"It was Something that is a Necessity": Stories of Collective Protest, Vulnerability, and Well-Being

In this essay I explore the risks of activism I witnessed in two protesters' accounts of participating in collective protest. Listening to their stories led me to reflect on matters of well-being, embodiment and vulnerability, vicarious trauma, and the prospect of physical and emotional burnout. Protesters often put themselves in harm's way to fight for a greater good. I contend that participating in peaceful protest serves personal well-being while also contributing to broader societal senses of what constitutes a well-lived life. For better and worse, every instance etches itself on vulnerable flesh, blood, and being-in-the-world.

"It's Really Hard to Have Your Own Place": The At-Home Experiences of Latina/o/x Undergraduates During COVID-19

The purpose of this study was to understand the at-home lived experiences of Latina/o/x college students during the COVID-19 pandemic. Using Critical Race Theory as the guiding framework, the authors used storytelling to capture the at-home experiences of 19 Latina/o/x college students during the pandemic. Findings revealed how the pandemic shifted meaning of the home space, increased roles and responsibilities, and increased stress and mental health demands for students.

The StoryListening Project: Feasibility and Acceptability of a Remotely Delivered Intervention to Alleviate Grief during the COVID-19 Pandemic

Background: The events surrounding the COVID-19 pandemic have created heightened challenges to coping with loss and grief for family and friends of deceased individuals, as well as clinicians who experience loss of their patients. There is an urgent need for remotely delivered interventions to support those experiencing grief, particularly due to growing numbers of bereaved individuals during the COVID-19 pandemic. Objective: To determine the feasibility and acceptability of the brief, remotely delivered StoryListening storytelling intervention for individuals experiencing grief during the COVID pandemic. Setting/Subjects: A single-arm pilot study was conducted in the United States. Participants included adult English-speaking family members, friends, or clinicians of individuals who died during the COVID-19 pandemic. All participants engaged in a televideo StoryListening session with a trained StoryListening doula. Measurements: Participants completed a brief follow-up telephone interview two weeks after the StoryListening session. We describe enrollment and retention data to assess feasibility and conducted a deductive thematic analysis of the follow-up interview data to assess acceptability. Results: Sixteen clinicians and 48 friends/family members enrolled in the study (n = 64; 75% enrollment), 62 completed a StoryListening session; 60 completed the follow-up interview. Participants reported that the intervention was useful and offered a valuable opportunity to process their grief experience. Conclusions: The StoryListening intervention is feasible and acceptable for friends/family members and clinicians who have experienced grief during COVID. Our intervention may offer an accessible first-line option to address the increasing wave of bereavement-related distress and clinician burnout in the United States.

Digital Storytelling as an Intervention for Older Adults: A Scoping Review

The population of older adults is rapidly increasing worldwide. Owing to fewer interactions between generations, older adults experience ageism and various psychological issues, such as depression and loneliness. Digital storytelling (DST) has the potential to share vivid lived experiences, support the forming of social relationships, and lead to improved well-being. This scoping review examines the potential psychosocial benefits of individual DST interventions for older adults and people with dementia. We adopted the methodological framework for scoping reviews outlined in the Joanna Briggs Institute's (JBI) manual. A scoping review was performed using the following bibliographic databases: Web of Science, PubMed, Cochrane Library, CINAHL, Research Information Sharing Service, and National Assembly Library. There were 395 references retrieved, of which 19 articles were selected after applying inclusion and exclusion criteria. Our findings revealed that the most common effects of DST on older adults included the promotion of mental health, an increased amount of meaningful community connections, greater digital literacy, the mitigation of negative ageism, and enhanced intellectual ability. We suggest randomized controlled trials are conducted to confirm the efficacy of intergenerational DST intervention and the effects of DST interventions at multilevel outcomes, including the community level.

Promoting children's science, technology, engineering, and mathematics learning at home through tinkering and storytelling

This study examined whether connecting storytelling and tinkering can advance early STEM (science, technology, engineering, and mathematics) learning opportunities for children. A total of 62 families with 4- to 10-year-old (M = 8.03) children were observed via Zoom. They watched a video invitation to tinker at home prepared by museum educators prior to tinkering. Then, half of the families were prompted to think up a story before tinkering (story-based tinkering group), whereas the other half were simply asked to begin tinkering (no-story group). Once they had finished tinkering, researchers elicited children's reflections about their tinkering experience. A subset of the families (n = 45) also reminisced about their tinkering experience several weeks later. The story instructions provided before tinkering engendered children's storytelling during tinkering and when reflecting on the experience. Children in the story-based tinkering group also talked the most about STEM both during tinkering, and subsequently when reminiscing with their parents about their tinkering experience.

