METHODS JOURNAL
FEATURING WORKS OF
JENNIFER CONSTANTINO
CHYS 3P10: Qualitative Research Methods in Child and Youth Studies
Dr. Teresa Hill
December 6, 2024
METHODOLOGICAL FRAMEWORK
1.) Write a statement on a topic within the realm of children and youth studies or crime and aggression (or one that spans both) that you can explore using qualitative methods.
Today’s and tomorrow’s youth are fully immersed in the digital realm. The internet is our language, and social media serves as our playground. Media literacy should be a fundamental part of the school curriculum By utilizing qualitative methods, such as individual and group interviews, researchers can identify gaps/discrepancies in the current curriculum, determine what additional content is needed to enhance media literacy education and explore how daily media usage impacts mental health, cognitive development, behaviour, and more Teaching media literacy at a young age helps create a thorough understanding, and habitual use of strategies to navigate the web safely, as well as mitigate or cope with the symptoms that may come with using the internet and socials.
2.) Using the McAleese & Kilty (2019) article, write a short reflection on the importance of stories in exploring child and youth studies.
Many research topics cannot solely rely on quantitative black-and-white or binary findings. Many issues are nuanced and complex, requiring additional context and elaboration. The reading acknowledges the value of qualitative research in a variety of subjects, particularly law, crime, and sociology (Mcaleese & Kilty, 2019) We don't have to assume why a group of people feel a certain way; we can just ask them. It doesn’t just answer the simple question of “what”, but works to answer the “why”. the reading also recognizes the significance of positionality and how the narrative of the event can influence policy changes, shape public perceptions, and even perpetuate biases and stereotypes. As well as how the researcher can create a narrative, through either omission of information, or through leading questions (Mcaleese & Kilty, 2019).
The reading emphasizes that people are motivated to share their experiences of suffering and success to educate others. As natural storytellers, we learn from the experiences of those around us, which allows us to better navigate our daily lives in response to systemic issues (Mcaleese & Kilty, 2019) Although qualitative research can appear lackluster, drawn out, or overly detail-oriented, layering these experiences can help reveal a bigger picture. Specifically regarding children and youth, it’s essential to consider their cognitive frameworks, as they think differently from adults and base their experiences and emotions on distinct factors. Their thought processes may lead to different conclusions or understandings of the world around them. Through these methods, we can identify patterns that will help us refine policies and practices aimed at improving childhood education and development.
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3.) 100–200-word reflection on narrowing down a topic within children and youth that can be studied using qualitative research.
A matter that has sparked my interest during my time at BrockU is media literacy among youth (thanks to COMM2F00!), particularly the psychological factors pushing chronic phone usage and vice versa. This includes exploring whether such behaviour originates from physiological dependency, functions as an anxious coping mechanism, or arises from social fears like the fear of missing out. I plan to use qualitative methods, such as one-on-one interviews and focus groups, to understand better young people’s experiences and mentalities regarding phone usage.
A subjectivist approach to truth and reality is prominent in this process. Truth and meaning are constructed through human perception and consciousness (Bhattacharya, 2017). In this context, social media is only meaningful when perceived and interpreted through the lens of individual experiences, and these truths are relative and dependent on personal experiences, social context, and emotional states. (Ex. Instagram, likes/comments and Photoshop wouldn't exist, nor have meaning if we did not apply meaning/value to them )
By exploring these subjective truths, I aim to uncover how young people make meaning of their relationship with technology This can inform more effective educational strategies and support systems to improve media literacy and promote healthier engagement with technology (Bhattacharya, 2017)
Ethics
September 25, 2024.
1.) Based on the topic you listed in our last discussion, identify 5-7 ethical considerations that would be necessary to consider at the outset of your data collection. For reference, you can take a look at Brock's REB application and draw ideas we discussed in class These can be done in point form, with a sentence or two justifying how you would mitigate concern or justify your consideration.
According to ethics boards and specifically the Brock REB (Research Ethics Board) many documents and requirements must be fulfilled to be approved for a study. (Office of Research Ethics (ORE), 2024) -
Some of them include:
Informed Consent:
Participants will provide informed consent, ensuring they understand the study's purpose, procedures, and risks. They will extensively understand what will be asked of them. In this case scenario, the youth is under 18 and will therefore be required consent from parent/guardian, while also obtaining assent from the child/youth Participants will also be informed that they can withdraw from the study at any time.
Confidentiality:
All data will be anonymous, removing names and voices to protect participant identities. The data will be securely stored on encrypted devices, with access restricted to the primary investigator to prevent unauthorized access Anonymity will continue after the publishment process as well. In my study, the school, name and voices will be anonymous, although age, gender and region (As they are contributing cultural and biological factors that may be important to the study) will be included
Integrity & Transparency:
Regular check-ins will allow participants to revise, elaborate, or retract their responses Investigators/researchers should publish data with honesty and integrity, avoiding fabrication, falsification, or omission and biases to fit a preferred narrative The researcher must be completely transparent, not just with the participants, but also with the audience they are presenting the study to. It may be beneficial to ask the participant or child what they think the question means - so that they can understand what the researcher is trying to ask, and can answer the question respectively
Data Gathering Instruments/Methods:
Justification: The study will use open-ended, non-leading, and non-coercive questions All questionnaires will be submitted for ethics board approval, considering cultural sensitivity and potential triggers in the subject matter
Outline of Potential Risks:
The risk-reward ratio will be thoroughly assessed Any qualitative study should be carried out with a clear grasp of its potential consequences, ensuring that participant safety and well-being come first. In the research study on media literacy in youth, the pros outweigh the cons tremendously, because overall better education can help mitigate the current negative side effects from the usage of the internet Triggering topics may include: cyber bullying, self esteem and mental health and cybersecurity (also in regards to meet ups, inappropriate photos online, etc).
