{"title":"Editorial: ”How Communities and Research Institutions Work Together to Dismantle Structural Racism and Advance Health Equity”","authors":"J. R. Moon, Ann M. Brearley, Drissa M. Toure","doi":"10.35844/001c.121132","DOIUrl":"https://doi.org/10.35844/001c.121132","url":null,"abstract":"","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Nakonechnyi, Brook Batch, N. Douglas, Ciara Tucker, Alexa Theuerling, Matthew Knox, Rebecca Allen
About half of U.S. university students who start their degrees never finish — higher education retention is a pressing problem that has remained stagnant since the 1960s. This article highlights strategies for conducting research on undergraduate retention done by and with undergraduates themselves. This article’s context is a participatory action research project that encompassed the creation of informative videos, paper resource guides, an innovative app, and a comprehensive video-making training course, all designed to empower students in navigating the complexities of college life effectively. We highlight the importance of prior research methods training for undergraduates and offer methods for seamlessly integrating such training into existing educational structures. To address the sensitivity of student retention issues, we introduce a positive deviancy framework as a valuable perspective. Furthermore, we stress the significance of increased participation during the data analysis phase of participatory research, advocating for hybrid, in-person, and online approaches. The article also reflects on the political and ethical challenges associated with conducting participatory research in higher education, drawing insights from existing literature and our own experiences.
{"title":"Retention Reimagined: Participatory Action and Positive Deviancy for University Student Success","authors":"A. Nakonechnyi, Brook Batch, N. Douglas, Ciara Tucker, Alexa Theuerling, Matthew Knox, Rebecca Allen","doi":"10.35844/001c.94415","DOIUrl":"https://doi.org/10.35844/001c.94415","url":null,"abstract":"About half of U.S. university students who start their degrees never finish — higher education retention is a pressing problem that has remained stagnant since the 1960s. This article highlights strategies for conducting research on undergraduate retention done by and with undergraduates themselves. This article’s context is a participatory action research project that encompassed the creation of informative videos, paper resource guides, an innovative app, and a comprehensive video-making training course, all designed to empower students in navigating the complexities of college life effectively. We highlight the importance of prior research methods training for undergraduates and offer methods for seamlessly integrating such training into existing educational structures. To address the sensitivity of student retention issues, we introduce a positive deviancy framework as a valuable perspective. Furthermore, we stress the significance of increased participation during the data analysis phase of participatory research, advocating for hybrid, in-person, and online approaches. The article also reflects on the political and ethical challenges associated with conducting participatory research in higher education, drawing insights from existing literature and our own experiences.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140778780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Vedam, Kathrin Stoll, Lesley Tarasoff, Wanda Phillips-Beck, Winnie Lo, Kate MacDonald, Ariane Metellus, Michael Rost, Muriel Scott, Karen Hodge, Mo Korchinski, Marit van der Pijl, Cristina Alonso, Esther Clark, Ali Tatum, Rachel Olson, Kathy Xie, Mary Decker, Karolina Wenzel, Alexandra Roine, Wendy Hall
While Canadian maternal mortality rates suggest widespread access to high-quality care, perinatal health care outcomes and care experiences among pregnant people in Canada vary widely, particularly among communities that have been historically oppressed, excluded, and marginalized. The lack of patient-oriented research and measurement in perinatal services led to the RESPCCT (Research Examining the Stories of Pregnancy and Childbirth in Canada Today) Study which used a community participatory action research (CPAR) approach to examine experiences of pregnancy and childbirth care. In this paper, we describe co-creation of a person-centered survey instrument that measures respect, disrespect and mistreatment during pregnancy-related care of individuals with diverse identities, backgrounds and circumstances. The study was co-led by a Community Steering Council alongside a multi-disciplinary group of researchers and clinicians, and pilot tested by service users from across Canada. The final survey instrument includes items that assess respectful care across 17 domains, including validated measures of autonomy, respect, mistreatment, trauma, and discrimination. It also captures information about respondents’ identities, backgrounds, circumstances, access to care, provider type, and outcomes. A total of 6096 individuals participated in the survey. We describe how we implemented CPAR best practices, strengths, challenges, and lessons learned for instrument development in reproductive justice research.
