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NarcissismArturo Fuenti In the dream light of day, the solutionyielded many possible hypotheses, noneof which addressed my decisive achefor attention. Cabinets woke me updistress in my mirror, strapped dangerdarkened by the dreams, denounced dueto the doorway delivered to me at approximately 3:27 am, on October 14th,year yet to be named. Faceless masks called hour after hour, describing in detailall of the stories of their past, relating to me, as a blabbering organism. I will settle for nothing until they speak fluentnature, hiding away in wet caves, away from the cannibals that listen for older siblings, away from over zealous musiccritics that love to hate for the sake of hating the avant-garde, and away from Rage Against The Machine, of course.
Modernism • Positivism, empiricism - a stable singular observable reality • Strong faith in science and that behaviour is reducible to physics and chemistry • Technological solutions to problems, industrialisation, victory over nature • Destruction of religious/cultural/class dogma /power • Humanistic moral force • Research as defined, structured, quantifiable process – surveys, experiments, observations
Quantitative Methods measuring, theory confirmation, defining • Experiments • Questionnaires and surveys • Psychometric Scaling and Tests • Quantitative analysis of documents, video, observation, etc • Analysis of existing data, audits What are they?
Postmodernism Metaphysical and Epistemological assumptions • multiple and individual realities • the idea of “other” • an absence of universals (metanarratives) • rejection of structural and hierarchical models – surface (lateral) not depth (vertical) relationships • methodology of deconstruction • research as a creative interactive qualitative process – focus groups, interviews, grounded theory
Qualitative Methods descriptive, theory building, meaning making • Focus Groups • Interviews • Case Studies • Ethnographic Inquiry • Cooperative Inquiry • Grounded Theory • Qualitative analysis of documents, video, observation, etc What are they?
What’s your style? Redo the mod-postmod test Add up your score
What’s your style? • A high negative score (-10 or lower) means that you favour the ideas behind quantitative research • Between -9 and +9 means you’re somewhere in the middle liking bits of both • A high positive score (+10 or higher) means that you favour the ideas behind qualitative research
PHENOMENOLOGY The study of that which appear real to the senses, regardless of whether their underlying existence is proved real or their nature understood • perceived meaning is more important than objects, facts or physical events, so-called objective reality • understanding is regarded as being the true end of science • self-worlds are the object of study for the phenomenologist • self-worlds are based on their own hidden assumptions
Types of Interviews Informal, conversational (unstructured) interview – there are predetermined themes, but no predetermined questions. Researcher is open to the participant’s nature and priorities and “goes with the flow”. Ethnographic and grounded theory approaches General guide (semi-structured) interview – ensures that the same general areas of information are collected from each participant. More focussed, but allowing adaptability to get a rich perspective from the participant. Grounded theory and phenomenological approaches
Types of Interviews Standardized (structured), open-ended interview - the same open-ended questions are asked to all participants; this approach facilitates faster interviews that can be more easily analysed and compared. Phenomenological and survey approaches Closed, fixed-response interview - where all participants are asked the same questions and asked to choose answers from among the same set of alternatives. This generates easy to analyse statistical data. Survey and questionnaire approaches
Telephone Interviews Telephone interviews enable a researcher to gather information rapidly, while still allowing they allow for personal contact between the researcher and the respondent. All of the above types of interviews can be used on the telephone, with some limitations on their effectiveness.
Grounded theory Grounded theory does not test a hypothesis. It sets out to find theory that accounts for our observations. It’s an inductive process Rigour in grounded theory comes from its responsiveness to the situation; a continuing search for evidence which disconfirms the emerging theory.
Data • All is data - everything that gets in the researcher’s way • Interviews, observations, field notes of lectures, meetings, newspaper articles, TV shows, conversations, self-interviews
Grounded theory process - background information - from interviews, observations - finding themes/concepts - generating theories/propositions Axial coding = - axial coding grouping the themes into larger overview thematic ideas.
NO’s? • No pre-research literature review. Literature of the area under study gives preconceptions about what to find and the researcher gets desensitized by borrowed concepts. The literature should instead be read in the sorting ideas stage, being treated as more data (ideas) to code and compare with what has already been coded and generated. • No taping. Taping is counterproductive and a waste of time - the researcher delimits her data by field-noting interviews and soon after generates concepts that fit with data, are relevant and work in explaining what participants are doing to resolve their main concern. • No talk. Talking about the theory before it is written up can either render praise or criticism, and both diminish the motivational drive to write memos that develop and refine the concepts and the theory
Building Community resilience and banishing bully in MPHS • Can you think of mild instances of bullying you have had directly or witnessed? What was its effect on the people involved? • In pairs, take notes, swap • Identify themes (propositions, assumptions, key ideas – e.g. you have to learn to cope, bullies are usually bullied themselves, verbal bullying is worse, stand up to bullies, watching makes you grateful it’s not you, just keep out of their way, most kids get bullied, good teachers stop bullying) • In groups, discuss themes, can you cluster them? (e.g. you have to learn to cope, stand up to bullies, just keep out of their way– all under a general theme of coping strategies)
What is bullying? Bullying is unwanted, aggressive behaviour that involves a real or perceived power imbalance. The behaviour is repeated, or has the potential to be repeated, over time. People who are bullied and who bully others may have serious lasting problems. Bullying includes actions such as making threats, spreading rumours, attacking someone physically or verbally, and excluding someone from a group on purpose. It happens in homes, schools and workplaces, at social and sporting events, in the community and in cyberspace.
