Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
72 Cards in this Set
- Front
- Back
characteristics of qualitative
|
based in contextualism
intensive contact with a setting and research participants identification of assumptions and biases data are words thick description/insider knowlege |
|
strategies to strenghten qualitative research
|
reflexivity
triangulation |
|
refexivity
|
helps biases come out and letting yourself be exposed
|
|
triangulation
|
using multiple methods of data collection to understand phenomeon
multiple researchers, multiple methods |
|
advantages of qualitative
|
exploration of topics rarely researched
indepth knowlege attend to unheard voices insider perspective leads to theory development |
|
limitations of qualitative
|
small samples
limited generalizability time consuming requires a lot of resources |
|
METHODS:
qualitative interviewing |
participants describe their experiences in their own words
open ended multiple interview approaches benefits:flexible, more structured if needed, share stories challanges: time consuming, generalibility. |
|
focus group
|
an interview with a group of people with something in common
participatns respond to questions or discussion topics 6-12 ppl discussion guided by moderator have ppl that dont know eachother benefits: saves time, $$ challanges:vary in time, limits amount of info you can collect, ppl reluctant |
|
organizational/communities case study
|
in depth study of one event, setting or individual
can be multiple levels of analysis methods can include observations, interviews or review of document benefits: deep understanding, variety of methods, unique situaitons challanges: very little generalizability |
|
characteristics of quantitative
|
based in positivism
relationship with variables standardized measurement approaches cause and effect hypothesis setting data are numbers |
|
generaliziblity
|
predictable statement that can be true to multiple settings/context/communities
|
|
advantages of quantitaitve
|
ability to compare findings across studies
control for extraneous variables large sample sizes data is easily managed studies are easily replicated attention to relaiblility and validity |
|
limitations of quantitaive
|
can not explore unique experiences of participants
based on previous knowledge may lack sensitivity time consuming and difficult |
|
METHODS:
Experimental social innovation and dissemination (ESID) |
create an innovation
evaluation of an innovation dissemination of findings closely related to laboratory studies |
|
process of ESID
|
collaboration
definition fact finding research design innovation outcome assesment dissemination of finding |
|
Randomized Field Experiments: ESID approach 1
|
participants are randomly assigned
experimental and control group outcomes are measured before and after innovation group1: premeasurement-->innovation-->postmeasurement group2: premeasurement-->control setting-->post measurement |
|
advantages
|
large understanding of what expectations and effects are
clearer interpretation of what experiment/innovation accomplished helps you measure things |
|
disadvantages
|
not ethical to administer control over people
time consuming and expensive intrusive to people |
|
Nonequivalent comparison group design ESID approach 2
|
random assignment is not possible
comparison groups shoul dbe similar community1: pre measurement-->innovation-->post measurement community2: premeasurement-->time pass-->post measurement |
|
advantages
|
flexibility
study things in naturally occuring environment less intrusive |
|
disadvantages
|
less control
differences in controls |
|
Interrupted Time Series design: ESID approach 3
|
used when random assign not possible
often used in single case experiments repeated measurement over time individual: premeasurement-->innovation-->post measurement |
|
advantages
|
flexible
longitudinal perspective |
|
disadvantages
|
seasonal variations
|
|
safeguarding against unethical research
|
informed voluntary consent (numemberg code)
respect for persons (belmont report) benefience (do no harm) justice instituitional review board |
|
types of program evaluation
|
prior to program: needs/assets assesment
during program: process evaluation after program: outcome/impact evaluation |
|
outcome/impact evaluation
|
outcome: assesment of the short term program effects
impact: assessment of the long term program effects |
|
pluralism
|
no group represent the norm equality
emphasis on strenghts |
|
key dimensions of diversity
|
culture: societal norms for behavior
race: physical attribute ethnicity: social identity based on ones culture gender: roles in which men and women aer supposed to fill sexual orientation: attraction, emotions social class: power, economic resources, barriers in society ability/disability age localities: differences in communitites and similarities religion/spiritualityu |
|
individualism
|
self reliance- motivated, responsiblity to have needs met
competition- emphasis on individual achievement |
|
collectivism
|