2.) 100-200-word reflection on considering ethical challenges within qualitative research.
The first step in adopting an ethical approach is prioritizing the well-being of participants from the start, throughout the project, and up to publication. Ensuring comfort, comprehension, and appropriate compensation are essential. Obtaining informed consent is especially necessary, as minors require both parental approval and their own assent (Loveridge et al 2024). Additionally, confidentiality is essential, especially when discussing sensitive topics like cyberbullying or mental health, and participants' identities when minors must be protected (Loveridge et al , 2024) Researchers must also be sensitive to participants’ diverse backgrounds, ensuring cultural awareness and avoiding potential triggers in questions Creating a safe environment in familiar settings, such as classrooms, and reassuring participants about anonymity encourages open expression. Regular check-ins and restating or clarifying questions help participants feel at ease and ensure they understand what is being asked. Acknowledging positionality and power dynamics is also important, as adult researchers may unintentionally intimidate young participants on top of the already intimidating aura that comes with an interview. Finally, compensation should be handled thoughtfully to avoid creating undue pressure on participants or their families (Loveridge et al , 2024)
Research design, developing questions, &reflexivity
1.)Thisweek,youractivityincludesrefiningyourstatementintoaqualitativetopicwiththeinclusionofthepopulationyouarestudying. Then,trytothinkoffiveresearchquestionsthatyoucouldpotentiallyusetoguideyourqualitativestudy Remember,thesewouldbe questionsthatyouwouldseektoanswerthroughyouroverallstudy,notquestionsthatyouwouldaskyourparticipants.
MissionStatement
Thisstudyintendstogetathoroughunderstandingofsocialmediausagehabits amongCanadianadolescentsaged14to18,withafocusonmedialiteracyonmajor issues such as cyberbullying, cybersecurity, addiction, self-esteem, and algorithmic feeds The study will focus on high school students from both Catholic and public schools, as this may influence their understanding of the curriculum the curriculum entirely Itwillalsocoverawiderangeofregions,includingurbanandsuburbanareas, to capture variances in methods of instruction that may alter depending on local financingandresources(forexample,lower-incomeneighborhoodsmayprovideless thoroughteachingontheseissues)
Byemployingacombinationofone-on-oneinterviewsandanonymizedsurveys,my studyaimstoupliftstudentsbygivingthemavoiceindiscussionsabouttheirdigital interactions,helpingthemrealizeinsightstheymaynothavelearnedinschool.Idesire tocreateasafespace,whereyouthcanconfesstheircuriosityandfreelyaskortellus about their unique experiences Finally, my objective is to advise educators, policymakers,andcommunitiesaboutthechangingterrainofsocialmedia,enhancing strategies to promote positive online engagement and media literacy among Canadianyouth.Withtheeverexpandingusageandprevalenceofmediainourlives, thisisimperative,andwortheverydollartoresearch
Questions:
1)Doesthecurrentcurriculumonmedialiteracyteachan adequate understanding of how to navigate the web safely? What is missing? What policies can be put into placetoamendthis?
2.)Doesthegeneralpublicunderstandtheimplicationsof chronicmediausage?Orsideeffects?
3)Howandwhyhastheinternetbecomesuchacrutchin our day-to-day lives, particularly in the lives of teenagers? Is it truly only a social activity, or is it now beingusedasacopingmechanism?
4.) What is an adequate amount of time to spend on socials, until it gets out of hand, and begins manifesting andspringingnegativeeffectsontotheusers?
5)Towhatextentdoparentsfollowwhattheirchilddoes online?
Themostdifficultcomponentofdevelopingthesequestionsismaintainingfocusonthemaintheme Itiseasy towanderfromtheoriginalpurpose.Craftingrelevantquestionsisdifficultsincetheymustbeclear,concise, andconsistentwiththestudy'saims WhichiswhyIappreciatetheethicsboard'sdemandforclearancesince it forces the researcher to improve and clarify questions Formulating questions on your own is challenging, andIbelieveitwouldbeeasiertodiscussandpolishideasaspartofaresearchteam,otherstobounceyour ideasoffof A"good"questionmaymeansomethingdifferenttooneresearcherthanitdoestoanother This approachissimilartoreflexivityinresearch,inwhichtheresearcherisawareofhowtheirpersonalexperiences, prejudices,andpositionsinfluencethestudy(Berger,2015) Bergerdefinesreflexivityasaprocessinwhichone moves from "outsider" to "insider," resulting in new ideas and a rethinking of previous biases Her own experience as a stepmother influenced how she formulated questions and interpreted information (Berger 2015) Manyofmystudytopicsareshapedbymypreviousexperiencesasachildandadolescentsurrounded bytechnologyandsocialmedia,aswellasintensefeelingsofFOMO,lowself-esteem,anddoubt.Reflexivityis nodoubt,oneofthemostimportantstepstoformulatingyourresearchquestions,itcanaidinwhattoadd andwhattoavoid
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DETERMINING THEMOST APPROPRIATE QUALITATIVE APPROACH
There are five approaches to qualitative research: narrative, phenomenology, grounded theory, ethnography, and case study The narrative approach focuses on the individualized stories of participants, analyzing themes and patterns while collaborating with them Phenomenology is focused on how participants perceive and interpret their experiences, allowing them to describe their mental landscapes in response to a specific phenomenon. Grounded theory involves developing a theory based on participants' responses, it's an inductive approach used when existing ideas fail to explain observed patterns Ethnography examines cultures and communities through active immersion, engaging directly with the community rather than following from the outside Lastly, case study research investigates an issue by exploring one or more cases within a specified context.
