quantitative methods. bike with no hands - helena nelson one look at you and i knew you’d be able...
TRANSCRIPT
Quantitative methods
Bike with no hands - Helena Nelson
One look at you and I knewyou’d be able to ride a bike with no hands I tried it, of course, but could never do it.It was written all over your face that you would have practiced, bare legs, bloody knees,in the summer evenings, hours at a timewhen no-one was watching the mishaps, until
casually, coolly, at infinite ease,you’d ride, no handed, surveying the streets,as if you’d been born on a circus bike. I wish - but then, we are what we are.I drive with two hands, walk with both feetfirmly planted on sensible ground. AndI’ve got you. You can ride with no hands.
What’s up?• Feedback• Quick Climate Update• Intro to quantitative methods – psychometric
tests, questionnaires, surveys, observations• Looking at the MPHS stakeholder
questionnaire • Setting up a Kwiksurvey questionnaire• Presentations• Observing some violent videos• Tutorials
Why sustainability matters
• Community incidents in the UK, most notably flooding – Hull, Tewkesbury
• The impact of climate change - effects on health, fractured communities, the movement of populations
• The role of social work in emergency planning • Human services - working with communities
Why sustainability matters
• Recognise the dissonance in people’s aspirations for higher standard of living rather than quality of life
• Connecting with the relationship between food production and community
• Recognise the way consumerism locks us all into particular groups and options
The place of social work in sustainable development
Ecological questions are seldom seen to concern the social dimension, and, accordingly, to be of direct concern to mainstream social work practice. However, the current ‘socialecological crisis’ demands a major social transition to a sustainable society that touches all dimensions of our lives. So, social work cannot escape this process. This article argues that social work can engage in this transition starting from its social mission and tradition, provided it includes the ecological environment as an important element of practice and develops an ecosocial practice centred on empowerment, social capital formation and resilience building as both a contribution to and part of a process of social-political change.
IPCC report2013
- increasing carbon
dioxide in the air and
in the oceans and increasing
in the oceans
IPCC report 2013
Change in average sea level (1986-2005 to 2081-2100)
Modernism• Positivism, empiricism - a stable singular
observable reality• Strong faith in science and that behaviour is
reducible to physics and chemistry• Technological solutions to problems,
industrialisation, victory over nature• Destruction of religious/cultural/class
dogma /power• Humanistic moral force• Research as defined, structured, quantifiable
process – surveys, experiments, observations
Quantitative Methods measuring, theory confirmation, defining
• Experiments• Questionnaires and surveys• Psychometric Scaling and Tests• Quantitative analysis of
documents, video, observation, etc• Analysis of existing data, audits
What are they?
General Health Questionnaire-12
1. Able to concentrate2. Lost much sleep3. Playing a useful role4. Capable of making decisions5. Constantly under strain6. Could not overcome difficulties7. Enjoy normal activities8. Can face up to problems9. Feeling unhappy and depressed10. Losing confidence11. Thinking of self as worthless12. Feeling reasonably happy
INSTRUCTIONS
We want to know about present and recent complaints, not those you had in the past.
We should like to know if you have any medical complaints, and how your health has been in general, over the past few weeks have you been …..
The world’s most used psychometric tests
Principles of Psychometric Tests• Three important concepts:
– reliability, validity and standardisation are essential criteria for a good psychometric test
• Test standardisation – ensures that the conditions are as similar as possible for all individuals who are given the test.
• Standardisation also ensures that no matter who gives the test and scores it, the results should be the same – i.e. the test is reliable.
• Used for testing skills, attitudes, beliefs, traits • Can you remember doing a psychometric test?
Test Reliability
• Test Reliability – a test must measure the same thing in the same way every time someone takes it
• There are two types of test reliability– Internal consistency reliability – all the parts of
your test questionnaire are reliable throughout (Split half tests using Cronbach’s alpha ())
– Test–retest reliability – the test remains reliable over time (e.g. gives the same result under the same conditions). This is tested by correlation (r)
• A test can be reliable, but not valid
Test Validity• There are four types of test validity:
– Face validity: does your test appear to measure what it purports to measure. Would experts agree that people who score above 3 on the GHQ would will have MI signs
– Concurrent validity: does the GHQ correlate with existing standardised tests of MI?
– Predictive validity: do the results of your test predict future behaviour – good and poor MH outcomes
– Construct validity: if all our hypotheses about the test variables (constructs) are supported then we have a high degree of construct validity
Questionnaires and Surveys1) Surveys are Structured interviews. Face to
face, or telephone/video/internet. A prescribed set of questions, mostly tick-box/numerical, some open ended questions, some opportunity for asking additional questions – Deaf Epidemiological Survey
2) Questionnaires. Mail out, internet or drop offs, or groups of people. Often anonymous. Tick/ numerical, some open questions – Carbon Footprint Questionnaire
3) Audits: These are the analysis of data already in the system. No new questions are created
Question Issues• What types of
questions can be asked and how?
• Demographic vs topic
• How complex will the questions be?
