Conceptual Mapping Task: An Effective Verification Tool for Qualitative Counseling Research

Impellizzeri, Jonathan; Savinsky, David; King, Jeremy; Leitch-Alford, Linda

doi:10.1080/21501378.2017.1327745

Cited by 6 publications

(2 citation statements)

References 25 publications

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“…Researchers checked with participants that their pictorial summary represented what had been discussed, including at the end of interviews. This method has been shown to support people to engage with research findings in real time and accessibly review their ideas and correct any misunderstandings (Impellizzeri et al, 2017 ). We found this to be the case.…”

Section: Resultsmentioning

confidence: 99%

Prioritising Children and Young People with Disability in Research About Domestic and Family Violence: Methodological, Ethical and Pragmatic Reflections

et al. 2023

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Purpose The perspectives of children and young people with disability who experience domestic and family violence are under-researched, impeding the development of approaches that meet their needs. Knowledge gaps stem from the layered discursive positioning of disability, childhood/youth, or domestic and family violence in addition to the methodological, ethical and pragmatic complexity of research needed to understand their priorities and be attuned to their lived experience. This article explores methodological, ethical and practical challenges to centring their voices in research about domestic and family violence. Method A conceptual framework of feminist disability theory and intersectionality informed our co-designed research, across three phases: (1) quantitative large-scale data linkage and case file analysis; (2) qualitative research with children and young people, their families and service providers and (3) stakeholder engagement workshops. Results We reflect on how our research was able to prioritise the contextual agency of children and young people with disability, ways it could not, and other constraints. Conclusion Children and young people with disability experiencing domestic and family violence hold an expert and unique vantage point on what happens to them. Amplifying their priorities for directing policy and organisational change requires more of researchers in terms of methods, but also more flexibility in how projects are funded to enable creativity and innovation. We call for collective attention to frameworks for supported decision-making and child ethics to progress inclusive research which recognises the importance of participation for children and young people with disability.

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Section: Resultsmentioning

confidence: 99%

Prioritising Children and Young People with Disability in Research About Domestic and Family Violence: Methodological, Ethical and Pragmatic Reflections

et al. 2023

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“…After the interviews were finished, the interviewer electronically drew the map and sent this to the participant to review. The concept maps were then validated via a member check (Impellizzeri, Savinsky, King, and Leitch-Alford 2017) with participants to ensure that they were a suitable reflection of the experience. Informed by the discussions depicted in the concept maps, participants then wrote a follow up reflection on the interview, and both the concept maps and reflections provided the data for analysis.…”

Section: Data Collectionmentioning

confidence: 99%

The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review

Gravett

Kinchin

Winstone

et al. 2019

Assessment & Evaluation in Higher Education

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The emerging literature related to feedback literacy has hitherto focused primarily on students' engagement with feedback, and yet an analysis of academics' feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics' responses to receiving critical feedback via scholarly peer review. Our findings reveal that feedback can be visceral and affecting, but that academics employ a number of strategies to engage with this process. This process can lead to actions that are both instrumental, enabling academics to more effectively 'play the game' of publication, as well as to learning that is more positively and holistically developmental. This study thus aims to open up a dialogue with colleagues internationally about the role of feedback literacy, for both academics and students. By openly sharing our own experiences we seek to normalise the difficulties academics routinely experience whilst engaging with critical feedback, to share the learning and strategies which can result from peer review feedback, and to explore how academics may occupy a comparable role to students who also receive evaluation of their work.

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Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies

Gravett

2021

Academic Literacy Development

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Conceptual Mapping Task: An Effective Verification Tool for Qualitative Counseling Research

Cited by 6 publications

References 25 publications

Prioritising Children and Young People with Disability in Research About Domestic and Family Violence: Methodological, Ethical and Pragmatic Reflections

Prioritising Children and Young People with Disability in Research About Domestic and Family Violence: Methodological, Ethical and Pragmatic Reflections

The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review

Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies

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