scholarly journals Evaluation of a Brief, School-Based Bystander Bullying Intervention: A Pilot Study Conducted at an Ethnically-Blended, Low-Income School

2020 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Focus Groups ◽  
Low Income ◽  
Qualitative Data ◽  
Hispanic Students ◽  
Sequential Sampling ◽  
Phase 1 ◽  
Social Validity ◽  
Research Approach ◽  
Culturally Appropriate ◽  
Bullying Intervention

The purpose of this study was to adapt a brief, bystander bullying intervention to be culturally appropriate for ethnicallyblended schools in low-income communities and to assess the social validity of the adapted intervention. A mixed-methods design with sequential sampling was used to collect qualitative data from focus groups and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and chi square analyses and independent sample t-tests to analyzed qualitative data. Students (N = 40) from an ethnically-blended school (i.e., predominantly White and Hispanic students) in a low-income community were trained in the bystander bullying program. The 90-minute training includes a didactic and experiential component. The didactic component includes information about bullying and strategies students can use to intervene when they witness bullying. The experiential component includes small group activities and role-plays in which students practice utilizing the strategies. We used a phased research approach to meet the study aims. In Phase 1, students participated in focus groups after receiving the bystander training. Qualitative themes that emerged from the focus groups included students’ experiences with bullying, including types of bullying and reasons why students bully, negative emotions associated with bullying, fears related to reporting bullying to adults, and positive reactions to the intervention. In Phase 2, we adapted the intervention based on information from a literature search and feedback from participants in Phase 1. In Phase 3, we trained a new group of students (N = 63) in the adapted intervention to evaluate the intervention’s social validity. Results indicated students perceived the adapted intervention as appropriate and relevant for their school, with no differences between White and Hispanic students. This study serves as a first step in developing a culturally appropriate intervention designed to address bullying-related health disparities for students attending an ethnically-blended school in a low-income community

scholarly journals Development, Feasibility, and Post-Training Outcomes of the STAC Teacher Training: A Companion Program for a Brief, Bystander Bullying Intervention

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Teacher Training ◽  
Qualitative Data ◽  
Sequential Sampling ◽  
Phase 1 ◽  
Research Approach ◽  
Training Outcomes ◽  
Bullying Intervention ◽  
Group Data ◽  
Focus Group Data ◽  
Attitudes Toward Students

The purpose of this study was to develop a companion Teacher Training for a brief, bystander bullying intervention (STAC) and to assess feasibility and post-training outcomes. Although research supports the efficacy of the STAC intervention, training teachers to support student “defenders” may enhance the program’s impact. A mixed-methods design with sequential sampling was used with qualitative focus group data and quantitative survey data. The researchers used Consensual Qualitative Research to analyze qualitative data and independent sample t-tests to analyze qualitative data. Teachers (N =18) from one high school in an urban community were recruited for the study. We used a phased research approach to meet the study aims. In Phase 1, teachers participated in focus groups to develop content for the training. Qualitative themes that emerged included identification of barriers to intervening in bullying, gaps in teacher knowledge, suggestions for supporting students to report bullying to teachers, the need for a supportive school culture, and attitudes toward students who bully. In Phase 2, we created the STAC Teacher Training based on the literature and feedback from participants in Phase 1. The 50-minute training includes 1) normative feedback regarding beliefs about bullying, 2) a didactic component that includes information about bullying, a description of the student STAC strategies, and corresponding teacher strategies used to support student “defenders” and 3) an experiential component for strategy practice. In Phase 3, we trained a sub-set of teachers (N = 8) in the STAC Teacher Training to evaluate feasibility and post-training outcomes. Results supported training feasibility and teachers reported an increase in knowledge, confidence to support students to act as “defenders”, as well as confidence, comfort, and self-efficacy in intervening in bullying situations. This study serves as a first step in developing a companion Teacher Training for the STAC intervention.

scholarly journals Asthma in Children With Comorbid Obesity

2016 ◽  
Vol 17 (6) ◽  
pp. 880-890 ◽  
Author(s):  
Molly A. Martin ◽  
Eleanor C. Floyd ◽  
Sara K. Nixon ◽  
Sandra Villalpando ◽  
Madeleine Shalowitz ◽  
...  
Keyword(s):  
Focus Groups ◽  
Low Income ◽  
Community Based Participatory Research ◽  
School Level ◽  
Research Approach ◽  
Community Based ◽  
Key Informants ◽  
Individual Level ◽  
Community Agencies ◽  
Low Income Children