• How long will the questionnaire/ survey be?
Demographic questionsThe big three:
age, gender (including intersex and transgender)culture/ethnicity.
Socio-economic status:• Income (tax brackets/income support levels), • Occupation
1=factory, unskilled;2=clerical, fishing, farming, trades; 3=administrator, professional, technician
Demographic questions - 2Socio-economic status (continued):• Employment (full-time, part-time, student,
not working, on the benefit),• Education (SC, UE/bursary, tertiary cert,
diploma, degree)• Family: partners, dependants, responsibilities• Health: disabling conditionsBeliefs: religion, political affiliation, sexual
orientationWhy is it important to collect demographic
data?
Developing your questions - 1 Managing bias. • The researchers – how easy is it to disprove
your hypothesis, theory, bias?• The participants – will the subject and the
questions put off the participant?Opening questions.• Simple • Key open ended questions to get
uninfluenced “off the top of my head” answers.
Developing your questions - 2Response option lists. (forced choice)
MPHS BBQ questionnaire
1) How did you find out about the BBQ today?
Yes Noread the leaflet neighbour told me friend or relative told me saw that something was happening and came along
Developing your questions - 3Rating questions (likert scales)Did your mental health change because of the
help you got from the hospital or the service(s)? 1=much better; 2=better; 3=didn’t change/not
sure; 4=worse; 5=much worse• What to do about don’t know/not sure/did not
answer responses• Rating option lists – putting in an “other”
option space• Question Matrices
Developing your questions - 3The matrix
Developing your questions - 4
• Putting it all together on Kwiksurvey here
The comment question
5) What would make your street or neighbourhood a better place to live?
3 Community health 3c. Where did the mental 3e. Did your mental health professionals/services health consultation(s) mainly improve because of the (other than overnight take place? help you got?services). place =
clinicsurgery,office, orrooms
1 GP or Doctor If>0 If>02 Visiting nurse (Community, District, Plunket) If>0 If>03 Community mental health service If>04 Community drug and alcohol (D&A) service If>05 Psychiatrist* If>06 Psychologist* If>07 Counsellor (include psychotherapists)* If>08 Social worker If>0 If>09 Deaf Association Service Coordinator If>0 If>010 Employment or occupational service (eg. If>0 If>0
work experience, Workbridge, NZES)11 Accommodation or housing service (eg. If>0 If>0
Housing New Zealand, rest homes) 12 Maori health service (eg. marae health If>0 If>0
service, Tohunga, spiritual healer)13 Alternative health service (eg. use of herbal If>0 If>0
and natural medicines, acupuncturist, chiropractor, spiritual healer)
14 Interpreter or communicator on their own for If>0 If>0
advice or discussion of problems (do not include social or friendship meetings)
15 Other health professional (eg. audiologist If>0 If>0
physiotherapist, optician, obstetrician,ear, nose and throat specialist)
(please circle which professionals you have been to or write their professions down if they are not in the list____________________________________________)
*Differences between a psychiatrist, a psychologist and a counsellor are 1) psychiatrists prescribe medication for mental health problems, the others do not; 2) Sessions with psychologists and counsellors are
usually longer than with psychiatrists (one hour compared with less than half an hour). 3) Psychologists use more cognitive and behavioural techniques to help you control your thoughts and behaviours
occasio
nally
Ho
spita
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& E
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om
e
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he t
ime
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ays
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ors
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ett
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be
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r
If you have seen a mental health or D&A professional while using a community mental health or D&A service, do not count them again under their specific profession (eg nurse, social worker, psychiatrist).
never
3d. Was there an interpreter or communicator present?
3b. When you saw a health professional, were there times when you were feeling these things? (Show illness list) How many times?
3a. Over the past 12 months how many times have you consulted with the following people or services about your health?
At
the
ir p
lace
At
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oth
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ce
Huge Matrix question
Developing your questions - 4• “Why” questions sparingly used after key
options questions – comment questions • Mopping up questions. Solutions, answers,
ideas, “anything else you want to say”• Reliability checks.
• Check response patterns for rigidity• Vary direction of rating responses• Set up correlating questions• Set up some very unlikely options
Strengths of Questionnaires• Good for measuring attitudes and eliciting other content
from research participants • Inexpensive (especially mail questionnaires and group-
administered questionnaires) • Can be administered to large probability samples • Quick turnaround from data collection to report• Can be administered to groups • Perceived anonymity by respondents is high • Moderately high measurement validity for well-
constructed and well-tested questionnaires • Low dross rate for closed-ended questionnaires • Ease of data analysis for closed-ended items
• May need validation and may have poor reliability • Must be kept short • Often has missing data, particularly to open ended
questions • Possible reactive effects (e.g. response sets, social
desirability, dislike of questionnaires) • Failure to reach certain groups – low SES, low literacy• Response rates generally low for mail questionnaires • Open-ended answers are vague or reflect differences in
verbal ability, obscuring the issues of interest • Data analysis sometimes time-consuming for open-
ended items
Weaknesses of Questionnaires
METHODS OF OBSERVATION
Observational dimensions• Perspective (Degree of training) - unless we
prepare we won’t observe• System level - macro to micro. System -
interaction - behaviour - physiological event• Aspect - presence/absence, quantitative
(duration, frequency, intensity), qualitative (beauty, likeability, skilfulness), meaning.