虽然加拿大的孕产妇死亡率表明高质量的医疗服务非常普及，但加拿大孕妇的围产期保健结果和护理经验却千差万别，尤其是在历史上一直受到压迫、排斥和边缘化的社区。由于在围产期服务方面缺乏以患者为导向的研究和测量，因此开展了 "RESPCCT（Research Examining the Stories of Pregnancy and Childbirth in Canada Today）研究"，该研究采用了社区参与行动研究（CPAR）的方法来考察怀孕和分娩护理经验。在本文中，我们介绍了共同创建以人为本的调查工具的情况，该工具可测量具有不同身份、背景和环境的个人在与妊娠相关的护理过程中受到的尊重、不尊重和虐待。这项研究由社区指导委员会与由研究人员和临床医生组成的多学科小组共同领导，并由来自加拿大各地的服务使用者进行试点测试。最终的调查工具包括评估 17 个领域的尊重护理的项目，其中包括自主、尊重、虐待、创伤和歧视的有效测量。它还收集了有关受访者身份、背景、环境、获得护理的机会、提供者类型和结果的信息。共有 6096 人参与了调查。我们介绍了如何在生殖公正研究中实施 CPAR 最佳实践、优势、挑战和工具开发方面的经验教训。
{"title":"The RESPCCT Study: Community-led Development of a Person-Centered Instrument to Measure Health Equity in Perinatal Services","authors":"S. Vedam, Kathrin Stoll, Lesley Tarasoff, Wanda Phillips-Beck, Winnie Lo, Kate MacDonald, Ariane Metellus, Michael Rost, Muriel Scott, Karen Hodge, Mo Korchinski, Marit van der Pijl, Cristina Alonso, Esther Clark, Ali Tatum, Rachel Olson, Kathy Xie, Mary Decker, Karolina Wenzel, Alexandra Roine, Wendy Hall","doi":"10.35844/001c.94399","DOIUrl":"https://doi.org/10.35844/001c.94399","url":null,"abstract":"While Canadian maternal mortality rates suggest widespread access to high-quality care, perinatal health care outcomes and care experiences among pregnant people in Canada vary widely, particularly among communities that have been historically oppressed, excluded, and marginalized. The lack of patient-oriented research and measurement in perinatal services led to the RESPCCT (Research Examining the Stories of Pregnancy and Childbirth in Canada Today) Study which used a community participatory action research (CPAR) approach to examine experiences of pregnancy and childbirth care. In this paper, we describe co-creation of a person-centered survey instrument that measures respect, disrespect and mistreatment during pregnancy-related care of individuals with diverse identities, backgrounds and circumstances. The study was co-led by a Community Steering Council alongside a multi-disciplinary group of researchers and clinicians, and pilot tested by service users from across Canada. The final survey instrument includes items that assess respectful care across 17 domains, including validated measures of autonomy, respect, mistreatment, trauma, and discrimination. It also captures information about respondents’ identities, backgrounds, circumstances, access to care, provider type, and outcomes. A total of 6096 individuals participated in the survey. We describe how we implemented CPAR best practices, strengths, challenges, and lessons learned for instrument development in reproductive justice research.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140764056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel M. Magee, Amy M. Leman, Gowri Balasubramaniam
This paper presents three participatory methods informed by design techniques for engaging youth and youth services providers in research activities online. We detail two data collection methods: 1) a priming activity completed before a focus group to prompt reflection before direct interaction with the research team; and 2) a focus group activity imagining future organizational goals. We also share our technique for collaboratively analyzing preliminary research findings with a focus group activity. We developed these methods as a part of a larger research project examining how teens and those who provide services to teens through community programs conceptualized success in their experiences, sense of community, and program implementation. This paper discusses work with five organizations in a mid-size community in the midwestern United States during the COVID-19 pandemic (July 2021–February 2022). We aimed to amplify the voices and perspectives of teens in both research and the organizations they engaged in, bringing their participation to our data collection and analysis and to the adults and decision-makers of community organizations. We wanted to understand how youth or teens, defined as 13–19 years old, describe successful experiences in these out-of-school settings, how adults define success, and to identify connections and differences between these two perspectives. This paper details the techniques we developed and tested, shares examples from our research, and discusses the impacts and implications of these methods for future participatory work. We contribute evidence for the value of drawing on design methods for participatory methods, articulate benefits and considerations for intentionally doing so online, and share techniques that emphasize voice in both research and organizational partners’ program development and management.
