Theorising Interventions as Events in Systems
Theorising Interventions as Events in Systems
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DOI：
10.1007/s10464-009-9229-9
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发表时间：
2009-06-01
影响因子：
3.1
通讯作者：
Riley, Therese
中科院分区：
文献类型：
--
作者：
Hawe, Penelope;Shiell, Alan;Riley, Therese
关于预防性干预措施的传统思维过于简单地侧重于“一揽子”活动和/或其教育信息。另一种方法是关注引入干预的背景的动态特性。学校、社区和工作场所可以被认为是复杂的生态系统。它们可以从三个维度进行理论化：（1）它们的组成活动设置（例如，俱乐部、节日、集会、教室）;（2）连接人与环境的社交网络;（3）时间。因此，干预可以被视为一个系统历史上的一个关键事件，导致新的互动结构和新的共同意义的演变。干预措施对不断发展的人-时-地互动网络产生影响，改变关系，取代现有活动，重新分配和转换资源。这种不同的观点对如何评价干预措施以及如何使干预措施更加有效具有重要意义。我们探讨这个想法，借鉴社会网络分析和复杂系统理论。
Conventional thinking about preventive interventions focuses over simplistically on the "package" of activities and/or their educational messages. An alternative is to focus on the dynamic properties of the context into which the intervention is introduced. Schools, communities and worksites can be thought of as complex ecological systems. They can be theorised on three dimensions: (1) their constituent activity settings (e.g., clubs, festivals, assemblies, classrooms); (2) the social networks that connect the people and the settings; and (3) time. An intervention may then be seen as a critical event in the history of a system, leading to the evolution of new structures of interaction and new shared meanings. Interventions impact on evolving networks of person-time-place interaction, changing relationships, displacing existing activities and redistributing and transforming resources. This alternative view has significant implications for how interventions should be evaluated and how they could be made more effective. We explore this idea, drawing on social network analysis and complex systems theory.