the Research Programme 33.2.1 The Research Framework 33.2.2 Applying the CHIA Framework in Our Research 33.3 Research Methods and Examples of How They Highlight TNCs’ Policies and Practices 33.4 Some Key Findings from Our Research 33.4.1 McDonald’s Australia 33.4.2 Rio Tinto in Australia, South Africa and Namibia 33.5 The Relationship with Industry Actors and Other Participants 33.6 Specific Challenges 33.6.1 The Corporatisation of Universities and Funding Constraints 33.6.2 Lack of Engagement by TNC and Industry Actors in Research 33.6.3 Policy Actors’ Reluctance to Impose Comprehensive Regulations 33.7 The Benefits of CHIA Research 33.8 Conclusions References Chapter 34: Knowledge Transfer: A Snapshot on Translation Processes from Research to Practices 34.1 Introduction 34.2 Streamlining Knowledge for Better Health Policies: The “Health Promotion and Disease Prevention Knowledge Gateway” 34.3 A Five-step Process Implementation Evaluation of the State Health Promotion Policy (POEPS) of Minas Gerais, Brazil 34.4 Collaborative Health Promotion Research in Europe – Experiences and Relevance for Health Promotion at the Municipal Level 34.5 Producing and Sharing Knowledge: A Collaborative Work to Produce the New Greek Child Health Booklet References Part IV: Researching the Practices of Researchers and Innovators Chapter 35: From the Production to the Use of Scientific Knowledge: A Continuous Dialogue Between Researchers, Knowledge Mobilization Specialists, and Users 35.1 Introduction 35.2 Context: A Research and Knowledge Translation Programme on Local Intersectoral Action 35.3 Instruments of Knowledge Exchange and Translation into Action 35.3.1 Knowledge Exchange 35.3.2 Practical Knowledge and Know-How 35.3.2.1 Production of the Tool 35.3.3 Putting Knowledge into Action 35.4 ANT-Informed Examination of Knowledge Translation Process 35.4.1 Agency of Knowledge Translation Instruments 35.4.2 Usage Scenarios Built in Knowledge Translation Instruments 35.4.3 The Active Role of Users in Designing Knowledge Translation Tools 35.5 Conclusions Appendix List of Productions on the Research Results and the Tool Presentations of the Research Results in Major Scientific and Professional Conferences Posters on the Research Results of the Three Case Studies Training Sessions on Research Results and on the Tool References Chapter 36: A Critical Health Promotion Research Approach Using the Red Lotus Critical Health Promotion Model 36.1 Introduction 36.2 Epistemological and Theoretical Foundations of the Research Program 36.2.1 Epistemology 36.2.2 Critical Theory 36.2.3 Critical Systems Theory 36.2.4 Critical Systems Heuristics 36.3 Red Lotus Critical Health Promotion Model 36.3.1 Structure of the Red Lotus Critical Health Promotion Model 36.3.2 Theoretical Foundations of the Red Lotus Critical Health Promotion Model 36.4 Health Promotion Research Projects Using the Red Lotus Critical Health Promotion Model 36.4.1 Enablers and Challenges to Enacting the RLCHPM in Research 36.5 Conclusions References Chapter 37: Making Reflexivity and Emotions Visible: The Contribution of Logbooks and Polar Semantic Maps in Health Promotion Research 37.1 Introduction 37.2 Introducing the Use of Logbooks to the Reflective Researcher 37.2.1 The Choice of Logbook Among Narrative Methods 37.2.2 The Logbook in the Context of an International Project 37.3 Logbooks and Polar Semantic Maps 37.3.1 Researchers’ Engagement: Doing Research with Researchers 37.3.2 Becoming “Logbookish” in the “Researcherhood” 37.3.3 Making Reflexivity and Emotions Visible Through Polar Semantic Mapping 37.4 Conclusions References Chapter 38: Steering Committee: A Participatory Device to Support Knowledge Flow and Use in Health Promotion 38.1 Introduction 38.1.1 Role of a Steering Committee in KFU 38.1.2 Knowledge Access Method 38.2 Documenting KFU 38.3 Examining KFU Through Two Scientific Productions 38.3.1 Outreach Article 38.3.2 Preliminary Research Report 38.3.3 Experience of Participation and KFU 38.4 Discussion 38.5 Conclusions References Chapter 39: Reflections on Health Promotion Research in the Field of Health-Promoting Health Care: The What, Why, and How of the Viennese Tradition 39.1 Introduction 39.2 Health Care Organizations as Research Objects 39.3 Health Promotion in Health Care Organizations 39.4 Applying a Sociological Perspective on the Reorientation of Health Services: The Viennese Model of Health-Promoting Health Care Organizations 39.5 Researching Health Care Organizations: Producing and Sharing Knowledge of Health-Promoting Health Services 39.6 The Research Program Contributions 39.6.1 Contributing to Health Promotion Research Through Theory Development 39.6.2 Contribution to Health-Promoting Practice Through Structural Development 39.6.3 Contributing to Policy Development 39.6.4 Major Learnings for the Reorientation of Health Services 39.7 Conclusions References Chapter 40: Addressing the Complexity of School Health Promotion Through Interdisciplinary