Science in stories: Implications for Latine children's science learning through home-based language practices

There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children's science learning. Nonetheless, most of this work focuses on middle-class European-American U. S. children and involves narrative story books. Given the national imperative to increase Latine representation in STEM education and career pursuits in the U. S., we argue that it is vital that we broaden the definition of stories to include oral narrative storytelling and other conversational routines that Latine families engage in at home. Cultural communities with firmly rooted oral traditions, such as those from Latin American heritage, rely frequently on oral storytelling rather than book reading to convey world and community knowledge to young children. Therefore, we advocate for a strengths-based approach that considers Latine families' everyday practices around science and storytelling on their own terms instead of contrasting them with European-American middle-class practices. We offer support for the view that for young children in Latine communities, culturally relevant oral practices, including personal narrative storytelling, can engender significant opportunities for family science learning at home.

"It's Just Flourishing Hope Everywhere": The Experiences of Incarcerated Men Sharing Their Stories

Of the 2.2 million people incarcerated throughout the United States, 93% are men. The current phenomenological study adds to the existing body of qualitative research on the lived experiences of men who are incarcerated and supports storytelling as a therapeutic technique. Four essential themes were revealed through an analysis of participant interviews: (1) substance use, (2) anticipation of storytelling, (3) the act of storytelling, and (4) reflections on storytelling. Understanding these experiences can assist in the development of storytelling-based interventions and community programing that is mutually beneficial to both the teller and the listener.

Sharing of cultural values and heritage through storytelling in the digital age

Introduction

Sharing cultural values in this digital age for young generations who are digital natives is highly important and, in this respect, the aims of this study are to evaluate experts' opinions on sharing cultural values in this digital age based on their experience, the roles of educators and families with respect to the sharing of cultural values through storytelling in the digital age, and also capture how cultural values can be explained with metaphors.

Methods

A focus group interview was conducted with teachers and vice headmasters from public primary and secondary schools in the Northern part of Cyprus within the age range of 30-50 years that are considered to be experts based on their 10 years and above of teaching experience. Data were analyzed through line-by-line coding to create themes.

Results

Findings revealed that cultural values are eroding, and in sharing cultural values with storytelling in the digital age, the roles of educators and families are essential. Cultural values are the treasures and mirrors of society that should be preserved and transmitted to the younger generations and this can be accomplished through participation in digital platforms, and when such participatory cultural heritage projects are planned with a community-oriented background and human-centered computing concentration.

Discussion

This research sheds a light to indicate the importance of the storytelling approach for sharing cultural values and heritage. It is significant to address the merits of technology in transferring cultural values and heritage. In addition to this, this study is limited to one specific context that can be further explored as a cross-cultural analysis.

Archaeological evidence for thinking about possibilities in hominin evolution

The emergence of the ability to think about future possibilities must have played an influential role in human evolution, driving a range of foresightful behaviours, including preparation, communication and technological innovation. Here we review the archeological evidence for such behavioural indicators of foresight. We find the earliest signs of hominins retaining tools and transporting materials for repeated future use emerging from around 1.8 Ma. From about 0.5 Ma onwards, there are indications of technical and social changes reflecting advances in foresight. And in a third period, starting from around 140 000 years ago, hominins appear to have increasingly relied on material culture to shape the future and to exchange their ideas about possibilities. Visible signs of storytelling, even about entirely fictional scenarios, appear over the last 50 000 years. Although the current evidence suggests that there were distinct transitions in the evolution of our capacity to think about the future, we warn that issues of taphonomy and archaeological sampling are likely to skew our picture of human cognitive evolution. This article is part of the theme issue 'Thinking about possibilities: mechanisms, ontogeny, functions and phylogeny'.