LEANING ON YOUR PREVIOUSLY BRAINSTORMED RESEARCH TOPIC, AND REFERRING TO THE CHARTS PRESENTED BY CRESSWELL (2013) ON PPS. 78-80, CONSIDER YOUR PROPOSED RESEARCH TOPIC THROUGH EACH OF THE FIVE QUALITATIVE
APPROACHES
Narrative Approach:
This approach would be used to find out individual stories and experiences of Canadian youth, using interviews, we could find common themes and patterns. The written report would emphasize the personalization of every experience
Phenomenology Approach:
This approach would be used to find extensive insight into the perspectives and interpretations of social media in youth’s lives How it impacts them, how they cope, and how they interpret the happening of social media in their lives What does it mean to be an adolescent living in a world through a techno-social lens? One-on-one semi-structured interviews would be used for this approach, as it does provide a guiding question but allows for leniency in the responses, which may provide us with greater insight than a rigid and structured interview The report would be a rich, insightful description of the experience and why said experience is worth acknowledging We could use quotations from participants to enrich the report The overall analysis of the interviews can help us find key elements of the impacts of media literacy and ways we can mitigate that through education
Grounded Approach:
This approach consists of creating a theory based on social media habits and the experience of youth Finding consistencies in the data, we can create a correlation between two factors, and create a theory. This may look like this, “youth with families who live in areas with lower SES, may be less proficient in media literacy and more reckless with online usage” This theory could then be extrapolated into a larger study, although it may remove the qualitative mechanics behind the study
Ethnographic Approach:
This approach consists of immersing ourselves into the community we are researching In this scenario, we would go to the school environments and perform the research there This can aid in power dynamics and general comfortability in speaking/answering questions This can be conducted through focus groups, within a classroom or one-on-one interviews and or surveys Additionally, this approach can work differently - performing these studies online, through surveys and forums or social media This in itself is the community and location of the participants This can go one of two ways, either people will feel liberated by the ensured anonymous experience, and speak more freely about their experiences, or feel disconnected from the study altogether It’s also important to get contextual information on participants anyway, as many factors influence media literacy proficiency
Case Study Approach
The case study approach focuses on a topic, across multiple kinds of contexts So, for example, we could hone in on one specific factor of media literacy and determine how much it varies across different environmental, social and individual circumstances (Cresswell, 2013)
The phenomenological approach is the most appropriate for my research study, as it seeks to understand perspectives and interpretations of experiences The internet landscape is not uniform, it varies greatly among individuals There is no one-size-fits-all solution for something as dynamic and complex as the internet Each person engages with different content and retains varying levels of media literacy This approach will enable a deeper analysis of youth experiences, allowing for the nuances and complexities to emerge. We can also find patterns of discrepancy within the educational system. What is something collectively unknown to most about media literacy, and how can we target that as a priority within media literacy learning? Responses are not simply black and white and this method will highlight the grey areas Some youth people may be proficient in certain aspects of social media and recognize its negative impact on their self-esteem or experiences with cyberbullying, yet may lack the media literacy to understand issues like algorithms, misinformation, or cybersecurity Given the topic's complexity, this approach delivers the best option for exploration It is not just questions about what they know or do not know, but to bring out their own freely associative experiences How it impacts them It may even bring up concepts normally overlooked
INTERVIEWS & FOCUS GROUPS
Write a reflection (200-300 words) that discusses how it felt to be interviewed and how it felt to be the person doing the interviewing When you are talking about how it felt to do the interviewing, think about whether you practiced some of the skills that were discussed in the lecture (e g , probing, follow-ups, body language, active listening, etc )
I preferred interviewing someone else rather than being interviewed myself. My experience in qualitative research (CHYS 2P51, CHYS 3P10) helped the conversation flow more naturally, making it feel less forced and awkward. By applying various skills from our lectures, I created a more conversational atmosphere instead of a stringent one. I believe this approach fosters participant comfort, which in turn can lead to richer content and deeper insights. I focused on using body language to demonstrate my active listening. My posture was facing my interviewee, I made eye contact, and I leaned forward a little to show engagement. I also blend in nods and affirmations like "yeah" and "sure." I aimed to ask about specific details to uncover deeper insights into their morning routines. These follow-up questions often encouraged individuals to recall aspects they might have otherwise missed, such as how their routine varies with different wake-up times or whether it follows a consistent pattern throughout the week. In contrast, my interview felt somewhat uncomfortable. My boyfriend, who I persuaded to participate, conducted the interview. The difference in our interviewing skills was quite noticeable (don’t worry, he knows I’m saying this), as he didn’t use much body language or affirmations, which made the conversation feel awkward. However, his follow-up questions were insightful. He asked if I feel rushed in the mornings, how my routine varies with work or school, and whether I wake up at the same time every day. These questions highlighted the variability in our daily lives and how our responses can shift based on different circumstances.