{"title":"Amplifying Youth Voices Using Digital Technology: A Case Study in Collaborative Research With Youth Service Organizations","authors":"Rachel M. Magee, Amy M. Leman, Gowri Balasubramaniam","doi":"10.35844/001c.92282","DOIUrl":"https://doi.org/10.35844/001c.92282","url":null,"abstract":"This paper presents three participatory methods informed by design techniques for engaging youth and youth services providers in research activities online. We detail two data collection methods: 1) a priming activity completed before a focus group to prompt reflection before direct interaction with the research team; and 2) a focus group activity imagining future organizational goals. We also share our technique for collaboratively analyzing preliminary research findings with a focus group activity. We developed these methods as a part of a larger research project examining how teens and those who provide services to teens through community programs conceptualized success in their experiences, sense of community, and program implementation. This paper discusses work with five organizations in a mid-size community in the midwestern United States during the COVID-19 pandemic (July 2021–February 2022). We aimed to amplify the voices and perspectives of teens in both research and the organizations they engaged in, bringing their participation to our data collection and analysis and to the adults and decision-makers of community organizations. We wanted to understand how youth or teens, defined as 13–19 years old, describe successful experiences in these out-of-school settings, how adults define success, and to identify connections and differences between these two perspectives. This paper details the techniques we developed and tested, shares examples from our research, and discusses the impacts and implications of these methods for future participatory work. We contribute evidence for the value of drawing on design methods for participatory methods, articulate benefits and considerations for intentionally doing so online, and share techniques that emphasize voice in both research and organizational partners’ program development and management.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140766883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lisa B. Carey, R. Northrup, Lisa A. Jacobson, Clifton P. Thornton, K. Ruble, E. Paré-Blagoev
Conducting patient-centered engagement quality improvement projects requires careful consideration of methodologies that will allow a core project team to fully include participants as partners. Engagement activities must ensure that heterogeneous members of the project team are given an equal voice in investigation processes and that potential barriers to meaningful participation are reduced. This tutorial provides a model for intentionally blending elements of the Stakeholder Engagement in quEstion Development and prioritization (SEED) and Delphi methods to maximize participant engagement in a patient-centered quality improvement project to generate research questions related to patient-clinician communication of neurocognitive late effects of childhood cancers.
{"title":"Splicing the SEED and Delphi Methods: A Tutorial for Conducting Patient-Centered, Engagement Quality Improvement Projects","authors":"Lisa B. Carey, R. Northrup, Lisa A. Jacobson, Clifton P. Thornton, K. Ruble, E. Paré-Blagoev","doi":"10.35844/001c.94264","DOIUrl":"https://doi.org/10.35844/001c.94264","url":null,"abstract":"Conducting patient-centered engagement quality improvement projects requires careful consideration of methodologies that will allow a core project team to fully include participants as partners. Engagement activities must ensure that heterogeneous members of the project team are given an equal voice in investigation processes and that potential barriers to meaningful participation are reduced. This tutorial provides a model for intentionally blending elements of the Stakeholder Engagement in quEstion Development and prioritization (SEED) and Delphi methods to maximize participant engagement in a patient-centered quality improvement project to generate research questions related to patient-clinician communication of neurocognitive late effects of childhood cancers.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140784183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kira Oberschmidt, C. Grünloh, S. Jansen-Kosterink, Monique Tabak
Action research (AR) is a participatory research approach that works in iterative cycles that are conducted in practice. However, some cycles of AR can take a long time, slowing down the speed of iterations. Therefore, in this study we investigate the use of a relatively new method for AR: the flash mob. Flash mob studies lend themselves to spontaneous, unplanned participation, by collecting large amounts of data in a short time, while also analyzing and reporting quickly on findings. To investigate the applicability of the flash mob as a method for AR in eHealth projects, we conducted three flash mob studies in two research projects and drew recommendations based on observations, reflections and short pre- and post-surveys. Outcomes show that the flash mob is a potential method for AR, as it is situated in a practical setting where stakeholders can easily be involved, and its pace could speed up the AR cycles. To further improve the applicability for AR, our main recommendations include: promoting the flash mob adequately to increase participation and improve the involvement of ‘champions’; tracking interactions outside the flash mob (e.g., comments and questions from bystanders); and choosing an accessible and visible location, taking into account the activities associated with the location.