Stories in Action

Stories have played a central role in human social and political life for thousands of years. Despite their ubiquity in culture and custom, however, they feature only peripherally in formal government policymaking. Government policy has tended to rely on tools with more predictable responses-incentives, transfers, and prohibitions. We argue that stories can and should feature more centrally in government policymaking. We lay out how stories can make policy more effective, specifying how they complement established policy tools. We provide a working definition of stories' key characteristics, contrasting them with other forms of communication. We trace the evolution of stories from their ancient origins to their role in mediating the impact of modern technologies on society. We then provide an account of the mechanisms underlying stories' impacts on their audiences. We conclude by describing three functions of stories-learning, persuasion, and collective action.

Designing Immersive Sustainable Food Experiences in Augmented Reality: A Consumer Participatory Co-Creation Approach

In light of the current debate on the impact of our current food system on climate change and related mitigation strategies, addressing the acceptance of sustainability aspects within consumer behavioral issues is of vital importance. However, the field remains mute on how those strategies can be designed and employed effectively to stimulate sustainable food consumption behavior. Immersive narrative design is a promising approach to engaging consumers in this context. Within this study, we shed light on how to create immersive, impactful, interactive narratives in augmented reality (AR) together with consumers. We propose a novel approach to how those stories can be planned, utilizing participatory design methods. Within a step-wise process, we develop the storyboard together with consumers. In the next step, we evaluate multiple approaches with AR application developers on how this storyline can be enhanced in AR considering the perspective of various stakeholders like developers, behavioral scientists, and consumers. Finally, we propose a conceptual framework for how immersive narratives can be designed and validated in a collaborative, multidimensional approach for impactful AR narrative content designs to stimulate sustainable food behavior for consumers.

Becoming a mother during the COVID-19 pandemic: The lived experience as told by birthing mothers: A qualitative study

AIMS AND OBJECTIVES

The aim of this study is to explore the lived experience of women who gave birth during the COVID-19 pandemic.

BACKGROUND

Experiencing pregnancy during the Covid-19 pandemic exacerbates the risk of the onset of psychological problems.

DESIGN

This is a descriptive, single-centre, qualitative study.

METHODS

The enrolment for data collection included childbearing mothers aged 18 years and over between November 2021 and April 2022. The researchers invited them to write about their personal experiences during the isolation period of the first pandemic wave. The descriptive phenomenological analysis of the data was carried out using the method described by Mortari.

RESULTS

A total of 50 mothers were recruited, of whom 28 were primiparous (56.0%) and 22 multiparous (44.0%). From the analysis of the interviews, five main themes emerged that enclose the experience of both primiparous and multiparous mothers: 'The negative feeling: between loneliness, sadness and fear'; 'The comfort of being cared for: between humanity and competence'; 'Family proximity: between comfort and stress'; 'Symbiotic intimacy: bonding; Managing physical pain and consciousness of being resilient women'.

CONCLUSIONS

The study showed that the discomfort associated with the absence of family support in the phase of labour and childbirth was compensated by the professionalism of the health staff and allowed new mothers to experience moments of great intimacy with the child.

IMPLICATIONS FOR NURSING MANAGEMENT

Such data could help create recommendations based on the assisted person's experiences to ensure that care is increasingly attentive and tailored to the needs of mothers and, thus, of children.

New perspectives for teaching Culture of Care and their strengths and challenges

Nurturing a culture of care remains a key strategy and needs to be well integrated in the education programmes for laboratory animal professionals. Addressing attitudes is a complex task that must ensure reflective learning approaches. Teaching strategies must facilitate a safe space to talk openly about emotions and caring responsibilities. We reflect on two training initiatives focusing on culture of care. Firstly, the 'Care-full Stories' tool, which uses fictionalised prompts (storytelling) to encourage participants to share their own stories from working in animal research. Feedback on its impact on establishing a safe space for sharing experiences and the importance of appreciating diverse perspectives between staff is discussed. Secondly, we provide feedback on the development of training approaches on animal research integrity and culture of care with low- middle-income international communities. Strategic targets addressing the multicultural diversity of the communities, recognising their specific needs and their access to resources, must be well defined. It is important to acknowledge the interconnection between people, animals and their shared natural environment when defining the culture of care concept and addressing the teaching approaches. We discuss both the positive outcomes and challenges of these two learning experiences to support innovation when planning tools for teaching culture of care. Accounting for 'how' and 'where' the training will be delivered remains key to its successful uptake and local sustainability. Supporting improved educational tools to ascertain why caring has an impact on our professional lives will have a direct impact on the wellbeing of laboratory animal professionals worldwide.

