Three good chapters, or so it looks to me at the moment! Next I have to revise my questionnaire and interview questions!
I think it's time to schedule a meeting with my committee. Though my advisor needs to weigh in on that.
But first have to clean up all these books and papers that are strewn around my study.
Sunday, August 24, 2008
Purpose Memo
I wrote this memo to help me sort out how to proceed with chapter 3. Doesn't seem like a lot accomplished but it has involved a lot of thinking and is helping me to rewrite.
Purpose Memo 8-23-08
Goal
To establish an evidence base that will aid in understanding how to improve the experiences of infants and toddlers in the child welfare system. The guiding theoretical concept, rooted in psychoanalytic theory, is the parallel process in relationships. Psychoanalytic theory posits that people transfer feelings about significant figures from early life experiences to significant figures in the present (Seligman, 2001). Thus relationships from the past can influence current relationships. Continued research identified the parallel process through which relationships in the present influence one another. This process can be used deliberately, so that experiences in supervision can directly influence a direct service worker’s interactions with clients (Borders & Brown, 2005). It is likely that by providing professional development opportunities to CWWs that include attention to creating relationships for learning and that is experienced as useful, responsive and supportive, we can encourage CWWs to create helpful, responsive and supportive relationships with the infants and families on their caseloads.
In order to do this, we must understand what CWWs know about infant development, understand their experiences in working with infants and toddlers, and understand their perceptions of what sorts of professional development supports would be useful to them.
Study Purpose
To improve child welfare practice by generating deeper, broader and more inclusive understandings that are grounded in the complex experiences of working with maltreated infants and toddlers (Greene, 2007).
Purpose in Mixing Methods
1. Complementarity – Examine the same complex phenomenon, child welfare workers’ experiences with maltreated infants – by using methods that tap into different aspects of that experience. (Greene, 2007).
2. Initiation – To be alert for further research opportunities created by any “empirical puzzles” (Cook, cited in Greene, 2997) that arise if data results are divergent or dissonant.
References
Borders, E.D. & Brown, L.L.(2005). The new handbook of counseling supervision. Mahwah, NJ: Lahaska Press
Greene, J.(2007)/ Mixed methods in social inquiry. San Francisco: John Wiley and Sons
Seligman, L. (2001). Systems, strategies, and skills of counseling and psychotherapy. Upper Saddle River, NJ: Merrill Prentice Hall.
Purpose Memo 8-23-08
Goal
To establish an evidence base that will aid in understanding how to improve the experiences of infants and toddlers in the child welfare system. The guiding theoretical concept, rooted in psychoanalytic theory, is the parallel process in relationships. Psychoanalytic theory posits that people transfer feelings about significant figures from early life experiences to significant figures in the present (Seligman, 2001). Thus relationships from the past can influence current relationships. Continued research identified the parallel process through which relationships in the present influence one another. This process can be used deliberately, so that experiences in supervision can directly influence a direct service worker’s interactions with clients (Borders & Brown, 2005). It is likely that by providing professional development opportunities to CWWs that include attention to creating relationships for learning and that is experienced as useful, responsive and supportive, we can encourage CWWs to create helpful, responsive and supportive relationships with the infants and families on their caseloads.
In order to do this, we must understand what CWWs know about infant development, understand their experiences in working with infants and toddlers, and understand their perceptions of what sorts of professional development supports would be useful to them.
Study Purpose
To improve child welfare practice by generating deeper, broader and more inclusive understandings that are grounded in the complex experiences of working with maltreated infants and toddlers (Greene, 2007).
Purpose in Mixing Methods
1. Complementarity – Examine the same complex phenomenon, child welfare workers’ experiences with maltreated infants – by using methods that tap into different aspects of that experience. (Greene, 2007).
2. Initiation – To be alert for further research opportunities created by any “empirical puzzles” (Cook, cited in Greene, 2997) that arise if data results are divergent or dissonant.
References
Borders, E.D. & Brown, L.L.(2005). The new handbook of counseling supervision. Mahwah, NJ: Lahaska Press
Greene, J.(2007)/ Mixed methods in social inquiry. San Francisco: John Wiley and Sons
Seligman, L. (2001). Systems, strategies, and skills of counseling and psychotherapy. Upper Saddle River, NJ: Merrill Prentice Hall.
Sunday, August 17, 2008
Minor Progress
Read 2 more articles. Added to lit review. Did a little more w/ chapter 3. Lots more to do. But I have several days.
Went out on a bike ride today. Beautiful, beautiful day.Went pretty far. It was a challenge getting back! Saw this great spot where the green of the plants (algae?) growing on the water was mirrored by moss growing on the rock above. Rode and rode til the path was quiet and hardly anyone was around. Could have used the time to write, but hey, it was too beautiful out there.
Monday, August 11, 2008
Taking Time To Think
Time to think? What's that? Well I took some. So instead of writing like crazy - or like a crazy woman - for 10 hours yesterday, I wrote a memo. Reflected on why I am doing a mixed methods study, using Greene's discussion of mental models to organize the writing. In the course of doing that I identified yet one more research question. Bright of me, right? I need one more question. I read some more of Greene's book and also Maxwell's Qualitative Research Design (1996). All this in preparation for revising Chapter 3.
