scholarly journals Objects in focus groups: Materiality and shaping multicultural research encounters

2020 ◽  
pp. 146879412096873
Author(s):  
Melike Peterson
Keyword(s):  
Focus Groups ◽  
Participatory Research ◽  
Relational Experiences ◽  
Living Together ◽  
Multicultural Research ◽  
Human Embodiment ◽  
Structure Discussion

This paper discusses some opportunities and challenges of using objects in focus groups, to explore multicultural encounters and experiences of living together. Drawing on feminist approaches to human embodiment, it argues that material approaches hold the potential to investigate the embodied and relational experiences of encounters with/across difference of diverse participants in sensitive ways. The materials were touchable objects such as pens and papers that help connect across differences in identity, experience and opinion, share experiences and stories with unknown others, communicate across (non)verbal barriers, misunderstandings and tensions, and accommodate moments of silence and reflection. Originally meant to ease and structure discussion, objects emerged as a central ‘medium’ or ‘instrument’ of research encounters through which participants can capture, express and share complex narratives about encountering others and multicultural living, underscoring the use of objects as an impactful method in feminist and participatory research.

Making Art – Taking Part! Negotiating participation and the playful opening of liminal spaces in a collaborative process

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Elke Zobl ◽  
Laila Huber
Keyword(s):  
Art Education ◽  
Public Space ◽  
Participatory Research ◽  
Power Relations ◽  
Research Project ◽  
Collaborative Process ◽  
Team Members ◽  
Liminal Spaces ◽  
Living Together ◽  
Making Art

How can we open participatory spaces playfully and critically? Our article raises this question in the context of a research project at the intersection of participatory and interventionist art, critical art education and participatory research. In the project “Making Art – Taking Part!” (www.takingpart.at), which the authors, along with additional team members, conducted with students aged 14–16 in Salzburg, Austria, an artistic intervention in public space was developed based on the ideas, experiences, and desires of the students. In a collaborative process, we explored strategies for self-empowerment, deconstruction of established knowledge and power relations, and appropriation by artistic and art mediation means around the topic of “living together”. In this paper, we argue that by employing such strategies, a liminal space can be opened – in a playful, yet critical way – in which the meaning of participation is collaboratively negotiated.

scholarly journals Using Focus Groups in Community-Based Participatory Research: Challenges and Resolutions

2010 ◽  
Vol 20 (5) ◽  
pp. 697-706 ◽  
Author(s):  
Christine Makosky Daley ◽  
Aimee S. James ◽  
Ezekiel Ulrey ◽  
Stephanie Joseph ◽  
Angelia Talawyma ◽  
...  
Keyword(s):  
Focus Groups ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Community Based ◽  
Research Challenges

scholarly journals Developing a Smoking Cessation Intervention within a Community-Based Participatory Research Framework

2012 ◽  
Vol 7 (2) ◽  
pp. 89-95 ◽  
Author(s):  
Noella A. Dietz ◽  
Monica Webb Hooper ◽  
Margaret M. Byrne ◽  
Antoine Messiah ◽  
Elizabeth A. Baker ◽  
...  
Keyword(s):  
Smoking Cessation ◽  
Focus Groups ◽  
Participatory Research ◽  
Support Groups ◽  
Community Based Participatory Research ◽  
Incidence Rates ◽  
South Florida ◽  
Smoking Cessation Intervention ◽  
Community Based ◽  
Cessation Intervention

Background: While smoking rates in the United States have decreased, some population subgroups have smoking rates that exceed national and state averages. These higher rates often are associated with higher incidence rates of tobacco-associated cancers. Over time, a decrease in smoking rates leads to lower cancer incidence.Methods: Using spatial modelling techniques, we identified an underserved geographic locale in South Florida with higher than expected incidence rates of tobacco-associated cancers. We then used a community-based participatory research (CBPR) design to conduct focus groups in 2011 to elicit information about the acceptability of a smoking cessation intervention delivered by trained former smokers from within peer networks.Results: A variety of smoking cessation strategies was presented and discussed in separate, gender-stratified focus groups comprised of former and current smokers (n = 39). Focus group findings consistently indicated that support groups were the preferred cessation mechanism in this community. Based on this finding, we changed our initially proposed cessation approach to one which employed support groups as a quit method.Conclusions: Currently, we are collecting pilot data to test this intervention and to reach smokers who might not otherwise be directly targeted with cessation messaging from larger tobacco control initiatives. If successful, this strategy can be adapted to effect other important changes in health behaviours in at-risk populations.