The practice of qualitative inquiry in illness narrative scholarship

It has been more than 30 years since Arthur Kleinman first published The Illness Narratives; Suffering, Healing & the Human Condition.1 In his preface, Kleinman referred to the case of a young burn victim: She taught me a grand lesson in patient care: that it is possible to talk with patients, even those who are most distressed, about the actual experience of illness, and the witnessing and helping to order that experience can be of therapeutic value. (p. xii) [...]

A Multisensorial Storytelling Design Strategy to Build Empathy and a Culture of Inclusion

The Wondrous Goggles project is a multisensorial storytelling design strategy to explore the experiential world of people who are blind or have low vision, with the aim of raising awareness about inclusive places for work and play. The need for this exploratory storytelling design strategy is predominantly educational, as a tool to inform designers, policy makers, and technology developers of how people with blindness or low vision experience public spaces. The Wondrous Googles are specifically designed to facilitate an understanding of the navigational and spatial perception of people with low vision. During use, the Wondrous Goggles enable the user to gain a sense of limited vision and provide a vehicle for the wearer to embark upon a process of feeling, sensing, and reflecting while listening to the narration of someone who has navigated the space with low vision. Unlike other technologies that create virtual reality, or an augmented reality based on vision alone, the Wondrous Goggles create a multisensorial storytelling experience through the lived experience of a person with low vision, to gain an understanding of people's lived experiences in navigating public spaces, in order to create cultures of inclusion.

"Every time I tell my story I learn something new": Voice and inclusion in research with Black women with histories of substance use and incarceration

While current ethical procedures aim to minimize risks to imprisoned individuals, there is heightened awareness of the need to protect those who participate in research post-incarceration while under community-based supervision. Formerly incarcerated women, in particular, face myriad challenges to community reintegration which also make them vulnerable participants in research. As such, this study explores how 28 formerly incarcerated Black women experience the qualitative research process. Findings revealed that women engaged in research because these contexts were viewed as therapeutic spaces for raising awareness that can help others. Moreover, the interview process allowed women to share their pasts in ways that promote their recovery from addiction. Participants also reported risks of emotional distress and fears regarding researcher stigma. The implications for trauma-informed interviewing practices underscore the need for greater considerations of the role of the researcher, research environment, and how they contribute to one's personal recovery.

Removing systemic barriers to equity, diversity, and inclusion: Report of the 2019 Plant Science Research Network workshop "Inclusivity in the Plant Sciences"

A future in which scientific discoveries are valued and trusted by the general public cannot be achieved without greater inclusion and participation of diverse communities. To envision a path towards this future, in January 2019 a diverse group of researchers, educators, students, and administrators gathered to hear and share personal perspectives on equity, diversity, and inclusion (EDI) in the plant sciences. From these broad perspectives, the group developed strategies and identified tactics to facilitate and support EDI within and beyond the plant science community. The workshop leveraged scenario planning and the richness of its participants to develop recommendations aimed at promoting systemic change at the institutional level through the actions of scientific societies, universities, and individuals and through new funding models to support research and training. While these initiatives were formulated specifically for the plant science community, they can also serve as a model to advance EDI in other disciplines. The proposed actions are thematically broad, integrating into discovery, applied and translational science, requiring and embracing multidisciplinarity, and giving voice to previously unheard perspectives. We offer a vision of barrier-free access to participation in science, and a plant science community that reflects the diversity of our rapidly changing nation, and supports and invests in the training and well-being of all its members. The relevance and robustness of our recommendations has been tested by dramatic and global events since the workshop. The time to act upon them is now.

