Research Design Class 8 NECHAMA SAMMET MORING Plan

Research Design Class 8 NECHAMA SAMMET MORING

Plan and announcements SCHEDULE ANNOUNCEMENTS 1: 40 -150 check in re: week 13 reading critique IRB due next week 1: 45 -2: 00 review 2: 00 -2: 20 data collection lecture Video guide to submission will be on canvas by tomorrow am 2: 20 -2: 40 “difficult” interviewees Nechama gets a watch (and starts a blog) 2: 40 -2: 50 break 2: 50 -3: 30 collect data 3: 30 -4: 00 group work 4: 00 -4: 15 whole group discussion of challenges, successes Please complete the course eval online Check in re: article critique session

For next week DUE READING/THEME Your DRAFT IRB application submitted online Threat to validity; Increasing rigor in qualitative research; Critiquing research 1. Online account created 2. Essay questions 1 -7 3. Recruitment materials 4. Informed consent form and any materials 5. Data collection instruments 6. Letter(s) of support from any collaborators 7. Any protocols (ie abuse reporting etc) 8. You got this! (1) Padgett, D. K. (2016). Qualitative methods in social work research (SAGE Sourcebooks for the. Human Services). Third Edition, Thousand Oaks, CA: Sage. Chapter 8. (2) Bernard, H. (2000). Social Research Methods: Qualitative and Quantitative Approaches. New. York: Sage Publications. 48 -52; 108 -112 Optional screencast posted on canvas with Professor Slayter. Very helpful!

The racial geography of child welfare: a qualitative study by Dorothy Roberts This article examines the community-level impact of concentrated child welfare agency involvement in African American neighborhoods. Based on interviews of 25 African American women in a Chicago neighborhood, the study found that residents were aware of intense agency involvement in their neighborhood and identified profound effects on social relationships including interference with parental authority, damage to children's ability to form social relationships, and distrust among neighbors. The study also discovered a tension between respondents' identification of adverse consequences of concentrated state supervision for family and community relationships and neighborhood reliance on agency involvement for needed financial support. The author discusses the implications of these findings for a new research paradigm aimed at understanding the community-level effects of racial disproportionality. Ethics: Respect for persons, beneficence, justice? Design? Biases? What questions would you ask?

Qualitative research isn’t journalism QUALITATIVE RESEARCH Focused on a specific research question, understanding a specific phenomenon in a scientifically rigorous manner Uses individual experiences to draw generalizable conclusions (“ie like Mary, Ana and Shana, people who lose their insurance experience X) Experiences/participants that don’t fit the pattern are included analyzed carefully and reported in the results JOURNALISM Interested in telling the story, no overall research question. Ethics but no scientific requirements Uses individuals as examples/to tell the story (ie “Mary, a single mother of 2, lost her health insurance and had X consequence) Experiences/participants that don’t fit the pattern are excluded/not described All cases/quotes analyzed and included, vigor demands that researchers never pick and choosevarious methods used to prevention “researcher discretion” Journalist picks and chooses which quotes etc to share in order to build their case; journalist discretion Data tells the story. Journalist tells the story.

Qualitative research isn’t social work Change hats Its hard Freewrite: How do you feel about “changing hats”? What might be difficult for you in holding back from social work practice with research participants? What supports and strengths do you have going forward in your role as a researcher? How might you respond when (not if) a participant needs supports or services?

Qualities Necessary for Qualitative Data Collection: You have them Good conceptual understanding of the goals of research Ability to develop rapport with participants Ability to listen and absorb information Empathy Intuitive sense to build conversation Ability to analyze, synthesize and utilize information immediately (ie your interviewee says something unexpected) Reflexivity-sense of yourself, your own opinions, experiences, background and life experiences, willingness to acknowledge your opinion as simply one of many, formed as a result of your life experience (i. e. my disability research is different than someone else’s because I am a family member, a woman, able-bodied etc)

Qualitative Research Techniques Interviews ◦ ◦ Informal Unstructured Semi-structured/guided Formal/structured Focus groups http: //www. huffingtonpost. com/2014/09/22/pets-are-people-too_n_5842444. html Observation: ◦ Participant observation ◦ Unobtrusive observation

Semi-structured Interviews Based on a set of questions derived from theory, previous research, and experience Interview guides have specific topics (constructs) to cover, using specific questions as prompts Provides minimally directive framework that enables both researcher and participant to define questions and generate new ideas

interview tips Practice beforehand-interview someone else using your guide and ask for honest feedback re: clarity, flow etc. Practice with your group to determine who will take responsibility for which questions/constructs (may help to divide by construct rather than by question to avoid redundancy) Open-ended (as opposed to close-ended) questions allow participants to express and explore their ideas. Close-ended questions have more potential to influence responses. (“What are some of the impacts of poverty on young mothers? ” Answer: talk, talk vs. “does poverty impact young mothers? ” Answer: Yes. ) How, why, what, describe….