行动研究（AR）是一种参与式研究方法，它以迭代循环的方式在实践中开展。然而，行动研究的某些周期可能需要很长时间，从而减慢了迭代的速度。因此，在本研究中，我们调查了一种相对较新的 AR 方法的使用情况：快闪。快闪研究适合自发、无计划的参与，可以在短时间内收集大量数据，同时还能快速分析和报告研究结果。为了研究快闪作为 AR 方法在电子健康项目中的适用性，我们在两个研究项目中进行了三次快闪研究，并根据观察、反思和简短的前后调查提出了建议。研究结果表明，快闪活动是一种潜在的增强现实能力方法，因为它处于一种实际环境中，利益相关者可以很容易地参与进来，而且它的节奏可以加快增强现实能力的周期。为进一步提高 AR 的适用性，我们的主要建议包括：充分宣传快闪活动，以提高参与度和 "拥护者 "的参与度；跟踪快闪活动之外的互动情况（如旁观者的评论和问题）；选择一个方便可见的地点，并考虑到与该地点相关的活动。
{"title":"Quick, but Not Dirty: The Usefulness of Flash Mob Studies as a Method for Action Research in eHealth","authors":"Kira Oberschmidt, C. Grünloh, S. Jansen-Kosterink, Monique Tabak","doi":"10.35844/001c.92284","DOIUrl":"https://doi.org/10.35844/001c.92284","url":null,"abstract":"Action research (AR) is a participatory research approach that works in iterative cycles that are conducted in practice. However, some cycles of AR can take a long time, slowing down the speed of iterations. Therefore, in this study we investigate the use of a relatively new method for AR: the flash mob. Flash mob studies lend themselves to spontaneous, unplanned participation, by collecting large amounts of data in a short time, while also analyzing and reporting quickly on findings. To investigate the applicability of the flash mob as a method for AR in eHealth projects, we conducted three flash mob studies in two research projects and drew recommendations based on observations, reflections and short pre- and post-surveys. Outcomes show that the flash mob is a potential method for AR, as it is situated in a practical setting where stakeholders can easily be involved, and its pace could speed up the AR cycles. To further improve the applicability for AR, our main recommendations include: promoting the flash mob adequately to increase participation and improve the involvement of ‘champions’; tracking interactions outside the flash mob (e.g., comments and questions from bystanders); and choosing an accessible and visible location, taking into account the activities associated with the location.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140795364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Because of the long history of exploitative research with Indigenous groups, an ethical and empirical imperative exists for researchers, especially non-Indigenous scholars, to reflect on their own positionality and to use culturally congruent methodologies and strategies when conducting research. A simultaneous need is for research on the reproductive and sexual health experiences of Indigenous women, who experience extensive reproductive health disparities and reproductive injustices. The purpose of this article is to provide an example of a best practice in conducting community engaged research to explore the reproductive and sexual healthcare experiences of Indigenous women, through the identification of factors that promote and that act as barriers to health. We first provide an overview of the literature describing the history of researcher exploitation before providing an in-depth discussion of the methodology used in this study. We then describe an application of the qualitative description methodology in 31 semi-structured life-history interviews with Indigenous women. The strategies used in this study facilitated the provision of rich qualitative information about reproductive health, which will be used to develop interventions for tribal members. This study addresses gaps by providing an example of a culturally appropriate methodology and its application with Indigenous women.