All things considered, this experience has helped me recognize how essential minor details are to a successful interview. A seamless conversation requires body language, flexibility, additional questions, and clarification. My gratitude towards this course has grown tremendously, as through this task I was able to blatantly see the lecture content and tips reflected in my interviewing skills.
Tidbits from the Interview
Wake-Up Process:
First alarm at 6:30, usually too tired to get up right away
Morning Routine:
Finds clothes, applies deodorant, makes the bed
Brushes teeth
Prepares iced coffee and packs lunch quickly
Departure:
Starts car around 7:25
Says goodbye to girlfriend
Routine: Generally follows a routine but can skip steps occasionally Sometimes wakes up early and scrolls on the phone while sitting on the couch Rushes to leave if late wake up time
Dynamic: Respondent unsure about how detailed they should be, asks if everything is being noted
An initial pause of about 20 seconds before answering the question
100-200-word reflection on something that you learned about conducting and building interviews for qualitative research.
Reflecting on my own interviewing experience, I learned that broad opening questions followed by probing allow for a more conversational flow, making the interview feel natural rather than rigid. Initially, I felt that the interviews were pretty awkward, an unnatural silence that spoke loudly about the uncomfortableness of the situation. However, the reading by Torbenfeldt Bengtsson and Fynbo (2018) explores the role of silence in qualitative interviews - explaining how it is not necessarily a fail or tell tale sign of a bad interview. The researchers acknowledged its utility in uncovering hidden meanings, power dynamics, and resistance. Silence can allow individuals to convey significant aspects of their identities (Bengtsson & Fynbo, 2018), it can allow for a brief moment of reflection, can signify tenseness, or things not visible within body language.
Silence, I discovered, does not have to be filled quickly. Instead, it can be a moment of debriefing, and depending on the subject matter, allow insights that may not be said with words.
VISUAL AND OBSERVATIONAL METHODS
10/30/2024
This week we were asked to find a photo that is a representation of happiness to us, and later ask a friend or family member to do the same. Then discuss the similarities and differences between the two descriptions of happiness.
Connor’s Description & Representation of Happiness:
My Description:
This photo was taken in the summer of 2023, a challenging time for all of us My father had just been diagnosed with lung cancer, and I had just finished my second year at Brock, struggling to keep afloat. My parents and I made a concerted effort to support each other. We became pillars for one another, lifting each other up day by day. While this photo evokes some sad emotions, it also serves as a reminder of resilience, love, support, and the strength of family It reassures me that we can always emerge from difficult times with a smile, and no mountain is too high when you have loved ones by your side. This photo brings me joy because they bring me joy. It captures my world and my life; they are the people I turn to for advice and prayers.
100-200-word reflection on
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As evidenced by my discussion with Connor regarding his portrayal of happiness, images are profoundly influenced by personal, societal, and past events. As Rogers (2020) points out, images do not "speak for themselves" but rather are interpreted through the viewer's eye, reflecting personal experiences. His photographs do not stir up or evoke many strong feelings in me since they do not reflect my experiences or perceptions of happiness. In fact, many may look at an image of a dog, and have a negative memory associated with it. For Connor, the images he chose, ranging from family events to travel memories were extremely personal, providing a glimpse into his distinct sense of joy, which contrasted with my own views on happiness, which were more focused on personal accomplishments or symbiotic relationships. This approach is an effective strategy to investigate social realities and emotions, emphasizing how images serve as interpretations rather than definite truths (Rogers, 2020). It also enhanced our researcher-participant relationship as we progressed beyond formal questions to delve deeper into the emotional aspects of his life and experiences. In this setting, taking field notes became critical for spotting minor trends in our interactions, which helped me grasp how differently we perceive happiness.
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Similarities: Both of our representations of happiness are rooted in the living, breathing people in our lives our families Each photo features our family members, the ones we depend on the most He expresses admiration for Earl, noting that Earl finds satisfaction and gratitude in life’s simple pleasures. In a similar vein, my father taught me this lesson during his battle with cancer, emphasizing that we should cherish and find joy in the small, everyday moments Differences: However, our relationships with the individuals in the photos differ For Connor, his dog Earl is like a son to him, while I am a daughter to my parents, creating a sort of role reversal. Despite these differences, the love within both relationships is unconditional
YPAR/PAR WEEK
EXISTING DATA: HOW TO ENHANCE & EXCEL
Using existing data related to our research topic is a valuable way to advance further studies, uncover previously unconsidered research questions, identify patterns, and assess the validity and replicability of findings. By analyzing existing data, we can also highlight gaps in previous research and suggest ways to address them in future studies. Additionally, building on existing data supports the creation of meta-analyses —reviews that examine multiple independent studies to identify overarching trends. Existing data plays a crucial role in research, as it often sparks our initial curiosity about a subject and drives our desire to deepen our understanding. It serves as the foundation for many researchers' ongoing pursuit of knowledge.
YourTask:
Find existing data surrounding the following research question provided:
What is the greatest impact on climate change, and what are some new and innovative ways to aid the environment?