Data collection tips Create rapport with participant Remember your research hat Learn the fine art of probes-umm hmm, tell me more, oh yeah? , repetition, rephrase, wow etc. Trust that participants will usually bring the story back around to your original question-don’t rush them (cat lady example as an exception) Always ask if they have anything else to add, what else would they like you to know etc Practice your interview questions, pilot them if possible Be conversational, rather than a verbal survey Obviously, thank participants for their time and contribution

Interview tips: Beware the “double-barrel” question (“what are three things that you love and three things that you hate? ”) Reflexivity: Self-reflection prior to the interview helps you identify your own feelings/perspective/background and how it might be influencing the interview, which in turns helps you truly hear the participant. *opportunity to practice self-reflective writing Thinking quick on your feet (preparation helps!)

Redirects and probes The fine art of re-directs: ◦ Interesting ◦ Hmmm ◦ I want to be conscious of your time, and I have just a few more questions about (your thing) The fine art of prompts: ◦ ◦ Tell me more. Ummhmmm How so? Can you expand on that? Can you give me an example?

And finally: Have fun Take good notes Thank them for their time-people are giving you a gift. They are serving you, not vicey versey Interviewer must be mindful of participants’ emotions and willing to change topics or terminate interview if she/he becomes uncomfortable Responsible for protecting participants’ rights to privacy and confidentiality Be polite, be engaged,

Let’s practice My research question: motivations for becoming a social worker

Focus group tips Be confident in your leadership-people are looking to you to facilitate Help participants build off of one another: “Interesting. Has anyone had a similar experience they’d like to share? “Thank you for sharing that, Shana. Does anyone have ideas about what we can do about the issues Shana raised? ” “I see. I appreciate your perspective, Sam. How does everyone feel about the idea/suggestion/explanation? ” Make clear its ok to disagree about opinions, interpretation etc but not about experiences or feelings Safe space is key-ground rules at the beginning, model responses, shut down microaggressions You can use time limits-one group member is a time keeper

More focus group tips IF someone is dominating the group, thank them for their perspective and acknowledge their leadership, but make space for others “Spencer, I really appreciate how much great information you’ve shared with us-its really helpful to our team. If you don’t mind holding that thought, I want to make sure that everyone gets a chance to share. Does anyone else have a story related to the important issue Spencer raised? ” Shy people-we’re here, we’re thinking, we want to go home : > Make it safe for us, rather than putting us on the spot. “I want to make sure we have a chance to hear from everyone. Does anyone who hasn’t spoken yet want to share their thoughts? ” Positive reinforcement when they sharereinforce safety. And allow continued opt outs. “I’m so interested in what you said. Could I ask you to expand on X, if you feel comfortable? Its ok if not; I appreciate what you shared? ” That person who redirects to their agenda. You can tell them that unfortunately, we don’t have time to talk about their thing, though their thing is interesting. “Oh my gosh, I hear you. I could talk about my Olivia Pope theory forever, but we only have a short amount of time left, so I need to focus us back to (your thing) Remember and believe in the power of the group and collective wisdom

Let’s practice Focus group discussion about inclusion at Salem State

Challenges in interviewing Keeping your research hat on and your social worker (or midwife! Or super empath!) hat off Remaining open-minded Tension between who drives the interview-trust your participants! (school play example) Off topic tangents and reeling it in

Challenges in focus groups Fixers: As a facilitator, point out at the beginning that true listening often requires a cultural shift, and caring in this context does not require fixing. Usually gentle comments like “let's let so and so tell her story” or “this is a space for listening without fixing” remind her pretty well Interrupters Be gentle and respectful, but clear that others are talking and she had/will have her turn. If possible, gently remind her quietly, rather than while the eyes of the entire group are on her. Micro-aggresions Racist (and homophobic, ableist, ageist etc) comments work directly against safety for all participants. Gentle but clear interruption