{"title":"“‘Keep the Fire Burning’: Applications and Culturally Congruent Research Strategies for Research on Sexual and Reproductive Health With Indigenous Women”","authors":"J. Liddell, C. McKinley, Amy Stiffarm","doi":"10.35844/001c.94023","DOIUrl":"https://doi.org/10.35844/001c.94023","url":null,"abstract":"Because of the long history of exploitative research with Indigenous groups, an ethical and empirical imperative exists for researchers, especially non-Indigenous scholars, to reflect on their own positionality and to use culturally congruent methodologies and strategies when conducting research. A simultaneous need is for research on the reproductive and sexual health experiences of Indigenous women, who experience extensive reproductive health disparities and reproductive injustices. The purpose of this article is to provide an example of a best practice in conducting community engaged research to explore the reproductive and sexual healthcare experiences of Indigenous women, through the identification of factors that promote and that act as barriers to health. We first provide an overview of the literature describing the history of researcher exploitation before providing an in-depth discussion of the methodology used in this study. We then describe an application of the qualitative description methodology in 31 semi-structured life-history interviews with Indigenous women. The strategies used in this study facilitated the provision of rich qualitative information about reproductive health, which will be used to develop interventions for tribal members. This study addresses gaps by providing an example of a culturally appropriate methodology and its application with Indigenous women.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140792185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie Hargrove, Stephanie Schuette, Noga Zerubavel, Jan Holton, Warren Kinghorn
Many college and university students live with the effects of trauma, and more research is needed around trauma-informed practices in higher education. It is important that this research represents the needs and interests of students and that it be conducted in a way that is appropriate and safe for trauma survivors. We describe the process of forming a vertically integrated, interdisciplinary Participatory Action Research (PAR) team of students and faculty dedicated to creating a trauma-informed learning environment on a university campus and argue that PAR and Trauma-Informed Care (TIC) practices provide important and complementary frameworks for inclusive, just, and community-responsive research. We describe how this research team embodied core PAR values of collaboration, incorporation of local knowledge, eclecticism and diversity, case orientation, emergent process, and linking scientific understanding to social action, along with the TIC commitments of trauma awareness, safety, choice and empowerment, and strengths-based orientation. We describe lessons learned by the team and provide recommendations for researchers who seek to incorporate both PAR and TIC principles into their work on trauma and education. Central lessons learned from this process highlighted the importance of 1) establishing and maintaining psychological safety, 2) speaking openly about trauma, and 3) privileging responsiveness to the difficulty of working with trauma while living through ongoing global stressors. Specific recommendations include 1) lead with values, 2) acknowledge and attend to context, 3) recognize that defining trauma is controversial, 4) model courageous conversations, 5) emphasize responsiveness and care, and 6) teach strategies for managing painful emotions.
许多大专院校学生都生活在创伤的影响之下，因此需要在高等教育中开展更多有关创伤知情实践的研究。重要的是，这项研究要代表学生的需求和利益，并以适合创伤幸存者且安全的方式进行。我们描述了一个由学生和教师组成的纵向整合、跨学科参与式行动研究（PAR）团队致力于在大学校园中创建一个创伤知情学习环境的过程，并认为参与式行动研究和创伤知情护理（TIC）实践为包容性、公正性和社区响应性研究提供了重要的互补框架。我们描述了这个研究团队如何体现 PAR 的核心价值，即合作、融入当地知识、折衷主义和多样性、案例导向、新兴过程、将科学理解与社会行动联系起来，以及 TIC 的承诺，即创伤意识、安全、选择和赋权以及基于优势的导向。我们介绍了该团队的经验教训，并为寻求将 PAR 和 TIC 原则纳入其创伤和教育工作的研究人员提供了建议。从这一过程中汲取的主要经验教训强调了以下几点的重要性：1）建立和维护心理安全；2）公开谈论创伤；3）在承受持续的全球压力的同时，优先考虑应对创伤工作的困难。具体建议包括：1）以价值观为先导；2）承认并关注背景；3）认识到对创伤的定义是有争议的；4）树立勇敢对话的榜样；5）强调回应和关怀；6）传授管理痛苦情绪的策略。
{"title":"The Value of Student Voice and Choice: A Guide for Trauma-Informed Participatory Action Research in the University Setting","authors":"Stephanie Hargrove, Stephanie Schuette, Noga Zerubavel, Jan Holton, Warren Kinghorn","doi":"10.35844/001c.94139","DOIUrl":"https://doi.org/10.35844/001c.94139","url":null,"abstract":"Many college and university students live with the effects of trauma, and more research is needed around trauma-informed practices in higher education. It is important that this research represents the needs and interests of students and that it be conducted in a way that is appropriate and safe for trauma survivors. We describe the process of forming a vertically integrated, interdisciplinary Participatory Action Research (PAR) team of students and faculty dedicated to creating a trauma-informed learning environment on a university campus and argue that PAR and Trauma-Informed Care (TIC) practices provide important and complementary frameworks for inclusive, just, and community-responsive research. We describe how this research team embodied core PAR values of collaboration, incorporation of local knowledge, eclecticism and diversity, case orientation, emergent process, and linking scientific understanding to social action, along with the TIC commitments of trauma awareness, safety, choice and empowerment, and strengths-based orientation. We describe lessons learned by the team and provide recommendations for researchers who seek to incorporate both PAR and TIC principles into their work on trauma and education. Central lessons learned from this process highlighted the importance of 1) establishing and maintaining psychological safety, 2) speaking openly about trauma, and 3) privileging responsiveness to the difficulty of working with trauma while living through ongoing global stressors. Specific recommendations include 1) lead with values, 2) acknowledge and attend to context, 3) recognize that defining trauma is controversial, 4) model courageous conversations, 5) emphasize responsiveness and care, and 6) teach strategies for managing painful emotions.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140772444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maya Rabinowitz, Isabelle González, Rhianna C. Rogers
