Spring 2024 SOWK 460w Week 10: Design Methods Part II

Dr. Jacob Campbell

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DESIGN METHODS PART II Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024 Qualitative & Consumer Satisfaction

AGENDA ➤ Presentation about graduation planning ➤ Bene ts of qualitative approach ➤ Qualitative designs methods ➤ Focus groups ➤ Consumer satisfaction surveys fi Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

GRADUATION PLANNING with Marisol Johnson Topanish Social Work Club President Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

MIDCOURSE FEEDBACK SPRING 2024 Positives Organization Accessibility of material Group work time Learning process in class (peer review, quizzes, etc.) Challenges Struggling to understand content Textbook is old The quantity of work 13 of 20 Respondents Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

FLYER Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

PROGRAM EVALUATION DESIGN Qualitative Designs and Applications Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

“ “Qualitative designs embrace this ambiguity and attempt to include multiple sources to develop an improved understanding of the situation, question, service challenge, and so forth” –Kapp and Anderson (2010) p. 239 Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

CLOSELY RELATED TO CLINICAL PRACTICES (Kapp & Anderson, 2010) BENEFITS OF A QUALITATIVE APPROACH Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

Opportunity for Clients to tell their stories BENEFITS OF A QUALITATIVE APPROACH Jacob Campbell, Ph.D. LICSW at Heritage University (Kapp & Anderson, 2010) SOWK 460w Spring 2024

ABILITY TO FIND TRANSFORMATION EMERGENT IDEAS .support (Kapp & Anderson, 2010) BENEFITS OF A QUALITATIVE APPROACH Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

THE POWER OF VULNERABILITY https://www.ted.com/talks/brene_brown_the_power_of_vulnerability Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

QUALITATIVE DESIGNS ➤ Open-Ended Interviews ➤ Observations ➤ Focus Group Interviews ➤ Field Notes Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

d n A & (Kapp ) 0 1 0 2 , n o s r e QUALITATIVE DESIGNS Open-Ended Interviews ➤ Not focused on standardized instruments ➤ Follows a standardized set of questions ➤ Gives an opportunity share personal perspectives Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

OBSERVATIONS ➤ Insights not obtained through an interview ➤ Can learn more from observation vs interview Systematized by have a form or guiding questions QUALITATIVE DESIGNS Jacob Campbell, Ph.D. LICSW at Heritage University (Kapp & Anderson, 2010) SOWK 460w Spring 2024

QUALITATIVE DESIGNS OBSERVATIONS ABC Notes Date/Time/Duration Activity Student: Harold Grade: 9th Antecedent 10/11/13 9:35am 5 minutes 10/12/13 11:20 am 10 minutes Language Arts Behavior Consequence Individual task given Talks to Peers about off task topic Given Reminder by the teacher to work quietly Small Group math test Chatted with peers Asked to leave the class 10/12/13 1:30 pm 5 minutes PE Volleyball game team selection Refused to be on the team picked for Chose not to participate 10/15/13 9:35am 5 minutes Language Arts Individual task given Talking loudly about inappropriate topics Other students laughed Asked to leave class 10/17/13 1:20 pm 5 minutes PE Running the track Refused to run, walked with students not in his class on the field Encouraged to run but wouldn’t 10/18/13 9:35am 5 minutes Language Arts Essay assignment Went on laptop to not approved websites, showed other student Would not leave the website 10/21/13 11:20 am 5 minutes Math Individual work Algebraic Expressions Talked to peers about off topic conversation Started work but kept talking Jacob Campbell, Ph.D. LICSW at Heritage University Example of ABC Data SOWK 460w Spring 2024

QUALITATIVE DESIGNS Focus Group Interviews ➤ A group process the allows views of multiple people ➤ Structured to allow minority views and di erences of opinions ➤ Investigate unanticipated discussion points ff Jacob Campbell, Ph.D. LICSW at Heritage University (Kapp & Anderson, 2010) SOWK 460w Spring 2024

QUALITATIVE DESIGNS Focus Group Interviews ➤ Paraphrase and restate comments frequently ➤ Seek other opinions (ask group for agreement). Attempt to engage all parties. ➤ Review positions of the entire group and verify that you have understanding ➤ Open oor for other areas of interest of the group ➤ Don’t be afraid to control discussion, and move on when somebody is not sharing the talking ➤ Move discussion from heated argument bye naming the positions and moving on fl Jacob Campbell, Ph.D. LICSW at Heritage University (Kapp & Anderson, 2010) SOWK 460w Spring 2024

Record critical events and information that comes up through processes E V I T A T I L A QU DESIGNS (Kapp & Anderson, (Kapp &2010) Anderson, 2010)

􀿓 􀬓 1 Orientation: discussing PAR, its values, tenets, principles, practices, and processes 2 Entry interviews: Co-researcher voice in developing agendas and describing needs 3 6 Co-Researchers 3 School Social Workers 2 Behavior Interventionist Teachers 1 Para Educator OVERVIEW OF STUDY PHASES (Campbell, 2023) Six co-designed 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 Embed in dialogues Group Book Study Self-Care Activity Exploration, Reflection, and Action

Engage in the Process of Reviewing Practice Together for Development THEMES Understand How Trauma Impacts Students Use Idea Generation Develop New and Novel Ideas Integrated Self-Care Practices Limiting Re-Traumatization Into Group and Encourage Use Within the Classroom Methods for Increasing to Reduce Compassion Fatigue Use Storytelling to Resiliency Factors for Students Make Meaning and Engaging in Self-Care and Include Scholarly Sources and Develop Cohesion Burnout Prevention to Reduce the Develop Connections to Impact of Secondary Trauma Evidence-Based Practice De ne Concepts as a Evaluate and Implement Ideas for Group to Enhance Promoting Systematic Changes Understanding Within a Classroom and School-Wide Review Protocols for Professional Socialization Develop a Tool or Recommendation for How Other School LEARNING STRATEGIES Sta Could Create Similar Growth in Other Schools Follow Mutual Aid Model ff fi (Campbell, 2023) Incorporate an Interdisciplinary Framework COMPONENTS IN BUILDING A TRAUMA-INFORMED PLC

CREATING A CUSTOMER SERVICE QUESTIONNAIRE fi fi fi Jacob Campbell, Ph.D. LICSW at Heritage University How well does the instrument t the service setting? Does the instrument provide an overall assessment or is it more topic speci c? Does the language t my population? SOWK 460w Spring 2024

What would it look like What questions would you include What bene t would it have DEVELOPING A CONSUMER SATISFACTION For Heritage BASW Program fi Jacob Campbell, Ph.D. LICSW at Heritage University SOWK 460w Spring 2024

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