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Authors:Yukti Lamba, George Palattiyil Abstract: In India, data point to a considerable number of children leaving or running away from their parental homes in rural villages and migrating to urban areas. Many end up in cities like Delhi where they are exposed to a number of risks and vulnerabilities. While many of these children reach cities with dreams of ‘making it big’, the reality of living on the street is fraught with challenges and danger. Against this backdrop, this study looked at the lived experiences of migrant children in Delhi using a group method- an innovative approach that is increasingly being used in research with children. Innovative techniques such as drawing, storytelling, and the like were used to initiate discussions with and among migrant children to help explore their pre- and post-migration experiences. At the end of the group sessions, many children reported that they felt heard and listened to, that their voice mattered, and that they had developed a sense of self-worth. It also produced rich data that yielded deep insights into the lived experiences of migrant children living on the streets of Delhi. Hence, it can be concluded that group work is an effective way of gathering data from migrant children. However, there are some of the issues and challenges with using group work as a research method with migrant children in an urban setting, which need to be considered in each context. PubDate: 2022-03-20 DOI: 10.1921/gpwk.v30i1.1519 Issue No:Vol. 30, No. 1 (2022)
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Authors:Alice Home Abstract: Research can facilitate mutual learning, allow participants’ voices to be heard, increase practical usefulness of studies and foster empowerment. This paper discusses ways that groups can take part in research, outlines advantages and limits of each and explores strategies for enhancing benefits. This content is illustrated with brief examples from recent research publications and from two longer case studies. Groups and members can be involved as participants or co-producers of research. As participants, they either act as research subjects by contributing data, or as collaborators who are consulted at various times to help keep a study relevant to community issues. Being a subject offers an opportunity to reflect and share views, while collaborators and researchers can learn from working together. Though collaborators can exert influence, they have little control over decisions around focus, design, methods or dissemination of a study. Co-producing knowledge offers community groups more power, learning and empowerment but requires high levels of mutual trust, commitment and persistence. Potential gains and risks increase as involvement intensifies. However, researchers can enhance benefits at any level, by keeping this goal in mind when planning studies. PubDate: 2021-12-21 DOI: 10.1921/gpwk.v30i1.1567 Issue No:Vol. 30, No. 1 (2021)
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Authors:Annie Pullen Sansfaçon, Dominique Pineault, Jennifer Davis, Jennifer Dyer, James Julie, Kimberley Ens Manning, Julia Temple-Newhook, Sarah Pickett Abstract: Parental support is an important protective factor in preventing suicide among trans youth. However, parents often struggle to accept their child’s gender transition. Having access to a group and to meeting other parents facilitates the acceptance process, but support groups are rare and even more so outside urban areas. The research project discussed in this article was developed to understand specifically the experience of parents of francophone trans youth living in rural and remote communities in Quebec. A Self-Directed Group approach (Mullender, Ward and Fleming 2013), combined with Social Action Research (Author et al. 2015) was initiated to offer a platform for parents to explore the specificities of parenting a trans child in rural francophone Quebec. Parents were recruited through social and traditional media and a series of group meetings was planned to collect data and as well as to facilitate the parents' mobilization. Despite applying the Self-Directed Groupwork principles and process, many challenges were encountered, stimulating a number of reflections on the use of self-directed group work and social action in remote geographical areas. This paper explores some of those challenges and discusses a possible way forward for research. PubDate: 2021-12-10 DOI: 10.1921/gpwk.v30i1.1529 Issue No:Vol. 30, No. 1 (2021)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Sarah Morton, Megan Curran, Mary Barry O'Gorman Pages: 48 - 76 Abstract: The long-term impacts of Adverse Childhood Experiences (ACEs) are of increasing interest to researchers and practitioners. While attention is being paid to the effectiveness of screening for ACEs to improve health and social outcomes, how to implement such practices has become key. The Irish study upon which this article is based used an action research approach to implement ACEs routine enquiry within a domestic violence service, while also utilising co-operative inquiry groups for practitioners within the organisation (n=10) and those working in associated fields of infant mental health, child protection and welfare and community support (n=7). This article documents the process of enacting the co-operative inquiry groups and outlines learning points, challenges and lessons. Drawing on Finlay’s (2002a, 2002b) theories on the variants of reflexivity in research processes, six themes emerged on the research process: insider and outsider status; the structure and approach to the groupwork process; participation in the group process; addressing fears; practice concerns; and motivations to act. We conclude with suggestions for effective co-operative inquiry processes and highlight the factors related to groupwork that may contribute to improvements in practice, organisational and community change. PubDate: 2021-12-10 DOI: 10.1921/gpwk.v30i1.1517 Issue No:Vol. 30, No. 1 (2021)
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Authors:Andrew P. Allen, Mary Lee Tully, Desmond O’Neill, Richard A.P. Roche Pages: 77 - 87 Abstract: The current paper describes a reminiscence group activity session held as part of meaningful activities engagement for older adults. Topics of reminiscence included both autobiographical memories and memories of broader historical events from the past. Participants included those with memory impairment and those without, and participants with healthy memory were helpful in prompting memories in participants with memory impairment. Semantic and episodic autobiographical memory were assessed at baseline and following the end of both group activities, using the Episodic Autobiographical Memory Interview (EAMI) and quality of life was assessed using the Quality of Life AD-scale (QOL-AD). The reminiscence intervention did not significantly affect autobiographical memory recall or quality of life. However, oral reminiscence was reported to have increased outside of the reminiscence sessions. PubDate: 2021-12-10 DOI: 10.1921/gpwk.v30i1.1548 Issue No:Vol. 30, No. 1 (2021)
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Authors:Melissa Popiel, Sarah LaRoque, David Nicholas, Christopher Kilmer, David Este, William Pelech Pages: 88 - 113 Abstract: One of the basic assumptions underlying all traditional definitions is that diversity is a characteristic of an individual or a group, which is a problematic to groupwork. This paper explores Phases 1 and 2 of a multi-method research project exploring groupworkers’ understandings of diversity and how their perceptions impact their approach to group processes, with implications for group practice advancement. The project consists of sequential phases following a mixed-methods design. In the initial phase, in-depth semi-structured qualitative interviews were conducted individually with 24 groupworkers. While the second phase (phase two) consisted of 4 focus groups involving theoretical and criterion sampling strategies to interview experienced therapeutically-oriented groupworkers in Western and Eastern Canada. The analysis was guided by Glaser and Strauss’s (1967) constant comparative method involving open-coding, followed by axial coding, and concluded with selective coding. Groupworkers reported feeling overwhelmed and, in some cases, “paralyzed” by the complex diversity present in their groups. These findings suggest attention to group diversity renders it potentially more relevant and salient. We also found the levels and complexity of diversity increased as the reflection by groupworkers deepened. In keeping with the traditional aims of groupwork, attending to diversity goes beyond the group to include responses to diversity in the organizational and community contexts. Dialogue and change in organizational responses to diversity is important in the areas of organizational climate, allocation of resources, and agency policy and procedures. Accordingly, offering groupworkers and members tools to attend and navigate diversity in situ is a first step towards recognizing its presence and importance. A critical step in moving forward is to examine the nuances of diversity and move beyond thinking of diversity in terms of demographic variables. PubDate: 2021-12-10 DOI: 10.1921/gpwk.v30i1.1508 Issue No:Vol. 30, No. 1 (2021)
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