Storytelling as a Tool to Enhance Conceptual Knowledge in Cell Biology

Research in a range of disciplines shows that many undergraduate students struggle with aggregating complex knowledge components into a complete picture and incorporating research literature into the learning process. To build and improve on the practice of project-based approaches to teaching cell biology, we transformed an undergraduate cell biology class by introducing the concept of storylines that are selected by groups of students for development throughout the semester. Each storyline integrates molecular and organellar concepts discussed during the semester into the cell- and tissue-level functions, conditions, or diseases shared and discussed during online poster sessions. Three semester-long studies conducted with an undergraduate cell biology class utilized pre- and postassignment assessments of self-efficacy and content knowledge (administered three times during the semester), and these studies showed that both parameters were significantly improved following each assignment. Specifically, student self-efficacy showed large gains, preassignment to postassignment (pre-post) [F _(1,13) = 47.8, P < .001], and content knowledge showed moderate pre-post gains [F _(1,12) = 14.5, P < 0.002]. Attitude surveys administered at the end of the semester suggest that the approach is seen as beneficial and enriching. We conclude that it is possible to integrate multiple levels of material in a complicated class by using storytelling and that such integration is positive and useful.

Life Stories: Tools for Knowledge Integration

Life is very complex. As our understanding of living matter continues to deepen, naturally biology teaching is becoming increasingly detail oriented. Not surprisingly, students frequently find themselves overwhelmed by the volume of details and accompanying vocabulary, often losing track of the big picture. The described exercise is designed to promote knowledge integration by asking students to assemble life stories of biological entities such as cells, organelles, or molecules, accounting for their birth, death, and life transformations. Initially, students brainstorm in small groups trying to answer concisely the HW3 question series ("How?" "When?" "Where?" "Who?") for each life stage of the entity under review. Class discussion follows, aiming to bridge gaps in knowledge and connectivity. After completion of the exercise, students walk away with a visual one-page study aid allowing for quick review of the big picture. Alternatively, the exercise can be executed as a writing-to-learn assignment, challenging students to write a short "personal narrative" type of story from the perspective of the biological entity under discussion.

Effects of an art-based intervention in older adults with mild cognitive impairment: a randomised controlled trial

BACKGROUND

Art-based interventions may delay cognitive decline and improve health-related outcomes in older adults with mild cognitive impairment (MCI).

OBJECTIVE

To examine the effects of the Creative Expressive Arts-based Storytelling (CrEAS) program compared to active and waitlist controls on neurocognitive and other health-related outcomes in older people with MCI.

DESIGN

Three-arm parallel-group, randomised controlled design.

PARTICIPANTS

One-hundred and thirty-five adults with MCI (mean age: 70.93 ± 6.91 years).

METHODS

Participants were randomly assigned to intervention (CrEAS, n = 45), active control (n = 45) or waitlist control (n = 45) groups. Interventions were applied once per week for 24 weeks. The primary outcome was global cognitive function; secondary outcomes were specific cognition domains (memory, executive function, language and attention) and other health-related outcomes (anxiety, depression and quality of life [QoL]). All variables were measured at baseline (T0), 24-week follow-up (T1) and 48-week follow-up (T2).

RESULTS

Participants in the CrEAS group showed significantly higher global cognitive function (adjusted mean difference [MD] = -0.905, 95% confidence interval [CI] -1.748 to -0.062; P = 0.038) and QoL (adjusted MD = -4.150, 95% CI -6.447 to -1.853; P = 0.001) and lower depression symptoms (adjusted MD = 2.902, 95% CI 0.699-5.104; P = 0.011) post-intervention at the 24-week follow-up compared with the active control group. At 48-week follow-up, only the Auditory Verbal Learning Test Immediate recall score was significantly improved compared with the active control group (adjusted MD = -2.941, 95% CI -5.262 to -0.620; P = 0.014).

CONCLUSIONS

Older adults with MCI who participated in the CrEAS program improved their neuropsychological outcomes and QoL and reduced their rate of cognitive deterioration.

Storytelling as an intervention in traumatic brain injury rehabilitation: a scoping review

PURPOSE

Storytelling interventions are increasingly being proposed as a tool for rehabilitation after Traumatic Brain Injury (TBI). This review aimed to systematically map intervention details as described in the TBI rehabilitation/recovery literature to better understand why, when and how storytelling is being used in rehabilitation.

METHODS

The review team included a storyteller-performer with lived experience of severe TBI, and two academics. Literature searching followed a pre-defined protocol with systematic search strategies and inclusion/exclusion criteria developed through discussion and literature scoping. Included interventions described a deliberate process of creation and sharing of the story.

