Between Two Crises

2021 ◽  
pp. 219-244
Author(s):  
Kathryn G. O'Brien
Keyword(s):  
Action Research ◽  
Professional Identity ◽  
Research Question ◽  
Behavioral Health Care ◽  
Participatory Action ◽  
For Profit ◽  
The Great Recession ◽  
Job Classification ◽  
Development Of Identity ◽  
Critical Participatory Action Research

The purpose of this chapter was to critically examine the reconstruction of professional identity between two crises: The Great Recession of 2008 and the COVID-19 pandemic of 2020. Using a critical participatory action research self-study design, the author deconstructs the transition from for-profit behavioral health care business leadership to adjunct professor. Data sources include U.S. government job classification profiles, syllabi from courses taught, and the university's corresponding student surveys to answer the primary research question: How can teaching action research contribute to the reshaping of professional identity? Data analysis revealed that iterative cycles of reflection and action in teaching action research supported the development of identity as an academic across time. The knowledge, skills, and abilities required for a career in business supported, and also interfered with, career transition. Lastly, the author understood that the problem of practice stemmed from lack of recognition of her own privilege.

Critical Participatory Action Research in a Rural Community Committed to Peacebuilding in Times of Crisis

2021 ◽  
pp. 199-218
Author(s):  
Lina Trigos-Carrillo ◽  
Laura Fonseca
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Rural Community ◽  
Communicative Action ◽  
Research Process ◽  
Community Research ◽  
Process Time ◽  
Participatory Action ◽  
Academic Communities ◽  
Critical Participatory Action Research

Conducting critical community research during the COVID-19 pandemic has brought unexpected challenges to academic communities. In this chapter, the authors analyze the obstacles faced in a Critical Participatory Action Research (CPAR) education project with a rural community of former guerrilla members in the Amazon piedmont in Colombia. After this analysis, the authors present four CPAR principles to support critical community work during difficult times. The authors argue that communicative action, horizontal community participation in all the stages of the research process, time commitment, and the leverage of other competing needs should be guaranteed and maintained during times of crisis. CPAR offers opportunities to advocate better conditions for the most affected communities in moments of increasing inequality.

Critical Participatory Action Research: A Feminist Project for Validity and Solidarity

2019 ◽  
Vol 43 (4) ◽  
pp. 433-444 ◽  
Author(s):  
Michelle Fine ◽  
María Elena Torre
Keyword(s):  
Social Justice ◽  
Action Research ◽  
Participatory Action Research ◽  
Feminist Research ◽  
Participatory Action ◽  
Research Project ◽  
Research Praxis ◽  
And Gender ◽  
Critical Participatory Action Research ◽  
Trans Youth

We present critical participatory action research as an enactment of feminist research praxis in psychology. We discuss the key elements of critical participatory action research through the story of a single, national participatory project. The project was designed by and for LGBTQIA+ (lesbian, gay, bisexual, trans, queer, intersex, asexual, plus) and gender-expansive youth; it was called What’s Your Issue? We provide details of the research project, the dreams, desires, experiences, and structural precarity of queer and trans youth. We write this article hoping readers will appreciate the complexities of identities, attend to the relentless commitment to recognition and solidarities, learn the ethical and epistemological principles of critical participatory action research as a feminist and intersectional praxis, and appreciate the provocative blend of research and action toward social justice. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

scholarly journals Transitioning Peer Consulting: a Technology-in-Practice Approach

2021 ◽  
Author(s):  
◽  
Julie Abbott Watson
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Social Services ◽  
Developmental Stages ◽  
Research Question ◽  
Theoretical Models ◽  
Problem Situation ◽  
Online Systems ◽  
Theoretical Contribution ◽  
For Profit

<p>The purpose of this study is to examine the application of ICT to enhance the peer consulting activities of groups of professionals. In this study, peer consulting is defined as the sharing of people's experience through action and reflection in the context of actual practice (Eisen, 2001). The research is undertaken within two New Zealand counselling services organisations, one for-profit and one not-for-profit. The primary guiding research question is: "How do NZ social services organisations apply online technologies to enhance the professional development of their staff?" The study is qualitative in nature, and follows the action research methodology. Within one in-depth action research cycle, key participants of each organisation and the researcher collaborate to describe the problem situation, and select and set up pilot online systems. Groups of counselling practitioners then participate in actual online peer consulting sessions, after which the outcomes of the sessions are evaluated and learnings gained. Data gathered through interviews, observations and systems statistics are analysed to derive the first of two major theoretical contributions of this research, the Model of Peer Consulting Transition. This model reflects the experiences of the research participants as they move through the developmental stages of Defining, Structuring, Experimenting, Engaging and Embedding. The second theoretical contribution of this study is the novel application of the Technology-in-Practice framework developed by Orlikowski (2000). This framework is the lens through which the environmental factors that exist within each organisational situation and influence peer consulting transition are explained. The theoretical models developed in this study provide an important contribution to the use of ICT in facilitating professional development. In addition, the participant organisations benefitted directly from being part of the study. The development of an alternative way to engage staff in professional development activities saves time and financial resources, and engaging in actual peer consulting sessions offered participants the opportunity to further develop their respective professional capabilities.</p>

Transition Discoveries: Participatory Action Research to Design Pathways to Success

2021 ◽  
pp. 216514342110261
Author(s):  
Joan Kester ◽  
Matthew F. Flanagan ◽  
Julie Stella
Keyword(s):  
Young Adults ◽  
Action Research ◽  
Participatory Action Research ◽  
Transition Planning ◽  
Participatory Action ◽  
Adults With Disabilities ◽  
Youth And Young Adults ◽  
Indicator Framework ◽  
Services And Supports ◽  
Critical Participatory Action Research

A multiyear critical participatory action research study was conducted with a total of 503 youth and young adults with disabilities (ages 14–25), family members, and transition stakeholders across the State of Pennsylvania. Youth and young adults with disabilities, families, and stakeholders served as participant researchers who collaborated in operationalizing post-school outcomes and the high-quality transition practices, resources, services, and supports that contribute to achieving them. As a result of this study, the Transition Discoveries Quality Indicator Framework was developed. We provide examples of how the content of this framework can be used to design experiences for youth and families to learn about transition planning, programs, and services. Guidelines for ecologically relevant research and implications for practice in secondary transition are provided.

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