Spring 2025 SOWK 460w Week 04 - Using Qualitative and Mixed Methods Designs
Spring 2025 SOWK 460w Week 04 - Using Qualitative and Mixed Methods Designs
title: Spring 2025 SOWK 460w Week 04 - Using Qualitative and Mixed Methods Designs date: 2025-02-10 09:52:01 location: Heritage University tags:
- Heritage University
- BASW Program
- SOWK 460w presentation_video: > “” description: >
In week four of SOWK 460, we will start to explore program evaluation methodologies and the practicality of your program evaluation. Most program evaluations use a variant of mixed methods. The chapter readings from Royse (2022) focus on qualitative and mixed methods evaluations and needs assessments. This week, students will submit their group work plans and review how to complete the form.
The agenda will be as follows:
- Basics of program design methodologies
- Examples of qualitative research
- Planning the design of and the tasks completion of your evaluation
Agenda
- Basics of program design methodologies
- Examples of qualitative research
- Planning the design of and the tasks completion of your evaluation
Why Qualitative Design Methods
Royse (2022) describes a number of number of reasons why we might want to gather qualitative data for our study.
- Framing the topic in participants’ descriptions
- Exploring a topic in greater depth and with additional details
- Gain specifics about what works and doesn’t work in a program
- Needing research expertise and sensitivity to draw out responses (text talked about exploring illegal, stigmatized, or socially unacceptable behavior; e.g., opioid use, poor parenting, domestic violence)
- Uncovering foundational ideas to build further literature on (consider no literature and using it as an exploratory study)
Qualities of Qualitative Design Methods
There are some unique aspects of qualitative design methods. They include:
- Qualitative data includes aspects of intersectionality and is messy and complicated to sort and understand (Fine et al., 2021)
- With qualitative data, there is an ability to find emergent ideas (Kapp & Anderson, 2010) (Very exploratory, find connections to things, example of Brene Brown)
- Closely related to clinical practices (Kapp & Anderson, 2010)
Reference
Fine, M., Torre, M. E., Oswald, A. G., & Avory, S. (2021). Critical participatory action research: Methods and praxis for intersectional knowledge production. Journal of Counseling Psychology, 68(3), 344-356. https://doi.org/10.1037/cou0000445
Kapp, S. A., & Anderson, G. R. (2009). Agency-based program evaluation: Lessons from practice. Sage Publications. https://doi.org/https://doi.org/10.4135/9781544364896
Three Key Qualitative Methods
Royse (2022) describes three specific methods for qualitative research
- Participant Observation: The researcher observes participants in their natural environment, often times as a participant herself
- In-depth Interview: The researcher asks several, open-ended questions to explore participants’ personal histories, experiences, and perspectives
- Focus Group: The researcher asks in-depth questions of small groups of participants to explore their experiences, perspectives, and cultural norms
An Example of Interviews and Grounded Theory: The Power of Vulnerability
The textbook described grounded theory. That is the methodology that Brown (2010) uses and talks about her talk. This talk also demonstrates the imergent way that qualitative data can be demonstrated.
How many of you have watched this before?
- Her description of grounded theory (a qualitative method)
- The process of understanding and connecting with the research
- Why I call qualitative methods messy
[Whole Group Activity] Watch the video The Power of Vulnerability
[Whole Group Activity] Debrief
- What did you hear and see
- What stands out to you about this as a method for gathering data
Reference
Brown, B. (2010). The power of vulnerability [Video]. TED. https://www.ted.com/talks/brene_brown_the_power_of_vulnerability
Example of Focus Group Overview of the Study Phases - Introduction to Study
This slide shows all of the parts of this study, the Trauma-Informed PLC. Sometimes you will also hear me refer to it as my PLC. We will be going through each of the these parts in turn to explain what I did before we discuss the results.
Three parts
- orientation
- Entry interviews
- Six focus group sessions:
- Understand how trauma impacts students
- Limiting re-traumatization within the classroom
- Methods for increasing resiliency factors for students
- Engaging in self-care and burnout prevention to reduce the impact of secondary trauma
- Evaluate and implement ideas for promoting systematic changes within a classroom and school-wide
- Develop a tool or recommendation for how other school staff could create similar growth in other schools
Embedded in Each Dialog was:
- Group Book Study
- Self-Care Activity
- Exploration, Reflection, and Action
Components of building a trauma-informed PLC
The following graphic describes all of these components that I have gone through and reviewed. They include the foundations of:
- Following a mutual aid model
- Incorporate an Interdisciplinary Framework
The themes of
- Understand How Trauma Impacts Students
- Limiting Re-Traumatization Within the Classroom
- Methods for Increasing Resiliency Factors for Students
- Engaging in Self-Care and Burnout Prevention to Reduce the Impact of Secondary Trauma
- Evaluate and Implement Ideas for Promoting Systematic Changes Within a Classroom and School-Wide
- Develop a Tool or Recommendation for How Other School Staff Could Create Similar Growth in Other Schools
And the learning strategies of
- Engage in the Process of Reviewing Practice Together for Development
- Use Idea Generation to Develop New and Novel Ideas
- Integrated Self-Care Practices Into Groups and Encourage Use to Reduce Compassion Fatigue
- Use Storytelling to Make Meaning and Develop Cohesion
- Include Scholarly Sources and Develop Connections to Evidence-Based Practice
- DefineConcepts as a Group to Enhance Understanding
- Review Protocols for Professional Socialization
Implementing a group focused on trauma-informed care through this format might be an unexpected idea to some. During the orientation meeting, there was a school admin who joined the orientation meeting. They later reached out to me and shared they could not participate in the PLC at this time due to the time commitment. During the orientation, she commented that she hadn’t realized that it was an orientation for an ongoing PLC-style group. She had believed the training would follow a more traditional sit-and-get training, and the commitment was joining for an hour-and-a-half presentation.