This article describes formative work conducted to inform design of an intervention targeting asthma control in overweight/obese children. Using a PRECEDE-PROCEED framework and a community-based participatory research approach, investigators conducted key informant interviews and focus groups in a low-income urban community. Key informants ( N = 18) represented schools and community agencies. Focus groups were conducted with caregivers (4 groups, N = 31) and children (3 groups, N = 30). Focus group participants were low-income and African American, Puerto Rican, or Mexican. Children were age 5 to 12 years and overweight or obese with a diagnosis of asthma; caregivers had a child meeting these criteria. A range of issues competed with families’ day-to-day prioritization and management of asthma, with social limitations reported as the most important issue. Many school-level and individual-level barriers were described. Caregivers and children drew strong connections between asthma and obesity and described their need to comanage these conditions. The connection between the diseases was not as obvious for the key informants, many of whom control the services families receive. These results led to an understanding of key targets and components that are needed for a multilevel community-based intervention to be relevant and appropriate in low-income children with both asthma and obesity.

scholarly journals Development and Evaluation of a Brief, Bystander Bullying Intervention for Low-Income, Ethnically-Blended Middle Schools

2020 ◽  
Author(s):  
Molly Elizabeth Moran
Keyword(s):  
Middle Schools ◽  
Low Income ◽  
Mixed Method ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Mixed Method Study ◽  
Bullying Victimization ◽  
Cultural Validity ◽  
Bullying Intervention ◽  
Culturally Adapted

This dissertation includes three individual articles that examine a brief bystander bullying intervention (STAC) culturally adapted for low-income, ethnically-blended middle schools. Chapter One provides a brief introduction to the three articles that comprise this dissertation, the theoretical framework, and the rationale and purpose of this dissertation. Chapter Two includes a mixed-method study examining the development of the culturally adapted intervention. Qualitative data was used to inform the intervention adaptations. Quantitative data provides preliminary support for the cultural validity of the adapted intervention. Chapter Three includes a mixed-method study examining the appropriateness of the culturally adapted intervention. Qualitative data was collected to describe the experiences of the students who participated in the adapted intervention. Quantitative data indicates an increase in knowledge about bullying, confidence to intervene in bullying situations, and use of the STAC strategies to intervene in bullying situations. Chapter Four evaluates the effectiveness of the culturally adapted interventions on reducing bullying victimization. Quantitative data indicates a decrease in bullying victimization and bias-based bullying victimization from baseline to the 6-week follow-up. Chapter Five includes a summary of the three articles.

Understanding Diabetes-Related Distress Characteristics and Psychosocial Support Preferences of Urban African American Adults Living With Type 2 Diabetes: A Mixed-Methods Study

2018 ◽  
Vol 44 (2) ◽  
pp. 144-157 ◽  
Author(s):  
Sula Hood ◽  
Amy Irby-Shasanmi ◽  
Mary de Groot ◽  
Elissabeth Martin ◽  
Andrew S. LaJoie
Keyword(s):  
Type 2 Diabetes ◽  
African American ◽  
Mixed Methods ◽  
Focus Groups ◽  
Psychosocial Support ◽  
Phase 1 ◽  
Culturally Appropriate ◽  
African American Adults

Purpose The purpose of this study is to understand diabetes-related distress (DRD) characteristics and identify psychosocial support preferences of urban African American adults living with type 2 diabetes (T2DM). Methods A 2-phase, mixed-methods sequential explanatory study design was used to gather data. In phase 1, a purposive sample of participants (N = 155) was recruited and asked to complete a written survey. The Diabetes Distress Scale (DDS17) was used to assess DRD, including subscales—emotional burden (EB), regimen distress (RD), interpersonal distress (ID), and physician distress (PD). In phase 2, a subset of phase 1 participants (N = 23) volunteered to attend 1 of 4 gender-stratified follow-up focus groups to contextualize the quantitative survey results. Results Survey findings indicate that on average, participants had moderate levels of DRD (aggregate), RD, and EB but had low ID and PD. During follow-up focus groups, participants described RD and EB as their primary distress types and emphasized that clinicians should prioritize the mental health aspects of T2DM similarly to its physical aspects. Participants expressed a desire for culturally appropriate peer support groups as a psychosocial support resource for distress coping and specifically requested the development of gender-stratified groups and groups for young adults. Conclusions Results support the need to screen for and address diabetes-related distress among African American patients with T2DM. Findings also inform the development of culturally appropriate psychosocial support resources to facilitate diabetes-related distress coping.