THE THREE STEP PROCESS TO FINDING ANALYZING, AND APPLYING EXISTING DATA (IN ACCORDANCE WITH UC BERKELEY)
1.) FINDING DATA:
To direct your preliminary investigation, begin by developing a general research question. In order to assist you in discovering relevant subgroups for further research, this inquiry should address the broad subject or area of interest. It's crucial to rely on reliable academic archives or sources, which are available via libraries, online databases, or reputable educational institutions and websites
2.) TRIANGULATION:
Triangulation is the process of evaluating several sources and types of data on the same research topic in order to determine consistency.
It is very important to verify information several times to ensure its accuracy and validity. Sometimes, when we research online, we may get fluke, hoax, or plainly incorrect information Hence why it is important to find reputable sources - even then triangulation is key! Data may not always agree with one another, which is fine; however, it is critical to examine all of the data rather than focusing on a single source of data. Researchers utilize triangulation to determine whether their findings are "true" (correctly representing the circumstance) and "certain" (backed by substantial evidence) This phase should help you plan the rest of your proposal.
3.) INTEGRATION:
Finally, this steps entails integrating all of the information you've gathered and viewing it as a whole, much like putting all of the jigsaw pieces together to show the image! As information is integrated, not all of our questions are answered; nonetheless, it can supply the building blocks or answers to lesser questions, allowing us to interpret our integrated data. At this point, we may revise or amend our hypotheses, and our questions may change. Flexibility and patience is paramount during this process
100-200-word reflection on the process of developing thorough research questions (ex., what did you learn?): Developing a thorough research question using existing data can be both insightful and challenging. I’ve found that the most effective approach for me is to start with a broader, more general question and then refine it as I incorporate existing data For instance, my research interests focus on media literacy in educational systems. I might begin with a broad question like, "How effective is the educational system in promoting media literacy? How much of this information are students retaining and applying?" While this is a vague starting point, existing research can provide the data needed to narrow down the focus. Once I’ve gathered relevant data, I can refine the question to be more specific, or even develop new questions to ask participants Analyzing the data may also help identify gaps or overlooked areas, which can lead to more targeted inquiries. In the end, I learned that crafting a solid research question requires flexibility and an ongoing balance between your original interest and the data available. While the process can be timeconsuming, especially when searching for credible reports and past research, it ultimately helps to create a more focused and viable research proposal
You're almost finished! After all three steps, you can start to interpret the data. Explain your findings, investigate statistics, and provide insight on how this research can be improved.
Finally, once everything is written and edited, make sure to include citations of all the existing data you had used in your proposal. This may include in text citations, and a reference sheet!
If you ’ re interested in learning more about existing data and ways to incorporate it into your research, please visit: https://yparhub.berkeley.edu/investig ating-problem for more resources and lesson plans!
CODING & ANALYSIS
1.) Coding in research analysis is a method of categorizing data to make the analysis process easier. By giving participants' comments brief, descriptive labels, we can divide them into important themes. This makes it easier to assess the data as a whole because we focus on main themes rather than detailed descriptions of each individual response. The numerous codes we uncover contribute to the discovery of bigger patterns or themes in the data.
Let’sCode!
“Question1:Whatdoyoulikebestaboutgoingtoschool?
MG:"WhatIlikeaboutbeinginschoolisbeingwithmyfriends Myteacherisnice Sheletsmebringtheattendancesheettotheofficewhenthe computerisnotworkingright."
Codes:Friendship/Socialization
PB:"Ilikebeingwithmyfriends Exceptmybestfriendisintheotherclassnow,whichmakesmesad"
Codes:Friendship,separationandsadness
YB:"IliketolearnmathanddospellingtestsbecauseIamgoodatthem.Ilikeplayingbasketballingym."
Codes:Enjoymentofsubjects
MK:"IlikethatIgettolearnaboutbugsandwegottohatchbutterflies Itwascooltowatchthemgrowfromcaterpillarstobutterflies Ilikethat wegettododrawingsandcolour."
Codes:Enjoymentofactivitiesandnature
Question2:Whatisthehardestpartaboutlearningwhenyou’reatschool?
YB:"Sometimesitishardbecause[nameremovedforconfidentiality]alwaystalksinclassandIcan’thearwhattheteachersaresaying. SometimesingymweplaythingsthatIdon’tlike.Whenweplaybasketball,sometimesnoonepassestheball."
Codes:Distraction,Frustrationswithlackofcollaborationinsport, YB:"ItmakesmefeelmadandsometimesIyellatthembecauseIwanttoplaytoo."
Codes:Frustrationalresponse,needforinclusion
MG:"LearningnewthingsishardbecausesometimesIdon’tunderstand Idon’tlikeaskingforquestionsbecauseIdon’twantanyoneinthe classtolaughatme"
Codes:Fearofembarrassment,struggleswithunderstanding
MG:"SometimesmymomhelpsmewhenIgethomefromschool."
Codes:Support
MK:"Metoo.IalsoliketogetupandmovearoundwhenI’matschoolbutmyteachersdon’tlikeitwhenIdothat.Igetintotroublealotwhen welearnnewthingsbecauseIwanttoaskalotofquestionsandsometimesIforgettoraisemyhand."
Codes:NeedforMovement,Eagertolearn,
PB:"Idon’tthinklearningnewthingsishard Ilikebeinginmyclassroom"
Codes:EnjoymentofClassroomEnvironment,EasewithLearning
MG:"Alotofpeoplefinditeasytolearnanditmakesmefeelbadaboutmyself,especiallywhenpeoplelaughatme."