scholarly journals From Research to Practice: A Community-Based Participatory Research (CBPR) Approach to Develop an Education Session for People with Type 2 Diabetes (P16-055-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Soghra Jarvandi ◽  
Laurie Meschke ◽  
Bonnie Hinds
Keyword(s):  
Type 2 Diabetes ◽  
Focus Groups ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Self Management ◽  
Education Session ◽  
Community Based ◽  
Meal Planning ◽  
Management Behaviors

Abstract Objectives Despite national efforts, type 2 diabetes continues to rise in the Appalachian region. With concerns about cultural competence and health literacy, we undertook a community-based participatory research (CBPR) approach to program development to maximize effectiveness and cultural relevance for people with type 2 diabetes in Appalachia. Methods We conducted a multi-stage project. First, we assessed the educational needs, using a survey measuring diabetes self-management behaviors (diet, exercise, glucose monitoring, foot care, and medication) and conducted six focus groups with people with type 2 diabetes living in East TN. Next, from the focus group participants, a Community Advisory Board (CAB) was formed to review the results and provide input on the design of the education tool. The CAB used a systematic prioritization method to select the education topic and delivery methods. Finally, we piloted the resulting single nutrition education session with the CAB members. Data were analyzed using descriptive analysis for quantitative data and thematic analysis for qualitative data. Results Forty-two people participated in this study (66% female; mean age 65.7 years, SD 12), with seven thereafter forming the CAB (57% female). Nutrition was the most raised topic in the focus groups. Comparing the five self-management behaviors, the lowest percentage of participants reported compliance with dietary self-management behaviors (32%). Using adapted Hanlon methodology, the CAB selected ‘nutrition’ as the topic for the education. In addition, CAB specified group interactions, opportunity for asking questions, presence of support person/family, and providing additional resources as critical program characteristics. Accordingly, we developed an interactive session, focused on food groups and meal planning, using social cognitive theory. The session includes basic information about diabetes, meal planning strategies, problem solving, scenarios, and individual action plan. The pilot testing of the session showed that all participants ‘strongly agree’[ed] that the session offers useable, practical information. Conclusions The CAB guided the development of a session to respond to the needs and concerns of people with type 2 diabetes in rural Appalachia. Funding Sources Humana Foundation.

Handlungsleitende Orientierungen frühpädagogischer Fachkräfte in der Zusammenarbeit mit Eltern

2017 ◽  
Vol 6 (1) ◽  
pp. 10-15
Author(s):  
Beate Vomhof
Keyword(s):  
Focus Groups ◽  
Sich Eine

Zusammenfassung. Die Zusammenarbeit mit Eltern wird in Bildungsplänen und Kompetenzbeschreibungen als professionelle Aufgabe frühpädagogischer Fachkräfte definiert. Um einen Paradigmenwechsel anzuzeigen, verwenden zahlreiche Autoren inzwischen nicht mehr den Begriff Elternarbeit, sondern sprechen von Bildungs- und Erziehungspartnerschaft. Doch wird die Kooperation tatsächlich partnerschaftlich umgesetzt? Um der Forschungsfrage nachzugehen, welche handlungsleitenden Orientierungen frühpädagogische Fachkräfte in der Zusammenarbeit mit Eltern im Kontext kompensatorischer Sprachfördermaßnahmen haben, werden neun Fälle (die aus sechs Interviews und zwei Focus Groups generiert wurden) anhand der Dokumentarischen Methode interpretiert. Es zeigt sich, dass die Förderkräfte auf der Ebene der Einstellung die normativen Setzungen um Partnerschaftlichkeit teilen. Die Rekonstruktion der impliziten Wissensbestände offenbart jedoch, dass die Kooperation hierarchisch und teilweise als Machtbeziehung konstruiert wird. Es lässt sich eine grundlegende Diskrepanz zwischen den expliziten und den impliziten Orientierungen rekonstruieren, die sich als Differenz zwischen Norm und Habitus zeigt.

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