Heteronormativity and Developing Masculinities at a Primary School in South Africa

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Luckmore Chimanzi
Keyword(s):  
South Africa ◽  
Focus Groups ◽  
Primary School ◽  
Identity Formation ◽  
Qualitative Data ◽  
Social Bonds ◽  
Male Identity ◽  
Social Unit ◽  
Male And Female ◽  
Diary Research

This article explores the development of heteronormativity and the construction of masculinities at a township primary school in South Africa. In this study, boys and girls chastise homosexuality yet maintain their male-to-male and female-to-female social bonds. Homosocial or male-to-male social bonds have a bearing on the construction of male identity. It is argued that homosocial relationships serve as a means through which certain boys negotiate and exhibit their masculinity in a process of identity formation in which heterosexuality is a key component. Qualitative data from focus groups and diary research with Grade 7 students (male and female) in a primary school are used. Boys engage in a number of games and acquire resources for themselves; hence, as a social unit, they portray themselves as heteronormative. Their solidarity plays a role in maintaining their power in relationships even though privately some of them expressed preference for more flexible constructions of masculinity.

scholarly journals Blending Indigenous Sharing Circle and Western Focus Group Methodologies for the Study of Indigenous Children’s Health: A Systematic Review

2021 ◽  
Vol 20 ◽  
pp. 160940692110151
Author(s):  
Sarah C. Hunt ◽  
Nancy L. Young
Keyword(s):  
Systematic Review ◽  
Focus Group ◽  
Focus Groups ◽  
Qualitative Content Analysis ◽  
Children's Health ◽  
Children’S Health ◽  
Community Advisory Board ◽  
Original Research ◽  
Research Approach ◽  
Sharing Circles

The primary objective of this systematic review was to investigate how Western focus groups and Indigenous sharing circles have been blended for the study of Indigenous children’s health. The secondary objective of this study was to propose recommendations for adapting focus groups to include elements of sharing circles. This systematic review was conducted using a systematic search of original research articles published between 2009 and 2020 that (a) focused on North American Indigenous children’s health and (b) used group-based qualitative methods including focus groups and sharing circles. Each of the articles was screened for relevance and quality. The methods sections were reviewed, subjected to qualitative content analysis, and codes were analyzed to identify common themes and synthesize results. We identified 29 articles, most of which followed a community-based participatory research approach. In these publications, most included a community advisory board, ethics approval was obtained, and in some cases, community members were included as research assistants. There was evidence that sharing circles and focus group methods had been blended in the recent Indigenous children’s health literature. This was particularly apparent in the authors’ approaches to recruitment, location, facilitation techniques, question format and reimbursement. Several groups have published results that describe approaches that successfully incorporated aspects of Indigenous sharing circles into Western focus groups, thus establishing a research method that is culturally safe and appropriate for the study of Indigenous children’s health.

scholarly journals ‘You withhold what you are feeling so you can have a family’: Latinas’ perceptions on community values and postpartum depression

2021 ◽  
Vol 9 (3) ◽  
pp. e000504
Author(s):  
McClain Sampson ◽  
Miao Yu ◽  
Rebecca Mauldin ◽  
Angelina Mayorga ◽  
Lorena G Gonzalez
Keyword(s):  
Postpartum Depression ◽  
Focus Groups ◽  
Low Income ◽  
Local Community ◽  
Academic Research ◽  
Family Services ◽  
Community Values ◽  
Faith Based ◽  
Community Acceptance ◽  
Values And Beliefs