Codes:Self-esteemissues,FearofLaughterorMockery
PB:"It’snotnicewhenotherpeoplelaughatyou.Becausesometimessomesubjectsarehardforpeoplebutitdoesn’tmeanweshouldlaughat them.Weshouldhelpthem."
Codes:Empathy,Supportive
Question3:Whatcanyoudotohelponeofyourclassmates?
PB:"Maybewecanaskthemiftheywantourhelpquietlyoratrecesswhennoonecanhear."
Codes:OfferingHelp
YB:"Wecanalsoasktheteacherifwecanworkwithsomeonesowecanworktogetherandtrytogether
Becausethatmakessomethings easiertodo."
Codes:Collaboratition
MK:"Maybewecanasktohavemorebreakssowecantalktoeachotherandmovearoundtotalktoourfriendsandseeiftheyneedanyhelp
Codes:PeerSupport(Helpingfriends)
Question4:Doyouhaveanyrulesinyourclassroom?
PB:"Yes,wehavealotofrulesthatwewrotetogether"
Codes:ClassroomRules
PB:"Tobenicetoeveryone."YB:"Totaketurnswhenwearetalking.Wearenotallowedtotalkatthesametimeaswhensomeoneelseis talking Butsomepeoplestilldo"MK:"Wehavetoasktousethebathroomandtoleavetheclassroom Butourteacherisniceandlet’susgoto thebathroomwheneverweneedto."MG:"Wehavetoberespectfulofeachotherwhenweareinsideandoutsideatrecess."
Codes:Kindness,Sharing,Bathroomrules,Teacher’spersonality,respect
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CODING & ANALYSIS
OurCodes:
Q1:-Friendship/Socialization -SeparationandSadness -EnjoymentofLearning -EnjoymentofNature -Interestinactivities: sports/art
Themes:
Theme1:Socializationand Relationships: -Friendship -Separation&Sadness -Needforinclusion -Fearofembarrassment -FearofLaughter -Supportive -Empathetic -Offeringhelp -PeerSupport -ParentSupport -TeacherSupport -Collaboration
Q2:-Distraction -Frustrationduetolackof collaborationinsport -NeedforInclusion -Angerresponse -Fearofembarrassment -Parentsupport -Needformovement -Eagertolearn -Supportive -Empathetic -Fearoflaughter -Selfesteemissues -Easewithlearning -Enjoymentofclassroom atmosphere
Q3:-Collaboration -Offeringhelp -Peersupport
Q4:-ClassroomRules -Kindness -Sharing -Respect -BathroomRules -Teacher’s personality/flexibility
Althoughweunderstandthattheoverarchingorbiggerpictureisabout school.Therearehidden/underlyingthemesthroughouttheexcerpts.
Theme2:Learning: -Enjoymentof Learning -Interestin activities -Eagertolearn -Easewith learning -Enjoymentof classatmosphere
Theme3:Behavioursand EmotionsInthe Classroom: -Seperationand Sadness -Distraction -Frustration -Yelling/Anger Responses -Fearsof embarassment,laugher -Selfesteemissues
Theme4: Rules/Expectations inaclassroom: -Respect -Bathroomrules -Kindness -Sharing
Wetookthefullinterviewandreduceditintofouressentialtopics,eachsupportedbysignificantproofor material.Thiswillsimplifytheanalyticalprocessandmakeitmucheasierforus. 100-200-wordreflectionontheprocessofcoding:
Iwouldn’tnecessarilysaythatthecodingprocessitselfisthemostchallengingpart.Forme,it’smoreabout identifyingkeywordsorthepunchlineineachresponse.Forinstance,ifaparticipantmentionssomething aboutfriendsorfamilyandtheemotionalresponseittriggers,Imightlabelitas“Family=happy”or“Friend separation=sad.”What’smorechallengingistranslatingthesecodesintobroaderthemes.Thiscanbetricky becausethesamecodecancarrymultiplemeanings,andtheresearcher’sowninterpretationandbiasescan influencehowthosecodesaregroupedintothemes.Biasesandassumptionscanalsoaffecthowcodesare identifiedinthefirstplace.Forexample,Imightinterpretachildyellingasaresponseoffrustration,while someoneelsemightseeitasanexpressionofbadbehavior.Thesetwointerpretationsarequitedifferent one acknowledgesthattheyellingisareactiontosomething,whiletheothersimplycategorizesitasmisbehavior. Whilecodingisausefultool,Ialsoseeitasabitofalimitation.Itsomewhatdetractsfromthequalitative aspectoftheresearch,asitremovescontextandessentiallyreducestheresponsetoasinglewordorphrase, muchlikehowonemightanswerasurveyquestion(aquantitativemethod).Ourreadingactuallyadresses thelimitation“However,anabsenceofclearandconciseguidelinesaroundthematicanalysismeansthatthe ‘anythinggoes’critiqueofqualitativeresearch“(Braun&Clarke,2006).
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narrative&contentanalysis
11/20/2024
1.)PracticedoingcontentanalysisbyanalyzingtheYouthCriminalJusticeAct’s declarationofprinciples.
