title: An evaluation of mixed methods (diaries and focus groups) when working with older people

authors: Koopman-Boyden, Peggy G.

subjects: mixed methods

abstract: This paper considers the advantages and limitations of using mixed methods, diaries and focus groups in research with older people, specifically research investigating the interaction experiences of older individuals as customers, members and workers with public-, private- and community-based organisations. Drawing on the literature on mixed method integration, five distinct advantages were identified: development, completeness, expansion, offsetting and initiation. Two limitations were also noted: demands of the data collection on the participants and insufficient depth. Each is discussed in the context of the particular research project, with the suggestion that mixed methods be used in future research with older people.

text: An evaluation of mixed methods (diaries and focus groups) when working with older people This paper considers the advantages and limitations of using mixed methods, diaries and focus groups in research with older people, specifically research investigating the interaction experiences of older individuals as customers, members and workers with public-, private- and community-based organisations. Drawing on the literature on mixed method integration, five distinct advantages were identified: development, completeness, expansion, offsetting and initiation. Two limitations were also noted: demands of the data collection on the participants and insufficient depth. Each is discussed in the context of the particular research project, with the suggestion that mixed methods be used in future research with older people.

year: 2012

title: Investigating the use of coreboards by children with developmental disabilities and teachers in a school environment.

authors: Oldfield, Ainsley

subjects: Autism

abstract: Coreboards have become popular as an aid for individuals with disorders, such as Autism Spectrum Disorder (ASD), who may have issues with speech-language production, but who also often lack more fundamental functional communication skills. The aims of this study were to explore the extent coreboards as an Augmentative and Alternative Communication (AAC) were a useful tool for children with developmental disabilities and their teachers to communicate independently and functionally, if they were used effectively in the school environment, if they were used for their intended purpose, and if they were used to facilitate functional communication skills for children with developmental disabilities. The research in this project involved data collection on student and teacher communicative behaviour. The participants in this study were three children aged 9 to 10 with developmental disabilities and their teacher and learning support assistants. The study is a mixed-methods descriptive design and data was collected by direct observations being recorded on a data sheet. The main findings are the student participants did use the coreboard for independent communication as they each individually initiated with the coreboard less than 3% of the time and two of the student participants purpose of initiating use of the coreboard was unknown over half the time. Furthermore, if the adult participants are unable to determine what the purpose of the coreboard use is from the student participants, then the communication act will not be successful as the adult participant will not be able to respond appropriately to the student participant and the lack of success will discourage the student participants from initiating in the future.

text: Investigating the use of coreboards by children with developmental disabilities and teachers in a school environment. Coreboards have become popular as an aid for individuals with disorders, such as Autism Spectrum Disorder (ASD), who may have issues with speech-language production, but who also often lack more fundamental functional communication skills. The aims of this study were to explore the extent coreboards as an Augmentative and Alternative Communication (AAC) were a useful tool for children with developmental disabilities and their teachers to communicate independently and functionally, if they were used effectively in the school environment, if they were used for their intended purpose, and if they were used to facilitate functional communication skills for children with developmental disabilities. The research in this project involved data collection on student and teacher communicative behaviour. The participants in this study were three children aged 9 to 10 with developmental disabilities and their teacher and learning support assistants. The study is a mixed-methods descriptive design and data was collected by direct observations being recorded on a data sheet. The main findings are the student participants did use the coreboard for independent communication as they each individually initiated with the coreboard less than 3% of the time and two of the student participants purpose of initiating use of the coreboard was unknown over half the time. Furthermore, if the adult participants are unable to determine what the purpose of the coreboard use is from the student participants, then the communication act will not be successful as the adult participant will not be able to respond appropriately to the student participant and the lack of success will discourage the student participants from initiating in the future.

year: 2021

title: Exploring the nature of intimate relationships: A Māori perspective

authors: King, Pita

subjects: Maori

abstract: The 2002 World Report on Violence states that violence occurs in about 70 percent of intimate relationships (Krug, Dahlberg, Mercy, Zwi, & Lozano, 2002). New Zealand research indicates that more than a quarter of relationships have experienced intimate partner violence (IPV), with Māori (Indigenous people of New Zealand) women three times more likely to experience IPV in their lifetime. Utilising Kaupapa Māori (Māori-centred approach) and narrative methodologies, this paper explores the nature of intimate relationships from a Māori perspective, investigating how Māori initiate intimate relationships, attempt to maintain positive intimate relationships and when applicable, exit intimate relationships. The findings from two case studies reveal that intimate relationships involve identity negotiation and an incorporation of cultural values. Communication processes are highlighted as a facilitating factor of intimate relationships.

text: Exploring the nature of intimate relationships: A Māori perspective The 2002 World Report on Violence states that violence occurs in about 70 percent of intimate relationships (Krug, Dahlberg, Mercy, Zwi, & Lozano, 2002). New Zealand research indicates that more than a quarter of relationships have experienced intimate partner violence (IPV), with Māori (Indigenous people of New Zealand) women three times more likely to experience IPV in their lifetime. Utilising Kaupapa Māori (Māori-centred approach) and narrative methodologies, this paper explores the nature of intimate relationships from a Māori perspective, investigating how Māori initiate intimate relationships, attempt to maintain positive intimate relationships and when applicable, exit intimate relationships. The findings from two case studies reveal that intimate relationships involve identity negotiation and an incorporation of cultural values. Communication processes are highlighted as a facilitating factor of intimate relationships.

year: 2012