Time to have a life? I took a little of that too. Rode my bike, uh, tried to ride my bike, up an intimidating hill. OK I had to get off and walk for a bit. But I got further than I had expected to. Next time, maybe I will do a little better. I visited with a friend I haven't seen for about 10 years, maybe more. You would not believe that she is 70 years old. I was impressed at how vigorous and healthy she was. So, two inspiring things, bike riding on a gorgeous day and connection with a dear friend who is doing well. We went for a short walk, and to top it all off I made it to a yoga class. I burned some calories as well as some brain chemicals today!
My to do list this week?
Get to bed by 10 each night. Get up feeling excited and engetic each day.
Time to have a life? I took a little of that too. Rode my bike, uh, tried to ride my bike, up an intimidating hill. OK I had to get off and walk for a bit. But I got further than I had expected to. Next time, maybe I will do a little better. I visited with a friend I haven't seen for about 10 years, maybe more. You would not believe that she is 70 years old. I was impressed at how vigorous and healthy she was. So, two inspiring things, bike riding on a gorgeous day and connection with a dear friend who is doing well. We went for a short walk, and to top it all off I made it to a yoga class. I burned some calories as well as some brain chemicals today!
My to do list this week?
Get to bed by 10 each night. Get up feeling excited and engetic each day.
Saturday, August 9, 2008
Friday, August 8, 2008
Greene's Mixed Methods in Social Inquiry
My professor and advisory committee member Joe Maxwell recommended Jennifer Greene's Mixed Methods in Social Inquiry (2007). He's using it as the text for his mixed methods course. It is giving me a lot to think about. I've read the first 3 chapters while riding Metro to and from work. And I am choosing reading it over a great Jody Piccault novel or knitting during that time, so you know I am liking Greene's book!
In Chapter 1, Greene writes about mental models, which she defines as "...the set of assumptions, understandings, predispositions and values and beliefs with which all social inquirers approach their work." (p. 12). Sounds much like a definition of culture. Mental models, Greene writes shape how we choose what to study, and how we frame, design and implement a particular study.
Making this often implicit set of influences explicit allows you to consciously examine and question your thinking as you develop your study and allows others to understand those influences on your study. (my comment).
Jeree Pawl, a child psychologist and infant mental health specialist comments that "how you are is as important as what you do." This ideas expresses that infant/family professionals' attitudes, beliefs, values, and personhood are communicated to those they provide services to and are as important to the success of their interventions as are the strategies, techniques and interventions they use. It also references the idea that how you go about building a genuine connection with another human being is as critical as is the application of your knowledge and professional skill.
The idea of mental models in social inquiry seems to me to connect to Pawl's notion. How you are as a researcher influences your study as much as what you do.
In Chapter 1, Greene writes about mental models, which she defines as "...the set of assumptions, understandings, predispositions and values and beliefs with which all social inquirers approach their work." (p. 12). Sounds much like a definition of culture. Mental models, Greene writes shape how we choose what to study, and how we frame, design and implement a particular study.
Making this often implicit set of influences explicit allows you to consciously examine and question your thinking as you develop your study and allows others to understand those influences on your study. (my comment).
Jeree Pawl, a child psychologist and infant mental health specialist comments that "how you are is as important as what you do." This ideas expresses that infant/family professionals' attitudes, beliefs, values, and personhood are communicated to those they provide services to and are as important to the success of their interventions as are the strategies, techniques and interventions they use. It also references the idea that how you go about building a genuine connection with another human being is as critical as is the application of your knowledge and professional skill.
The idea of mental models in social inquiry seems to me to connect to Pawl's notion. How you are as a researcher influences your study as much as what you do.
Sunday, August 3, 2008
Chapter 2: Finished with a Little Help From My Friends
Me and my books and articles. We are developing such a close relationship as I press on. After all it's just me and them. They share their secrets with me. They quietly wait while I cry, and emanate satisfaction when I complete a succinct paragraph. I imagine their authors all gathered round my computer screen as I finish up chapter 2."No, we didn't say that!" Brenda exclaims. "You better re-read that article."
Sorry, Brenda! I was off by just one number. 8.9. Would anyone have noticed?
Joe urges me to look at his 3rd footnote, chapter 7 to understand why I shouldn't title Chapter 3 "Methodology" but call it "Research Methods" instead.
Ok, Joe. Research Methods it is.
"Wow, this thing is getting long, " Paula murmurs.
"Yes, answers Fred, "But it is so much less redundant and scattered than it was before. Good thing she had Joe critique it. It's a lot better now."
Just wait till I finish chapter 3, you guys!!
Writing a Dissertation: Like Riding a Bike
I love to bike ride. You zoom down hill, wind blowing in your hair. Your cares drift behind, unable to keep up with your pedaling. Over a wooden bridge, the creek is rippling. Other riders pass you up. You are not very fast, but this is not a race. This is fun.
Then you get to the uphill part of the ride. Your legs quickly get tired and your breathing is labored. Come on, you can do it. Push, push you'll make it! At the top of the hill you coast, catching your breath. You felt you would never get here but you did. Satisfaction. Next time it won't be so hard.
Like writing a dissertation, right?
Photo Credit J. Salmoral http://www.flickr.com/photos/juanillooo/390083362/
Subscribe to:
Posts (Atom)