Approaches: An Invitation to Think Wildly About Research 40.1 Introduction 40.2 Children as Health Advocates: Introducing Our Research Project 40.3 The Research Team and Methodology 40.3.1 The Team 40.3.2 Our Methods 40.4 Our Findings: School Food Programs 40.5 Using Social Theory to Make Sense of the Messiness of Everyday School Food Programmes 40.5.1 The Promises and Pitfalls of Thinking Wildly and Interdisciplinary Research References Chapter 41: Fitting Health Promotion Research with Real-Life Conditions: Viability Evaluation 41.1 Introduction 41.2 The Notion of Viable Validity 41.2.1 The Campbellian Validity Model (Campbell and Stanley): Approach and Limitations 41.2.2 The Integrative Validity Model 41.2.3 Relevance of the Integrative Validity Model to Health Promotion Research 41.3 The Viability Study: A Key Element in Pilot Studies 41.3.1 What Do We Mean by ‘Pilot Study’? 41.3.2 What Knowledge Do We Need to Support the Scaling-up Process and How to Produce It? 41.3.3 What Criteria for Viability? 41.4 How to Conduct a Viable Validity Analysis? 41.4.1 The Problematization Process 41.4.2 Interest in Studying Viability in Different Research Approaches 41.4.3 Study of Viability: An Objective for Stakeholder-Researcher Co-Construction 41.5 Conclusions References Chapter 42: A Systems Approach to the Coproduction of Evidence for Health Promotion 42.1 Background 42.1.1 Boundaries of Research Evidence 42.1.2 Interrelationships – The Dynamics of Evidence 42.1.3 Perspectives in Research Evidence 42.2 Case Illustrations and Reflection 42.2.1 School Breakfast Program 42.2.2 Tassie Kids 42.2.3 Dynamic Simulation Modelling of Alcohol-Related Harms 42.2.4 Prevention Tracker 42.3 Discussion 42.4 What Have We Learned? References Chapter 43: While research teams are producing relevant and valid knowledge for health promotion, there is not yet a structured manual and distinct field of health promotion research. This timely "state-of-the-art" handbook contributes to the structuring of such a field of research. This collection of original contributions explores the major epistemological, methodological, and ethical challenges facing health promotion research. It brings together experts from different "research traditions" that coexist in the field. The handbook covers the existing knowledge production and sharing practices to delineate the "discipline" and its agenda for future research. Ultimately, it contributes to the creation of a global community of health promotion researchers. The handbook is organized by four types of practices (what people actually do) studied in health promotion; the practices of: Individuals and populations in relation to their health and itsdeterminants Professionals who intervene to improve population health Policy-makers and institutions involved in the advocacy, design, and implementation of policies and programs Researchers and innovators (academic scholars and global agencies) through which investment in research and production of evidence-based guidelines are made. Global Handbook of Health Promotion Research, Vol. 1: Mapping Health Promotion Research is a highly relevant reference tool for researchers and graduate students in health promotion, public health, education and socio-health sciences; practitioners in health, medical, and social sectors; policy-makers; and health research administrators. While research teams are producing relevant and valid knowledge for health promotion, there is not yet a structured manual and distinct field of health promotion research. This timely "state-of-the-art" handbook contributes to the structuring of such a field of research. This collection of original contributions explores the major epistemological, methodological, and ethical challenges facing health promotion research. It brings together experts from different "research traditions" that coexist in the field. The handbook covers the existing knowledge production and sharing practices to delineate the "discipline" and its agenda for future research. Ultimately, it contributes to the creation of a global community of health promotion researchers. The handbook is organized by four types of practices (what people actually do) studied in health promotion; the practices of: Individuals and populations in relation to their health and its determinants Professionals who intervene to improve population health Policy-makers and institutions involved in the advocacy, design, and implementation of policies and programs Researchers and innovators (academic scholars and global agencies) through which investment in research and production of evidence-based guidelines are made. Global Handbook of Health Promotion Research, Vol. 1: Mapping Health Promotion Research is a highly relevant reference tool for researchers and graduate students in health promotion, public health, education and socio-health sciences; practitioners in health, medical, and social sectors; policy-makers; and health research administrators.