Section3oftheYouthCriminalJusticeAct(YCJA)outlinesthekeyprinciplesorobjectivesbehindthecreationoftheAct.Before divingintothedetails,it'simportanttoconsiderseveralfactors:thelanguageused(keywords),thespecificdemographicor individualstheActisaimedat,thelegalcontextthatprecededit,andthereasonsbehinditscurrentstructure.
TheYCJAwasestablishedtoaddressyouthoffendersorthoseaccusedofcrimesbetweentheagesof12and17inCanada.Itwas introducedin2003asaresponsetotheshortcomingsofpreviouslegislation,suchastheYoungOffendersActandtheJuvenile DelinquentsAct.Stillinusetoday,theYCJAincorporatesmultiplejusticemodels,takinganintersectionalapproachtoensurefair andappropriatesentencing.Byprioritizingproceduralfairness,theActoffersmanyyouthasecondchanceandprovidesthe necessarysupportandtoolstoreducetheriskofreoffending Thisactwascreatedinacknowledgementthatchildrenareless culpableandcriminallyresponsiblethanadults,butstillrequireinterventiontoavoidreoffence.
analysis:
Insummary/short,theYCJADeclarationofPrinciples: “DeclarationofPrinciple
Marginalnote:PolicyforCanadawithrespecttoyoungpersons 3(1)ThefollowingprinciplesapplyinthisAct:
(a)theyouthcriminaljusticesystemisintendedtoprotectthe publicby
(b)thecriminaljusticesystemforyoungpersonsmustbe separatefromthatofadults,mustbebasedontheprinciple ofdiminishedmoralblameworthinessorculpabilityandmust emphasizethefollowing:
(c)withinthelimitsoffairandproportionateaccountability, themeasurestakenagainstyoungpersonswhocommit offencesshould
(d)specialconsiderationsapplyinrespectofproceedings againstyoungpersonsand,inparticular,”(YouthCriminal JusticeAct,RSC2002,s.3)
Afterreviewingthefull sectionoftheYCJA principles,Ihave compiledatable including20different codes,andtheir freuqenicesatwhich theyappearinthe YCJAdeclarationof principals.
Firstly,asdemonstratedonourtable,rehabilitationisthemostused concept/wordintheYJCAprinciples Thismeansafewdifferentthings
TheYCJAplacesconsiderableemphasisonrehabilitatingyoung offenders,frequentlyreferencingtheimportanceofrehabilitation programs,andtreatment,andprovidingopportunitiesforyouthtomodify theirbehaviour.Thisisusedinreplacementofpunitivemeasures,asthat mayinadvertentlyharmtheyouthfurther.Thisnotonlymeans reintegrationintosociety,butminimizesstigma,labelling,andtheoverall numberofyouthinvolvedinthecriminaljusticesystem.TheYCJAaimsto transformyoungindividualsintoproductivecitizensratherthanlabelling themascriminals,sotheirlogicandobjective:rehab>retribution=lower recidivism
Additionally,theyemphasizethatthisisasystemdedicatedtoyouth,seperatefromtheadult system,.Thisacknowledgesthatyoutharehumanswiththeirownrightsandresponsibleforthei ownmoralcupl;bability-butlessthanfullymaturedadults.
Althoughlessemphasized,proportionalityremainsanimportantprinciplewithintheYCJA.It ensuresthatresponsestoyouthoffencesareproportionaltotheseverityofthecrime This conceptunderscoresthatyoungoffendersshouldnotfaceexcessivelyharshpenalties,assuch measurescanescalatecrimerates,erodetrustinthejusticesystem,andfailtoaddresstheir underlyingneeds.Insomecases,incarceratingyouthmaybecounterproductive,asexposureand socializationtoothercriminalsduringthiscriticaldevelopmentalstagecanhavelong-lasting negativeeffectsthatmaycarryintoadulthood.
Theprincipleofaccountabilityisalsoakeyfocus Itstressestheimportanceandneed foryouthtotakeresponsibilityfortheiractions,andfullyunderstandthegravity,the harmandtheconsequencesofactsliketheonetheyhavecommitted Thisprovidesthe opportunityforyouthtograsptheideaofresponsibility,whilealsoprovidingthechance forreform Takingaccountabilitycanaidinloweringthechancesofreoffence,asthey understandtheharmthecrimedoesinfull
AvoidanceofCustodialsentencing,oronlyemployingitasalastresortforchildrenabovetheage14isalso important,asitaddressesthatmostofthetimeitwillavoidthis-asitmayinadvertentlywidenthesocialnet,oradd morechildrenintothissystem.TheyareattemptingtoavoidprocessingmoreYouthintheCJsystem,andrelying ondiversionmethodsinstead.
2.)100-200-wordreflectiononthequalitativewritingprocess:
ThroughoutthequalitativecoursesI'vetakenatBrockUniversity,oneofthemostvaluablelessonsI'velearnedisthe importanceofchoosingaresearchtopicthatIampassionateabout,somethingthatresonatesonapersonallevel.This connectionfosterscreativityanddeepensparticipantengagement,makingtheresearchprocessmorefulfilling Forme,media literacyandyouthstudieshavealwaysbeenfascinating,especiallygivenmyowneducationalexperiences Reflectingonmy schooling,Ioftenwonderedwhycertaincrucialconceptswerenottaughtearlier,particularlymedialiteracy,whichis increasinglyrelevantintoday’sdigitalage.Associalmediaandtechnologycontinuetoshapeyoungpeople'slives,I'meagerto explorehowwellyouthunderstandandnavigatethesetools.Thistopicalignswiththefocusofthematicnarrativeanalysis, wherethegoalisnotjusttoexamineindividualstoriesbuttoidentifyoverarchingthemes,suchashowculturalideasabout mediainfluenceyouthbehaviour(Sandberg,Tutenges,&Pedersen,2019).Byidentifyingthesethemesacrossmultiplecases,I aimtogaindeeperinsightsintohowyouthinterpretandengagewithmediainarapidlyevolvingtechnologicallandscape.