ObjectiveThe purpose of this study was to explore the postpartum depression (PPD) beliefs and experiences of mothers who access local community faith-based organisations providing family services to low-income, predominantly immigrant Latino populations.DesignUsing a qualitative research design, we conducted 18 focus groups with Latina mothers to inquire about their community values and beliefs of PPD. All groups were conducted in Spanish.SettingAn academic research team located in Houston, Texas, USA, partnered with six faith-based organisations in five cities to recruit and host focus groups at the site of the organisation.ParticipantsOne hundred and thirty-three women participated in the focus groups across all sites. Thirty-seven of them (27.8%) had given birth to a child in less than 1 year. Inclusion criteria included mothers 18 years and older and Latino ethnicity.ResultsA six-step process was used to apply thematic analysis to sort data into the themes. All mothers had heard of depression after childbirth, some had experienced it and most remarked that the personal experience and community acceptance of it vary by family. The main findings suggest that mothers take pride in parenting by instilling values to support family and the value of relying on family for emotional support. Findings reveal that many mothers suffer and sacrifice for their children, they feel judged and feel they must hide their emotions. Factors such as birth and postpartum customs from a native country, gender roles and beliefs of what a good mother shape their beliefs and messages about PPD.ConclusionOur findings indicate that programme developers should consider family and community focused education and intervention efforts to help decrease stigma and increase understanding of PPD.

scholarly journals Mitigating Childhood Food Insecurity during COVID-19: A Qualitative Study of how School Districts in California’s San Joaquin Valley Responded to Growing Needs

2021 ◽  
pp. 1-26
Author(s):  
Ashley H. Jowell ◽  
Janine S. Bruce ◽  
Gabriela V. Escobar ◽  
Valeria M. Ordonez ◽  
Christina A. Hecht ◽  
...  
Keyword(s):  
School District ◽  
School Districts ◽  
Food Insecurity ◽  
Focus Groups ◽  
Low Income ◽  
Distribution Systems ◽  
Community Organizations ◽  
San Joaquin Valley ◽  
School Meal ◽  
Fresh Foods

Abstract Objectives: To explore best practices and challenges in providing school meals during COVID-19 in a low-income, predominantly Latino, urban-rural region. Design: Semi structured interviews with school district stakeholders and focus groups with parents were conducted to explore school meal provision during COVID-19 from June to August 2020. Data was coded and themes were identified to guide analysis. Community organizations were involved in all aspects of study design, recruitment, data collection, and analysis. Setting: Six school districts in California’s San Joaquin Valley. Participants: School district stakeholders (n=11) included food service directors, school superintendents, and community partners (e.g., funders, food co-operative). Focus groups (n=6) were comprised of parents (n=29) of children participating in school meal programs. Results: COVID-19-related challenges for districts included developing safe meal distribution systems, boosting low participation, covering COVID-19-related costs, and staying informed of policy changes. Barriers for families included transportation difficulties, safety concerns, and a lack of fresh foods. Innovative strategies to address obstacles included pandemic-EBT, bus-stop delivery, community pick-up locations, batched meals, and leveraging partner resources. Conclusions: A focus on fresher, more appealing meals and greater communication between school officials and parents could boost participation. Districts that leveraged external partnerships were better equipped to provide meals during pandemic conditions. In addition, policies increasing access to fresh foods and capitalizing on USDA waivers could boost school meal participation. Finally, partnering with community organizations and acting upon parent feedback could improve school meal systems, and in combination with pandemic-EBT, address childhood food insecurity.

Police BWCs as ‘Neutral Observers’: Perceptions of public defenders

2020 ◽  
Author(s):  
Janne E Gaub ◽  
Carolyn Naoroz ◽  
Aili Malm
Keyword(s):  
Criminal Justice ◽  
Focus Groups ◽  
Qualitative Data ◽  
Future Research ◽  
End User ◽  
Public Defenders

Abstract The research on police body-worn cameras (BWCs) has rapidly expanded to evaluate the technology’s impact on a range of police outcomes. Far fewer studies have addressed the various effects on downstream criminal justice actors, and those that do have focused almost entirely on prosecutors. Thus, public defenders have remained on the periphery of the police BWC discussion, despite playing an important role as an end-user of the technology. This study draws on qualitative data from focus groups with public defenders in the Commonwealth of Virginia to discuss the perception of BWCs as neutral observers in a police–citizen encounter. We then provide implications and recommend avenues for future research.

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