Sept. 23 class notes
Sept. 23 class notes HTW 403
Popular in Community Based Health Policy and Research
Popular in Public Health
This 22 page Class Notes was uploaded by Alyson Forman on Wednesday September 23, 2015. The Class Notes belongs to HTW 403 at Syracuse University taught by L. Narine in Summer 2015. Since its upload, it has received 41 views. For similar materials see Community Based Health Policy and Research in Public Health at Syracuse University.
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Date Created: 09/23/15
mmltm 2an H gtmmmmm 0333 mm 1 r 1 a 4 x A L What are qualtative methods of assessment gt Qualitative methods of assessment are those whose results can t be expressed in numbers gt Academic intellectual understanding of an issue vs community lived experience of and issue gt Less interested in making history than in making life Qualitative methods incude gt Individual and group interviews gt Observation gt Focus groups gt Community meetings gt Interpretation of records transcripts and other quantitative data In order to make your qualitative results as reliable as possible gt b gt Report accurately and completely Frame the right questions and direct them appropriately Use qualitative methods specifically to obtain information you can t get from quantitative methods Use the method that can best help you answer the questions you re asking Sort out your own and others subjective feelings and comments from objective reality and try to make sure that your findings are objective Why use qualitative methods of assessment b They answer questions that quantitative measures can t They connect directly with the population and the community you re concerned with They can get at the underlying realities of the situation They involve the population of interest or the community at large in helping to assess the issues and needs of the community They often allow for a broader examination of the situation or the community than quantitative methods do They allow for the human factor When would you use qualitative methods of assessment b When what you need is qualitative descriptive information When you re trying to understand the reasons and motivations for people s behavior or how they operate in particular situations When you re analyzing quantitative data When you re trying to develop suggestions and recommendations When you want to involve the community in assessment as directly as possible When you re doing community based participatory research ie involving the community directly in lanning and implementing assessment not always How do you use qualitative methods of assessment gt Decide what it is you want to know gt Choose the method best suited to finding that information gt Choose the people who will gather the information and if necessary train them gt Determine from whom and from where you need to gather the information gt Gather the information amp For ntervews gt Let the interviewees choose the space gt Dress for the comfort of the interviewees gt Get permission beforehand to tape photograph or videotape the interview gt Record carefully the time place circumstances and details of the interview gt Think out and frame your questions carefully and ask directly for the information you re seeking amp For interviews cont gt Ask open ended questions gt Probe gt Don39t cut people off too quickly gt Confirm what you39re told by checking with others to the extent that you can gt In group interviews facilitate by encouraging everyone to participate preventing any one person from dominating and keeping the focus on issues and opinions rather than personalities For observation gt Think carefully about the questions you want your observation to answer gt Determine where and whom to observe to answer these questions gt Determine when and for how long observation should take place gt Determine what you should observe and record gt Record your observations gt Analyze the information gt Make and carry out a plan to address the issue or problem you ve identified amp Ways to Increase Trustworthiness of Qualitative Studies gt Reflexivity o A thoughtful consideration of how researcher s standpoint can influence the research gt Observer Triangulation 0 Using more than one researcher to analyze the data gt Data Triangulation 0 Collecting data from multiple sources such as interviews focus groups and interviews gt Prolonged Engagement 0 Conducting multiple interviews or spending extended time with participants to achieve and I exhaustive look at the experience Ways to Increase Trustworthiness of Qualitative Studies gt Member Checking 0 Including participants in analysis or returning to a sample of participants to corroborate the findings gt Thick Description 0 A thorough representation of the phenomenon of inquiry and its context as perceived and experienced by study participants gt Audit Trail 0 Keeping a detailed written account of the research procedures amp Ways to Increase Trustworthiness of Qualitative Studies gt Peer Debriefing 0 Meeting with mentors or other researchers engaged in qualitative research to dialogue regarding research decisions gt Negative Case Analysis 0 Seeking contrasting evidence through sampling and analysis amp External Validity gt Transferability 0 Critical evaluation of the application of findings to other similar contexts amp Latino Youth Resilience Study X Latino Youth Resilience Study gt Results gt Changes X Latino Youth Resilience Results gt Success means overcoming obstacles and reaching educational and financial goals gt Youth s thought peers not as influential as adults gt Parent s thought it was a private family concern 0 Did not think much of teachers gt Youth s valued more community resources and importance of teachers gt Language barriers and acculturative stress not identified as important amp Latino Youtl1 Resilience Changes gt Work with local agencies and academics to develop a mentoring program gt Community leaders and C305 partner to create a parenting program 0 For better relationship between parents and teachers gt Resiliency Promotion Program for Youths 0 Based in Schools amp Latino Youth Resilience Trustworthiness Present in Study Reflexivity Observer Triangulation Data Triangulation Prolonged Engagement Member Checking Thick Description Audit Trail Peer Debriefing Negative Case Analysis Transferability Latno Youth Reslence Reflexivity No Observer Triangulation Youth Parents CBO Leaders Data Triangulation No Prolonged Engagement Not Clear Member Checking Yes see page 3219 Thick Description Yes Audit Trail Yes used Audio tape Peer Debriefing No Negative Case Analysis No Transferability Yes see page 3223 Table 2 far te sneeem 1iii11th ilT aeent EBB mgresema ve EelFinereehred Fear 9 because when the sht iii seametimes Emu39re tn dangers emf penple ealieel enemies get just in case nne just walk out If willquot if m ialrrniljglr memhers err heusequot snmelhirlg girli i2 E39Iiiglma Eitlls reln fun 01quot Emu I think we tend as a seeiqu it at sehnnl Eil ihi Fall dan in pe ple whens FE in henusing in the F 39 j l t jinn mtlst deseiepments and think that net have a teiiet39 there heeatlee eatquot their lawn ihahilities te get ajeah err held ajeih err get an eelueatierL EmailF In uence Eeeause that s what 39 ley re dmgs and things start at there are kids when fellnw the f39ts39teps used heme snmeliimes heeause and snag as their parents did tearing up their ad iy39s men and dad are inte it heedst like yeah lli m item here because that s what 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mere pmgrams affered in rlhe Gardens that effer the kids eppnruinirties pr panieipal ipn beyuntl 39Lhe parermlsquot It s up shew can relate to came out 11f that neighbanarh
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