Axial Coding - 2nd level coding Element Description • Phenomenon The name of the theme - the concept that holds the bits together. • Causal conditions the events or variables that lead to the occurrence or development of the phenomenon. • Context linked with causal conditions. Context includes: • Intervening conditions : Other variables and events that influence the phenomena • Action strategies: The purposeful, goal-oriented activities that participants perform in response to the phenomenon and intervening conditions. • Consequences: These are the consequences of the action strategies, intended and unintended.
Other key concepts • Saturation In collecting and interpreting data, eventually extra interviews add nothing to what you already know about a category, its properties, and its relationship to the core category. Saturation is reached – cease collecting about that category– i.e. all the new interviews tell familiar stories about bullying, no new themes) • Theoretical sampling - deciding whom to interview (bullies, victims, bystanders, different cultures, ages, gender) or what to observe next according to the state of theory generation. This can happen from the first interview • Checking context - the need to compare between phenomena and contexts to make the theory strong (e.g. aggression on the Rugby field vs at home).
Validity – being well-grounded or justifiable; at once relevant and meaningful • Fit - how closely concepts fit with the incidents they are representing, and this is related to how thoroughly the constant comparison of incidents to concepts was done. • Relevance. the "grab" that captures our attention – seeming to match real concern of participants, • Workability. The theory works when it explains how the issues are understood and managed within a variety of contexts. • Modifiability. Theory can be altered when new relevant data is compared to existing data. Grounded theory is never right or wrong, it just has more or less fit, relevance, workability and modifiability.
Criteria for judging emerging theory • It should fit the phenomenon, provided it has been carefully derived from diverse data and is adherent to the common reality of the area; • It should provide understanding, and be understandable; • Because the data is comprehensive, it should provide generality, in that the theory includes extensive variation and is abstract enough to be applicable to a wide variety of contexts; and • It should provide control, in the sense of stating the conditions under which the theory applies and describing a reasonable basis for action.
Grounded Theory - strengths • Research is free from the bias of literature – mainly reflecting western ideologies • Theory emerges from the data – data is not made to fit the theory • The method is able to respond to emerging ideas • Gets detailed information but is efficient • Provides a strong information base for surveys
Grounded theory - weakness • Difficult to define saturation – the point where no new ideas are emerging • Difficult to generalise from as the questions have changed across the process • Lack of transcript use means that interviews are filtered by the researcher’s ideas of what’s emerging • Harder to manage ethically
Creating Interview Questions -1 • Begin with descriptive questions. Not asking for evaluations (though you may get them). You are after a rich description of experience. Exploring the VisionWest model of social housing When did you start having difficulties in finding a place to live? (What was it like then? What happened after that? A story starter that could go in several directions. I will be interested in getting a housing history and checking relationships (partners, whānau), the arrival of children, issues of employment, trouble with the law, illness, barriers to change, etc.)
Creating Interview Questions -1 In this model of a semi-structured interview we want the participant to explore the issue from their own direction and thus start with a simple open ended question that could go in several directions. The prompts are used to help the interviewer develop a rich idea of the possibilities of the interview and sensitise them to the moments when the participant is heading in the direction of an issue explored by a prompt. Prompts should be used delicately, so as not to interrupt the narrative. Prompts are important questions and so if they aren’t covered during the narrative they can be asked at the end of the narrative
Creating Interview Questions -2 • Move to simple evaluations. Likes and dislikes, and what is behind these. How did you come to live in a VisionWest home? (What was it like to start with? What VisionWest support systems have you used and what happened? How’s it been - good parts and bad parts, for you, the kids, jobs, illness, troubles, etc.?)
Creating Interview Questions -3 • Then get to major evaluations, after the experiential groundwork has been done. How well has it worked? (What needs to change in VisionWest? Where would you be without VisionWest?) Next are solutions/resolutions to the major issues that have arisen; finish on a hopeful note. Where are you heading? What needs to happen?
Creating Interview Questions -4 • Confirming questions. In focus groups key hypotheses can be checked with simple and direct questions. • Demographic questions. What contexts influence the answers to the questions? Age, gender, culture, spiritual orientation, education, occupation and income?
Creating the questions This interview is about understanding what it's like living in MPHS, good and not so good. What are the things that get into their soul over time. The people, the places, the sounds, the smells. What it's like in morning, in evening, at night. It’s about what they are frightened of. The things they’ve seen and heard that make them avoid certain places, people. But also it’s about what sustains them. What are the places, people they warm to? Where do people go when they want have fun or relax? Also how could MPHS change, what would make it better for them and for others, what could they contribute to that change?
Drafting the Interview Questions • As a class: develop questions and prompts about the experience of living and/or working in MPHS using the Davidson’s descriptive, evaluation, solution, demographics model.
