title: Focus groups as sites of influential interaction: Building communicative self-efficacy and effecting attitudinal change in discussing controversial topics

authors: Zorn, Theodore E.

subjects: focus groups

abstract: Although most focus group theorists consider interaction to be a defining feature of focus groups, the influence that occurs through this interaction has been under-theorized. We argue that two important forms of influence may occur: influence on people's beliefs about the substantive issues under discussion and influence on self-efficacy beliefs. As a result of such influence, focus groups provide a learning context that may facilitate empowerment of participants through the development of communicative self-efficacy as they struggle over constructing and sharing understandings of controversial issues. As part of a larger research project on dialogues about science, we present a case study that puts qualitatively analyzed transcripts of interaction and quantitative self-report measures into empirical conversation. The case study demonstrated that focus group participants were influenced in two important ways: participation and interaction led to increased participant confidence and motivation towards participating in public dialogues and to the construction, modification, and contestation of attitudes toward science, scientists, and biotechnology. Findings suggest that scholars should rethink their rationales for and use of the focus group as just a method of data collection and reconsider and explore alternative ways of presenting focus group results.

text: Focus groups as sites of influential interaction: Building communicative self-efficacy and effecting attitudinal change in discussing controversial topics Although most focus group theorists consider interaction to be a defining feature of focus groups, the influence that occurs through this interaction has been under-theorized. We argue that two important forms of influence may occur: influence on people's beliefs about the substantive issues under discussion and influence on self-efficacy beliefs. As a result of such influence, focus groups provide a learning context that may facilitate empowerment of participants through the development of communicative self-efficacy as they struggle over constructing and sharing understandings of controversial issues. As part of a larger research project on dialogues about science, we present a case study that puts qualitatively analyzed transcripts of interaction and quantitative self-report measures into empirical conversation. The case study demonstrated that focus group participants were influenced in two important ways: participation and interaction led to increased participant confidence and motivation towards participating in public dialogues and to the construction, modification, and contestation of attitudes toward science, scientists, and biotechnology. Findings suggest that scholars should rethink their rationales for and use of the focus group as just a method of data collection and reconsider and explore alternative ways of presenting focus group results.

year: 2006

title: Developing CASE tools which support integrated development notations

authors: Grundy, John C.

subjects: computer science

abstract: This paper discusses the recent work of the authors in developing Integrated CASE (ICASE) tools which support multiple development notations. We use a four-step methodology to develop these integrated tools. The conceptual data models of different notations are first developed, and then merged into an integrated conceptual data model. Dynamic mappings between different notations components are used to describe how related notation components are kept consistent under change. The conceptual data models and mappings are used to implement individual CASE tools for each notation. Separate tools are then integrated by linking their repositories via a shared repository based on the integrated conceptual data model. We discuss extensions to this work which will provide MetaCASE facilities for environment generation and evolution.

text: Developing CASE tools which support integrated development notations This paper discusses the recent work of the authors in developing Integrated CASE (ICASE) tools which support multiple development notations. We use a four-step methodology to develop these integrated tools. The conceptual data models of different notations are first developed, and then merged into an integrated conceptual data model. Dynamic mappings between different notations components are used to describe how related notation components are kept consistent under change. The conceptual data models and mappings are used to implement individual CASE tools for each notation. Separate tools are then integrated by linking their repositories via a shared repository based on the integrated conceptual data model. We discuss extensions to this work which will provide MetaCASE facilities for environment generation and evolution.

year: 1995-02

title: Whakapiki Wairua: Co-designing and implementing a Māori mindfulness mental health intervention in a Wharekura.

authors: McDonald, Marama

abstract: This article explores the process of co-designing a mātauranga-Māori-informed mindfulness intervention with rangatahi in a wharekura and examines the effects on wellbeing. Mahitahi co-design methodology underpinned the design, implementation and evaluation of the intervention, and quantitative psychological tests measured improvements in wellbeing and dispositional mindfulness. Findings showed positive indications for a decrease in levels of psychological distress, improvements in Māori quality of life domains, and higher levels of dispositional mindfulness. The effective mātaurangaMāori-informed wellbeing components of the intervention were he āhuru mōwai, mahi a ngā tīpuna, ngā kaitiaki, te taiao, whanaungatanga, and hohou te rongo. Future application of the intervention in mainstream schools and communities is needed to assess the efficacy of the intervention for rangatahi in other environments, the sustainability of mindfulness practice for rangatahi, and the long-term effects on wellbeing.

text: Whakapiki Wairua: Co-designing and implementing a Māori mindfulness mental health intervention in a Wharekura. This article explores the process of co-designing a mātauranga-Māori-informed mindfulness intervention with rangatahi in a wharekura and examines the effects on wellbeing. Mahitahi co-design methodology underpinned the design, implementation and evaluation of the intervention, and quantitative psychological tests measured improvements in wellbeing and dispositional mindfulness. Findings showed positive indications for a decrease in levels of psychological distress, improvements in Māori quality of life domains, and higher levels of dispositional mindfulness. The effective mātaurangaMāori-informed wellbeing components of the intervention were he āhuru mōwai, mahi a ngā tīpuna, ngā kaitiaki, te taiao, whanaungatanga, and hohou te rongo. Future application of the intervention in mainstream schools and communities is needed to assess the efficacy of the intervention for rangatahi in other environments, the sustainability of mindfulness practice for rangatahi, and the long-term effects on wellbeing.

year: 2021