The “Sticky Notes” Method: Adapting Interpretive Description Methodology for Team-Based Qualitative Analysis in Community-Based Participatory Research

Community-based participatory research (CBPR) has a long history within HIV research, yet little work has focused on facilitating team-based data analysis within CBPR. Our team adapted Thorne’s interpretive description (ID) for CBPR analysis, using a color-coded “sticky notes” system to conduct data fragmentation and synthesis. Sticky notes were used to record, visualize, and communicate emerging insights over the course of 11 in-person participatory sessions. Data fragmentation strategies were employed in an iterative four-step process that was reached by consensus. During synthesis, the team created and recreated mind maps of the 969 sticky notes, from which we developed categories and themes through discussion. Flexibility, trust, and discussion were key components that facilitated the evolution of the final process. An interactive, team-based approach was central to data co-creation and capacity building, whereas the “sticky notes” system provided a framework for identifying and sorting data.

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Engaging Youth in the Bipolar Youth Action Project: Community-Based Participatory Research (Preprint)

10.2196/preprints.19475 ◽

2020 ◽

Author(s):

Laura Lapadat ◽

Anusha Balram ◽

Joanna Cheek ◽

Eugenia Canas ◽

Andrea Paquette ◽

...

Keyword(s):

Bipolar Disorder ◽

Data Analysis ◽

Participatory Research ◽

Management Strategies ◽

Community Based Participatory Research ◽

Academic Community ◽

Self Management ◽

Community Based ◽

Action Project ◽

Peer Researchers

BACKGROUND We describe the methodological dimensions of community-based participatory research through a description of study design, youth engagement, and methods/processes in the cocreation of knowledge within a Canadian study, the Bipolar Youth Action Project. This collaborative partnership—carried out by a team composed of academic, community, and youth partners—was designed to investigate self-management and wellness strategies for young adults living with bipolar disorder. OBJECTIVE The aim is to describe the opportunities and challenges of this collaboration and to reflect upon the process of involving youth with bipolar disorder in health research that concerns them, and share lessons learned. METHODS The project was conducted in multiple phases over 2 years: (1) grant-writing, with youth contributing to the process; (2) recruitment, in which 12 youth were selected and trained to help shape and conduct two research forums; (3) the first research forum, where more youth were consulted about the strategies they apply to stay well (self-management strategies); (4) data analysis of Forum I findings; (5) research Forum II, which consulted youth with bipolar disorder about knowledge translation of Forum I findings; and (6) data analysis of Forum II findings. Youth peer researchers with bipolar disorder were involved in a significant capacity at every stage in the process. RESULTS Of the initial 12 youth peer researchers, 7 remained on the project from the recruitment phase until the project ended. They collaborated in the creation of two youth research forums that consulted youth with bipolar disorder on their self-management strategies. CONCLUSIONS This article shares what was learned from the process of partnering with youth with bipolar disorder in a community-based participatory research study. CLINICALTRIAL

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Engaging Youth in the Bipolar Youth Action Project: Community-Based Participatory Research

Journal of Participatory Medicine ◽

10.2196/19475 ◽

2020 ◽

Vol 12 (3) ◽

pp. e19475

Author(s):

Laura Lapadat ◽

Anusha Balram ◽

Joanna Cheek ◽

Eugenia Canas ◽

Andrea Paquette ◽

...

Keyword(s):

Bipolar Disorder ◽

Data Analysis ◽

Participatory Research ◽

Management Strategies ◽

Community Based Participatory Research ◽

Academic Community ◽

Self Management ◽

Community Based ◽

Action Project ◽

Peer Researchers

Background We describe the methodological dimensions of community-based participatory research through a description of study design, youth engagement, and methods/processes in the cocreation of knowledge within a Canadian study, the Bipolar Youth Action Project. This collaborative partnership—carried out by a team composed of academic, community, and youth partners—was designed to investigate self-management and wellness strategies for young adults living with bipolar disorder. Objective The aim is to describe the opportunities and challenges of this collaboration and to reflect upon the process of involving youth with bipolar disorder in health research that concerns them, and share lessons learned. Methods The project was conducted in multiple phases over 2 years: (1) grant-writing, with youth contributing to the process; (2) recruitment, in which 12 youth were selected and trained to help shape and conduct two research forums; (3) the first research forum, where more youth were consulted about the strategies they apply to stay well (self-management strategies); (4) data analysis of Forum I findings; (5) research Forum II, which consulted youth with bipolar disorder about knowledge translation of Forum I findings; and (6) data analysis of Forum II findings. Youth peer researchers with bipolar disorder were involved in a significant capacity at every stage in the process. Results Of the initial 12 youth peer researchers, 7 remained on the project from the recruitment phase until the project ended. They collaborated in the creation of two youth research forums that consulted youth with bipolar disorder on their self-management strategies. Conclusions This article shares what was learned from the process of partnering with youth with bipolar disorder in a community-based participatory research study.

Download Full-text