I hope this project will provide an avenue for new ways of learning about trauma-informed care practices in schools that can also come from the PLC and the classroom.
Reference
Campbell, J. (2023). A professional learning community for developing trauma-informed practices using participatory action methods: transforming school culture for students with emotional and behavioral disabilities (Publication No. 30424801) [California Institute of Integral Studies ProQuest Dissertations Publishing]. ProQuest Dissertations and Theses. https://www.proquest.com/dissertations-theses/professional-learning-community-developing-trauma/docview/2813493629/se-2
Example of Participant Observation: ABC Data
The textbook talked about structured observations. In a school based setting one method of doing this is collecting ABC data
Explain ABC data collection
Other examples
- Observation while consulting
- Counts (like cars that can see with seatbelts or STAR Reporting)
- Structured data collection
What is your project
[Whole Group Activity] Have groups sit with each other. Give 10 minutes to talk about their projects
Share out what see as project currently.
Program Evaluation Work Plan
This is due this Sunday. It is OK if it ends up changing some or not being exactly followed. The idea is for you to have a good understanding of what you will do in your project.
Evaluation Design
_ Component: A part of your evaluation _ Indicator: Measurable information about program implementation _ Source: Data to be collected _ Success: What you will know with collecting this information
Talk about using the form and being able to change or add rows.
Probable Components
The following are the components you will add include:
- Evaluative aspects (likely two or three)
- Logic model development
- Executive summary components
- Final presentation
Indicators in Program Evaluation
The CDC (2021) describes indicators in program evaluations:
Definition: The measurable information used to determine if a program is implementing their program as expected and achieving their outcomes
- Input indicators measure the contributions necessary to enable the program to be implemented (e.g., funding, staff, key partners, infrastructure)
- Process indicators measure the program’s activities and outputs (direct products/deliverables of the activities). Together, measures of activities and outputs indicate whether the program is being implemented as planned.
- Outcome indicators measure whether the program is achieving the expected effects/changes in the short, intermediate, and long term.
Reference
Centers for Disease Control and Prevention (2021, April 9) Indicators: CDC Approach to Evaluation. https://www.cdc.gov/evaluation/indicators/index.htm
Criteria for Selection of High-Performing Indicators
[Small Group Activity] In your groups, review the A Checklist to Inform Monitoring and Evaluation
[Whole Group Activity] Debrief
- What do you think you are going to take and adapt to your evaluation
Work Time: Program Evaluation Work Plan
[Small Group Activity] Give time to work on plan, answer questions.
Posting your Group Work Plan in the Forums
- Where you will do your program evaluation
- A general idea of what you will look at
- The names of group members
- A brief description of your group work plan
Group Work Plan Rubric
Review the rubric:
| Description | Initial | Emerging | Developed | Highly Developed |
|---|---|---|---|---|
| Completeness | Very few aspects of the overall research project are included in the plan. | The plan includes several components, but a few significant processes are not included. | The plan generally outlines most of the research project. | The plan is thorough and covers the entire research project. |
| Clarity | The plan of what needs to happen in either the evaluation design or the data collection is unclear. | The plan provides some general idea of tasks that need to be completed but does not include a delineation between evaluation design and data collection. | The plan is understandable and includes information about the design and data collection. | The plan clearly articulates both the evaluation design and data collection that will take place within the research. The evaluation design includes components, indicators, sources, and what success looks like. The data collection identifies specific tasks, the person responsible, and deadlines for completing those tasks. |
| Fairness | The distribution of tasks is not fair for group members. | The distribution of tasks is somewhat fair for group members, but some significant tasks or components are unfairly assigned. | The group members are assigned tasks, but a few seem to have more or less work than others. | Group members are fairly distributed with tasks related to the assignment. |
| Feasibility | None of the components or tasks are feasible. | The program evaluation does not appear feasible, with significant components not likely to be completed. | The program evaluation appears feasible, but some aspects might seem out of scope or out of the student’s ability to complete. | The program evaluation plan appears feasible and something the group can accomplish within the semester. |