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Research Issues for Mental Health Consumers: Making a Connection Between Research and Advocacy. Boston University Center for Psychiatric Rehabilitation. Innovative Knowledge Dissemination & Utilization Project for Disability & Professional Stakeholder Organizations/ NIDRR
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Research Issues for Mental Health Consumers:Making a Connection Between Research and Advocacy Boston University Center for Psychiatric Rehabilitation. Innovative Knowledge Dissemination & Utilization Project for Disability & Professional Stakeholder Organizations/ NIDRR Grant # (H133A050006)
Lesson 1. • What is the value of research? • What is the connection between research and advocacy? • What is the connection between research and recovery?
Lesson 2.Purposes of Research Some examples…. • Discover what is more likely to promote recovery and a better life • Learn what influences recovery in a negative way • Learn what can be done to promote healthy lifestyles
Lesson 3.Types of Research • Historical • Descriptive • Developmental • Case and Field Study
Types of Research • Relational • Causal – comparative • Quasi Experimental • Experimental
Participatory Action Research Those who are being studied: • select and refine the topic • select and refine the design • conduct the study • analyze findings • shape the use of the findings
Quantitative Research • Uses numbered responses, scales or other measures • Design and use of data collection is key • Scientific principles are essential
Qualitative Research • Look for new and deeper understanding of complex issues and trends or themes • Tend to be smaller number of participants • More open ended questions
Lesson IV. Principles of Good Quantitative Research • Use the right type of research to answer the research question • Measure the same thing each time a measure is used • Measure what it is supposed to measure
Principles of Good Qualitative Research • Bring new understanding to complex problems • Find common themes, strategies and challenges and describe them in new ways
Lesson V. Rights and Ethics • Absolute commitment to “do no harm”. • All participants should be voluntary and fully informed. • Ensure that participants receive something of value that is not sub-standard. • All information about participants should be guarded and considered highly confidential.
Lesson VI.Using the Results The two main standards for the usefulness of the results: • Rigor - is there strong scientific evidence? • Meaning – can it be used to improve lives?
Use of Results Be aware, when interpreting or using the results of factors which may influence their broad use: • Who funded it? • What benefit might result to the funders – or others- if the results are used in a particular way?
Use of Results • Results of Research can be used to design or improve treatment or rehabilitation services • Results of Research can be used to fuel advocacy work (Example: if you are advocating peer run respite and have research to show good outcomes, your job is easier.)
Lesson VII. The Past and the Future of Consumer Involvement • The old view: consumer is only one to be studied • The new view: involve consumers in every aspect of the research…Their lived experience can offer a deeper or more subtle understanding that enhances the research and would otherwise be missing.
Connect the Dots……………. • Research which is done well can support the efforts of Advocates…… • Advocates can support the work of good research
Honor: Just a Few of the Many Pioneers • Peter Beresford, Brunel University, London, UK • Gayle Bluebird, Independent Consultant, Gainesville, FLA. • Jean Campbell, University of Missouri School of Medicine • Judi Chamberlin, National Empowerment Center, Lawrence, MA. • Patrick Corrigan, Illinois Institute of Technology, Chicago, IL. • Larry Davidson, Yale University, New Haven, CT. • Pat Deegan, Pat Deegan & Associates, Byfield, MA. • Jonathan Delman, Consumer Quality Initiatives, Boston, MA. • Ed Knight, Value Options, CO. • Steve Onken, University of Hawai’i, Honolulu, HA. • Ruth Ralph, Muskie School of Public Health, Portland, ME. • Priscilla Ridgeway, Yale University, New Haven, CT.