cooperation
group interests- emphasis on group achievement, more common to see equality, success of group members is shared |
|
oppression
|
unjust inequalities which present one group of people with power, resources,and opportunities while withholding the same power, resources and opportunities from other groups of people
- hierachy in society: dominant group and opressed group (BOTH groups have strength) |
|
characteristics of oppression
|
dominant group
opporessed group (can be members of BOTH groups) |
|
oppressive mechan"isms"
|
racism
sexism classism hetersexism ageism ableism |
|
how oppression is sustained
|
myths/stigma- people rationalize oppression
media-presents misleading images institutionalized policies- mental healthcare has cap, physical healthcare is unlimited, police profiling |
|
liberation
|
second order change
securing full human rights by remaking or organizing society by excluding the oppressor or oppressed |
|
defining community
|
geographic location
personal characteristics shared interests |
|
types of communities
|
locality- based community, city blocks, small towns, relational community- definied by interpersonal relations with other people (isnt bound by geography)
|
|
social capital
|
connections among individuals
concepts and types of social capital |
|
formal social capital
|
social connections that arise through involvement in community organizations
|
|
informal social capital
|
social connections that arise through friendships
|
|
2 ways to build social capital
|
bonding: developing stong social-emotional ties with other people, closest to sense of community
bridging: creating links with communities or groups that may be different |
|
McMillian and Chavis
elements of sense of community |
membership
influence integrations and fullfillment of needs shared emotional connections |
|
membership
|
boundaries
common symbol experience of emotional safety personal investment sense of belonging and identification |
|
influence
|
reciprocal influence
members-->community |
|
integration, fullfillment of needs
|
shared values
need fullfillment resource exchange |
|
shared emotional connections
|
strong member bond
what influences shared emotional connections ex. crisis, unique experiences, positive interaction among members |
|
Warren and Warren sense of community in neighborhood and localities
|
shared neighborhood identity
interactions among neighborhoods residents links to larger communities |
|
stress coping and social support
processes related to coping |
risk factors (poverty, discrimination)
protective factors- give us resources for coping, resiliance, help adapt to stress |
|
ecological framework for coping
|
coping is contextual
influential factors: resource availablitiy interpretation of stressors cultural tradition status in society neighborhood context |
|
stressors
|
circumstances where by there is a threat or acutal loss of resources or scarcity of resources
|
|
types of stressors
|
major life events
life transactions daily hassels chronic stressors disasters |
|
resources
factors that promote health and well being |
material resources (money, housing)
social emotional (social power, status) social cultural (ethnic group we identify with) |
|
the coping process: Appraisal
|
how we decide what is stressful and whats not
|
|
primary appraisal
|
determining how stressful situation is (how intense)
|
|
secondary appraisal
|
what resources and coping options do i have to deal what are consequences of stressful event
|
|
repraisal
|
refrain way of thinking
|
|
the coping process: emotions
|
individuals approaches to coping
dimensions of coping responses |
|
problem focused coping
|
identifying, interpreting, acting
(self help group) |
|
emotion
|
strategies that deal with emotional reaction
|
|
meaning focused coping
|
finding meaning in stressful event
look for positives |
|
prosocial coping
|
relationships with others
care for others ex. call friends when stressed out |
|
antisocial coping
|
acting impulsive and harmful
disreguard for other people ex. stressful science course, act competitively with student to deal with difficult class |
|
outcomes of coping
|
enhanced wellness
resilliance thriving social embedness empowerment |
|
resources for coping
|
social support
psychosocial competenticies spiritual/religion mutual health groups |
|
characteristics of social support
|
social
emotional cognitive behavioral promoting adaptive coping |
|
types of social support
|
generalized
social intergration emotional support specific support encouragement informational tangible |
|
multidimensional
|
connected with individual in more than one way
|
|
unidimensional
|
person in network serves only one role
|
|
understanding social support networks
|
our relationships with others
density of networks recopricity |
|
psychosocial compentecies
|
characteristics that help us cope with stressors
personal (emotions) social (understanding others) |
|
mutual health groups
|
focal problem or concern
peer leadership peer relationship recopricity of helping |