Action Research: Changing the Paradigm for Health Psychology Researchers

Curtis, Sue; Bryce, Helen; Treloar, Carla

doi:10.4135/9781446217870.n13

Cited by 5 publications

(3 citation statements)

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“…This theme incorporates 14 codes (see Supplementary Table 12, available at: http://links.lww.com/ FCH/A40) representing references to health and safety needs in writers' lives, communities, or society. As experts of their own lived experiences, 25 girls' and young women's subjective articulations of their needs form the cornerstone of responsive action.…”

Section: Needsmentioning

confidence: 99%

Innovating Health Research Methods, Part I

Golden¹

2022

Family &Amp; Community Health

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Accumulating US studies indicate gender inequities in youth violence research and responses. Improving youth health thus requires greater understanding of how girls and young women perceive and experience violence, and gathering such data demands research methods that are trauma-informed and assets-based. This mixed-methods study addresses these dual needs. To support gender equity in youth violence research, it incorporated 4 violence surveys and 3 arts-based methods to examine girls' and young women's experiences and perceptions of violence. Then, to advance trauma-informed, assets-based research, it used study findings to generate an assessment of all methods employed. Results are presented in a 2-part article, with Part II (published separately) detailing the arts-based strategies and assessing all methods. Part I (below) conveys findings from all data sources regarding population experiences, needs, and assets related to violence and safety. Girls and young women reported extensive experiences with violence, and mental health was a prominent challenge, likely exacerbated by persisting threats. Participants' priorities included domestic and intimate partner violence, social isolation, and the necessity of action and change. This study confirms the value of mixed-methods, gender-responsive youth violence research, and of providing processes by which youth can share their stories on and in their own terms. It also provides a template for further use of creative practices to improve data; apply trauma-informed, assets-based strategies; and advance health equity.

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Section: Needsmentioning

confidence: 99%

Innovating Health Research Methods, Part I

Golden¹

2022

Family &Amp; Community Health

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“…Evaluation and quality control issues in qualitative research are considered with respect to trustworthiness (Stiles, 1993) and warranting (Wood & Kroger, 2000) as alternatives to conventional, positivist notions of reliability and validity (Tolman & Brydon-Miller, 2001). With this background, we consider a range of qualitative methods, with an emphasis on interview methods (e.g., Anderson & Jack, 1991; King, 1996; Mathieson, 1999), as these reflect my own and students' interests, although readings are also included on ethnographic and participatory action approaches (Brydon-Miller, 2001; Curtis, Bryce, & Treloar, 1999; Piran, 2001).…”

Section: Setting the Scene: Becoming A Qualitative Researchermentioning

confidence: 99%

Navigating the hazards of orthodoxy: Introducing a graduate course on qualitative methods into the psychology curriculum.

Stoppard¹

2002

Canadian Psychology / Psychologie canadienne

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A recent survey of qualitative researchers in Canada by Rennie et al. (2000) found that few academic psychologists engage in qualitative research. This article begins with a description of the author's decision to develop a graduate course on qualitative research methods and then goes on to explore resistance and receptivity to qualitative research in three areas: the impact of the course on students; the reactions of faculty to attempts by students to introduce qualitative methods into their work; and the curriculum revision process. Based on the author's experience of teaching the course over several years, strategies are suggested for surviving (and perhaps thriving) in academic environments that are somewhat inhospitable to qualitative approaches.

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“…The codes within this theme represent young women's explicit and implicit references to health and safety needs they experienced or recognized in their own lives, in their community, or in society. As the experts of their own lived experiences (Curtis, Bryce, & Treloar, 1999), young women's assessments and articulations of their needs form the cornerstone of adequate and appropriate responsive action. This section presents findings regarding the top five reported needs, followed by an overview of the remaining nine.…”

Section: Needsmentioning

confidence: 99%

Innovation and equity in public health research : testing arts-based methods for trauma-informed, culturally-responsive inquiry.

Golden¹

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As the field of Public Health has shifted from a biomedical paradigm to a social ecological approach, focusing on health equity and social determinants of health, it has increasingly acknowledged the roles of culture and trauma in health outcomes. The field has responded by modifying some research practices, but continues to prioritize conventional methodologies-with few options designed to foreground trauma-and cultural-responsiveness. Unfortunately, to the extent that conventional approaches require health to be defined, communicated, or valued according to dominant norms, they risk perpetuating inequities. Health equity therefore requires the development of research methodologies that increase inclusivity and access, elicit and apply diverse knowledges, reduce intrusion, and incorporate sociocultural factors. Using design thinking, and drawing upon critical theory, hermeneutics, photovoice, and arts in health research, this study developed and tested three methodological prototypes for researching a potentially traumatizing topic (violence) among a vulnerable population (young women ages 11-21). The first prototype collected vi creative writing from an ongoing youth detention intervention; the second utilized a themed citywide writing contest; and the third obtained the script for a play about sexual and relational violence, written and performed by local survivors without researcher elicitation. Methods: All prototype-generated data (combined n = 126) were iteratively analyzed for documented experiences, needs, assets, and priorities related to violence. Four conventional violence-related surveys, administered among the three sample populations (combined n = 1862), were also analyzed. Extensive comparative evaluations were then conducted of all findings and methods, assessing quality/quantity of information, trauma responsiveness, and cultural responsiveness. Results: Findings from the arts-based methods addressed 64 to 89 percent of the same variables as the surveys, while the surveys addressed only 36 to 49 percent of the artsbased data variables. The three prototypes juxtaposed needs with assets, accommodated expressive choice, and involved minimal researcher intrusion-rendering them trauma and culturally responsive. They also generated impactful insights inaccessible via surveys, such as unconventional definitions of violence. The prototypes aided disclosure (thus improving data), were time-and cost-effective, and offered significant potential for research reciprocity. As such, they offer promising models for continued methodological innovation in advancement of health equity. vii TABLE OF CONTENTS

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Action Research: Changing the Paradigm for Health Psychology Researchers

Cited by 5 publications

References 0 publications

Innovating Health Research Methods, Part I

Innovating Health Research Methods, Part I

Navigating the hazards of orthodoxy: Introducing a graduate course on qualitative methods into the psychology curriculum.

Innovation and equity in public health research : testing arts-based methods for trauma-informed, culturally-responsive inquiry.

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