FINDINGS

Thirteen studies met inclusion criteria, describing eleven distinct interventions fitting into four categories: film production, visual art, written publication and song composition. Rationale for the interventions included identity reconstruction, emotional processing, sense-making, and community (re)engagement. Varying levels of specialist materials and facilities were utilized. Most required facilitation by professionals trained in specialist areas such as narrative, art or music therapy.

CONCLUSION

Intervention models suggest that storytelling is intended for self-identity reconstruction after TBI and that it can create socially acceptable ways to process difficult experiences and (re)connect with peers, clinicians, families, and communities. Larger-scale trials that test intervention efficacy in relation to documented outcomes are needed.IMPLICATIONS FOR REHABILITATIONStorytelling as part of traumatic brain injury rehabilitation is used to assist with self-identity reconstruction, emotional processing, and clinical issues such as communication and executive functioning.Categories of storytelling intervention include film, visual art, written work and song writing.Collaborative facilitation is key to this process for a traumatic brain injury population.

Delivering interprofessional patient safety education using storytelling, a real-life medication error, and synchronous online platform

INTRODUCTION

Interprofessional education (IPE) about patient safety positively impacts safety and reduces errors but is challenging to deliver. We aimed to determine if a synchronous virtual IPE program using storytelling and interactive learning impacted student perceptions about patient safety.

METHODS

An IPE patient safety program involving medical and pharmacy students was synchronously delivered virtually due to the COVID-19 pandemic. The program was framed using storytelling about a medication error told by a family member. Post-program survey data, exploring participants' perspectives on the program, collected between July 2020 and November 2020 was retrospectively reviewed. Quantitative results were grouped by the five components of the program. Responses within each category were averaged to generate a summary measure of each student's experience. Qualitative feedback from two survey questions was evaluated.

RESULTS

There were 236 (96.7% of participants) completed surveys included in the analysis. High proportions of participants responded favorably across all five components of the survey. Qualitative responses were largely positive, with themes of increased empathy, behavior, and attitude change, and meaning making.

CONCLUSION

An interactive IPE patient safety program using storytelling about a real-life medication error to frame activities and utilizing a virtual platform was a favorable and impactful method to educate students.

Storytelling and the Humanbecoming Family Model

The authors in this article will present storytelling through the lens of the humanbecoming family model. From this perspective, storytelling can be viewed as the following: (a) family storytelling as a mode of fostering personal and family becoming, (b) family storytelling as a confirming of family beliefs and values, and (c) family storytelling as a way of addressing issues of grief and loss. Selected literature is presented to highlight the essences, paradoxes, and processes of the humanbecoming family model.

Storytelling of suicide attempt recovery and its relationship with mental health treatment-seeking attitudes and behaviors: An experimental study

ObjectiveThis experimental study investigated if watching a brief video detailing an individual's recovery following a suicide attempt increased college student mental health treatment-seeking attitudes and resource engagement more than viewing a psychoeducational video about suicide. Participants: Undergraduate student participants (N = 218) completed the study online. Methods: Participants were randomized to see either the storytelling or one of two narrated psychoeducation videos and complete self-report measures following video viewing. Results: Video condition as well as its interaction with levels of identification with the storyteller/video narrator generally did not predict treatment-seeking attitudes as hypothesized. A small but not statistically significant effect for immediate resource engagement was seen as those in the storytelling condition interacted with online suicide prevention more than those in one of the psychoeducation conditions. Conclusions: These results suggest that brief viewing of storytelling about lived experience with suicide may have minimal impact on treatment-seeking propensity in college students.

Testimonies and Healing: Anti-oppressive Research with Black Women and the Implications for Compassionate Ethical Care

Anti-oppressive qualitative inquiry can be a powerful tool for members of marginalized communities to engage in storytelling that is both therapeutic and transformative. For individuals navigating marginalization due to multiple systems of stigmatization, the process of telling their story offers the opportunity to engage in awareness raising and health promotion that can benefit their communities. Formerly incarcerated Black women are one such community experiencing multilevel marginalization. This essay explores ways in which the qualitative interview can provide contexts for women to name their experiences of oppression, reconstruct the meanings they attach to them, and channel their stories of navigating harm to promote the health of others. Given the legacy of research atrocities that have disproportionately harmed already-marginalized communities, this piece seeks to advance practices of ethical care and compassion in qualitative inquiry that promote greater health and the building of relational trust in both research and clinical settings.