A key component of equity-focused research is centering marginalized voices throughout the entire research process. To fully integrate community voice, fair and flexible compensation for community members’ participation is required. Relying on equity and community-based participatory research principles, the Equity-Centered Participatory Compensation Model (EPCM) offers one method to ensure that compensation rates prioritize the well-being, comfort, and agency of research participants. This tutorial provides instructions for the implementation of a 4-step process through which researchers can shape their compensation practices to match the individual needs of their participants. We provide examples from our own project regarding how we mapped the compensation model to our research activities and include a rubric of best practices for applying equity principles to compensation rates. We conclude with suggestions for navigating institutional restrictions when implementing this new methodology. We intend for this model to serve as a methodological framework for future researchers to help promote equitable fiscal relationships with community participants.
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Conner Olson, Stuart W. Grande, William Toran, William Walsh
People experiencing homelessness are often absent from the development and implementation of new housing projects. As mounting evidence demonstrates the link between health and housing, it seems ineffective to design solutions without the participation and insight of those who are chronically unhoused. This study describes a method for program and product evaluation that people with lived experience of homelessness can use to determine the value of new offerings and then design improvements based on their evaluation. Specifically, this article reports the experience of evaluating a handbook describing the operations of a new type of housing for people experiencing homelessness. The research team, which included people with lived experience of homelessness, performed interviews to evaluate plans in the handbook, analyzed those results, and designed improvements in the operations of the housing based on the program evaluation. The team utilized participatory analysis of the interview data and then used a Human-Centered Design approach to generate ideas based on the analysis and develop concepts to improve the operational plan. The evaluation identified four high-priority problems with the operational plan and the group then designed three unique solutions to address those problems. This project demonstrates that people with lived experience of homelessness can participate as equal partners in the evaluation of a program and the subsequent program improvement design that was based on their evaluations.
{"title":"Program Evaluation and Improvement by a Homeless Community Using a Human Centered Design Approach","authors":"Conner Olson, Stuart W. Grande, William Toran, William Walsh","doi":"10.35844/001c.92256","DOIUrl":"https://doi.org/10.35844/001c.92256","url":null,"abstract":"People experiencing homelessness are often absent from the development and implementation of new housing projects. As mounting evidence demonstrates the link between health and housing, it seems ineffective to design solutions without the participation and insight of those who are chronically unhoused. This study describes a method for program and product evaluation that people with lived experience of homelessness can use to determine the value of new offerings and then design improvements based on their evaluation. Specifically, this article reports the experience of evaluating a handbook describing the operations of a new type of housing for people experiencing homelessness. The research team, which included people with lived experience of homelessness, performed interviews to evaluate plans in the handbook, analyzed those results, and designed improvements in the operations of the housing based on the program evaluation. The team utilized participatory analysis of the interview data and then used a Human-Centered Design approach to generate ideas based on the analysis and develop concepts to improve the operational plan. The evaluation identified four high-priority problems with the operational plan and the group then designed three unique solutions to address those problems. This project demonstrates that people with lived experience of homelessness can participate as equal partners in the evaluation of a program and the subsequent program improvement design that was based on their evaluations.","PeriodicalId":73887,"journal":{"name":"Journal of participatory research methods","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140757135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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