an article by Peter E. Walsh, Sara S. McMillan, Victoria Stewart and Amanda J. Wheeler (Griffith University, Brisbane, Australia) published in Disability & Society Volume 33 Issue 4 (2018)
Abstract
This study aimed to explore, articulate and expand on existing concepts of recovery and paid peer support within consumer-operated mental health organizations.
Focus groups and interviews were conducted with 32 participants to identify elements of paid peer support work in two organizations in Queensland, Australia. Participants included peer-supported consumers, paid peer support workers, managers and other key stakeholders. Through a grounded theory analysis, eight categories of paid peer support were identified.
For the most part, the categories aligned well with evidence in the literature.
However, two of these categories, issues of power and the ‘dark side’ of peer support, have been relatively unexplored and understated in previous studies.
These findings provide an expanded understanding of the role of paid peer support as part of the recovery process in mental health service delivery. The effective use of paid peer support workers can be enhanced through attention to the issues identified.
Showing posts with label grounded_theory. Show all posts
Showing posts with label grounded_theory. Show all posts
Tuesday, 8 May 2018
Tuesday, 10 April 2012
The teaching of qualitative research methods in information systems: an explorative study utilizing learning theory
an article by Robert D Galliers (Bentley University, Massachusetts) and Jimmy C Huang (Warwick Business School, The University of Warwick) published in European Journal of Information Systems Volume 21 Issue 2 (March 2012)
Abstract
Empirical evidence suggests that the Information Systems field continues to be dominated by the positivist paradigm and the use of quantitative methods. This is so despite the diversity of research methods available, the emergence of an interpretivist tradition, and some isolated examples of methodological pluralism.
While there have been significant contributions in guiding qualitative research methods teaching, little research has been undertaken that considers the training actually provided, and the possible impacts this may have on the quality and quantity of qualitative research articles in our journals. This explorative study aims to provide some insight into what training is provided, the issues confronted, and possible impediments to publishing qualitative research.
Data were collected from interviews with a panel of international colleagues who have a range of experience in teaching and applying qualitative methods. Grounded Theory is used to identify emergent and interconnected themes. Experiential and social learning lenses are used to reflect on the results, providing some initial understanding of the complexities of teaching and undertaking qualitative research.
Theoretical as well as practical contributions are made regarding the means by which qualitative research may be introduced, developed and extended within the IS academy, and further theorisation of social and experiential learning.
Hazel’s comment:
Whilst trying to find the volume/issue number I came across this interesting figure from the article.
Abstract
Empirical evidence suggests that the Information Systems field continues to be dominated by the positivist paradigm and the use of quantitative methods. This is so despite the diversity of research methods available, the emergence of an interpretivist tradition, and some isolated examples of methodological pluralism.
While there have been significant contributions in guiding qualitative research methods teaching, little research has been undertaken that considers the training actually provided, and the possible impacts this may have on the quality and quantity of qualitative research articles in our journals. This explorative study aims to provide some insight into what training is provided, the issues confronted, and possible impediments to publishing qualitative research.
Data were collected from interviews with a panel of international colleagues who have a range of experience in teaching and applying qualitative methods. Grounded Theory is used to identify emergent and interconnected themes. Experiential and social learning lenses are used to reflect on the results, providing some initial understanding of the complexities of teaching and undertaking qualitative research.
Theoretical as well as practical contributions are made regarding the means by which qualitative research may be introduced, developed and extended within the IS academy, and further theorisation of social and experiential learning.
Hazel’s comment:
Whilst trying to find the volume/issue number I came across this interesting figure from the article.
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