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WRITING UP QUALITATIVE RESEARCH NOV 27 2024
Thematic Write-Up: Using the codes and themes that you thematically analyzed in the excerpts from the school-aged children (Lecture on coding and analysis), write up the results for one or two of your themes.
The themes we identified present valuable insights into the everyday experiences of our participants in the classroom These nuanced experiences touch on various aspects of life, human emotions, and interpersonal dynamics Today, we will focus on one theme: Behaviour and Emotions in the Classroom This theme sheds light on the challenges and responses children face in the classroom, interpersonal battles and their external interactions with them Theme: Behaviour and Emotions in the Classroom
Throughout the excerpts, the participants convey a range of emotions and behavioural responses, highlighting what triggers these feelings and how they cope with them The Behaviour in the Classroom theme explores the children’s reactions to classroom expectations, peer interactions, and the overall learning environment It captures both positive and challenging behaviours, as well as the emotional responses and coping mechanisms that accompany these behaviours One key code in this theme is classroom distractions YB explains how difficult it is to focus and listen when peers are disruptive This comment reveals two important points: first, that distractions in the classroom create a barrier to effective learning, and second, that this distraction is significant enough for YB to bring it up indicating a clear sense of frustration Furthermore, YB shares that the lack of inclusion often leads to him yelling at his classmates This emotional reaction rooted in frustration and exclusion suggests that his disruptive behaviour, while typically seen as negative, is a response to feeling left out or overwhelmed It underscores the importance of teaching emotional regulation and coping strategies, both for the child and for the entire class, who could benefit from lessons on inclusion and empathy
Similarly, MK shares that their eagerness to participate sometimes causes them to forget to raise their hand and shout out in class While this behaviour might initially seem disruptive, it reflects a child’s excitement to engage with the content, which, from an educator’s perspective, is a positive indicator of their interest and enthusiasm However, this eagerness also highlights a need for better self-regulation As MK’s behaviour occasionally conflicts with classroom expectations, it can disrupt both their own learning and that of others These types of disruptions need to be addressed, as they reflect a tension between a child’s natural enthusiasm and the classroom structure
Additionally, MK mentions their need for movement during lessons, which the teacher does not always encourage This suggests that some children may require physical movement or fidgeting to help them focus and learn better When these physical needs are not met, it can lead to restlessness or disruptive behaviour MG explains the difficulties he faces in understanding course content, and how he hesitates to ask questions due to fear of embarrassment or mockery from his classmates, this answer reflects multiple things Firstly, not only has his self-esteem taken a blow, and hindered him from asking questions and participating in class, his learning has declined due to this fear This means, firstly, that addressing the issue of his classmates mocking or laughing is outright wrong and is not a classroom expectation, but also that questions and curiosity are encouraged no matter how silly we may think the question is Activities that promote and facilitate better self-esteem in the students as well as collaboration can also be beneficial, as the first step to dismantling these ideologies is through creating comradeship and a safe environment in the classroom
In sum, the Behaviour and Emotions in the Classroom theme highlights how unmet needs whether emotional, social, or physical can lead to behaviours that are not ideal in the classroom setting Children with specific needs, such as those with ADD, ADHD, autism, or learning disabilities, may require tailored approaches to ensure their success and well-being in school Meeting these needs is essential to providing an inclusive, effective learning environment for all students When accommodations are made to address these unique needs, it benefits everyone reducing disruptions and fostering a better learning atmosphere Overall, the theme suggests that challenging behaviours often stem from deeper emotional or developmental needs or disparities between the child’s learning style and the classroom structure Addressing these behaviors requires not only clear rules and classroom management but also an understanding of the social and emotional context behind these actions Teachers and peers who offer supportive, empathetic responses can help alleviate frustration and improve overall behavior in the classroom, fostering a more inclusive and positive learning environment for all students These excerpts also tell us that it's not just about mandating expectations and expecting students to follow, but it's curating an environment where everyone is able to easily follow expectations because their needs are met, and the expectations are understood
100-200-word reflection on the process of developing thorough research questions (ex., what did you learn?)
Based on the excerpts we reviewed, it’s clear that having prepared research questions is essential, but equally important is the ability to ask follow-up questions during the interview itself This fosters engagement, creates a natural conversation flow, and enables deeper exploration For example, starting with a broad question about rules and then following up with specific inquiries about what those rules are can clarify and expand on the initial response I've learned that the creative process can benefit from interviewing yourself, beginning with a broad question and then refining it through selfdialogue Additionally, collaborating with another person for feedback can help refine questions, ensuring they are clear and not leading What also stood out is how the interview process can feel different depending on the content A question that appears straightforward to one person may be more complex for another Therefore, a clear, consistent research question is essential for driving the research, and specific and purposeful questions enable a coherent and valuable interview process (Drisko, 2005)
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