• Analysis level - one small feature/moment of time through to ongoing total picture
• Context in time - antecedents, behaviours, consequences
Violent Movies
Methods of observation• Narrative recording - record everything - text
record, tape, video tape. “I just wanted to talk about the transition through
this hump [in the development of groups] here, which happens at around about the one year period. To work out what these groups are doing over here which is more about service and being there for people who might come and go. Umm, which resonates for me because um ……”
Methods of observation• Event recording - record all instances of a
particular behaviour or eventWord category CountI (or) {me, my, myself, own, mine. . . } 133group (or) {groups, member. . . teams} 113man (or) {men/s, guy, he, male. . .} 96people (or) {person, anyone, both.. . } 61children (or) {boy, family, divorce, schools} 18friend (or) {buddy, gunners, mate. . .} 13women (or) {she, girls, postnatal} 6
Methods of observation• Interval recording. Count of specified
events/ interval over a a set number of intervals
counsellor/client interaction
0
10
20
30
40
50
60
1 11 21 31 41 51
minutes
culm
ula
tive
in
terv
als
w
he
n t
alk
ing
ob
serv
ed
client
counsellor
Methods of Observation • Time sampling - Instead of recording over
the whole period of interest observation is done over one or more short periods
Counsellor/client interaction
012345
beginning middle end
5 min time sample interval
min
ute
s ta
lkin
g
pre
sen
t
client
counsellor
Methods of Observation
• Sequential act coding - Behaviours are defined and behavioural sequences are recorded.
Counsellor: l=listening, r=reflecting, o=offering options, i=interrupting, f=affirming
client: d=describing, q=questioning, p=repeating, t=tearful,
Possible sequence: dlqrdrtfqlprpiqo…… t f 80%, q o 25%, p i 15%
Methods of observation
• 1st level: counts presence or absence of an event
• 2nd level quantitative recording – focus measurable aspect such as duration or intensity.~ Counsellor talks for 13/55 minutes~ Client talks for 40/55 minutes~ 2/55 minutes silence
• 2nd level qualitative - degree of engagement
Methods of observation• Environmental mapping - measuring an aspect
of environment as a predictor of behavioural patterns.
% of programmes with moderate to extreme pain
0%
20%
40%
60%
80%
TV1TV2
TV3TV4
Prime
Sky1
Sky M
ovies
Nickelo
deon
Total
Channels
%
of
pro
gram
mes
adult viewing time
children's viewing time
Moderate to extreme pain
Environmental mapping
Key surveys into the impact of TV
• Infant TV watching and ADHD• Infant watching and Autism• TV watching in children and obesity and
diabetes• TV watching in children and educational
achievement.• TV watching and criminal convictions for
violent behaviour
Strengths of Observational Data
• Allow one to directly see what people do without having to rely on what they say they do
• Allow relatively objective measurement of behavior • Can be used with participants with weak verbal skills • Good for description • Can give access to contextual factors operating in
natural social settings • Moderate degree of realism (when done outside of
the laboratory)
• Reasons for behavior possibly unclear • Possible reactive and investigator effects when
respondents know they are being observed • Possibility of observer being biased (e.g.,
selective perception) • Possibility of observer "going native" (i.e., over
identifying with the group being studied) • Interpretive validity possibly low
Weaknesses of Observational Data-1
Weaknesses of Observational Data-2• Cannot observe large populations • Unable to observe some content of interest
Dross rate possibly moderately high • More expensive to conduct than
questionnaires and tests • Data analysis sometimes time-consuming
Television Effects
NZ2003 TV Violence study
0
2
4
6
8
10
12
14
16
Channel
Inci
den
ts/h
our
NZ2003 TV Violence study
NZ2003 TV Violence study
0%
20%
40%
60%
80%
Channels
% o
f pr
ogra
mm
es
adult viewing time
children's viewing timeDeath
NZ2003 TV Violence study
0%
20%
40%
60%
80%
Channels
%
of
pro
gram
mes
adult viewing time
children's viewing time
Moderate to extreme pain
NZ2003 TV Violence study
0%
20%
40%
60%
80%
100%
Channels
% o
f pr
ogra
mm
es
adult viewing time
children's viewing time
Moderate to extreme harm
NZ2003 TV Violence study
0%
20%
40%
60%
80%
100%
Channels
% o
f pr
ogra
mm
es
adult viewing time
children's viewing timeModerate to extreme likely harm
Graphicness of the violence• Presence of blood; Close-up of injuries • Close-up of action; • Slow motion used with fighting• Drawn out fight sequences.• Drawn out aftermath; Replays of violence • Sounds of injury occurring • Powerful presentations of pain • Threatening, frightening music • Threatening, frightening visual environment • Accompanying narration that describes pain,
injury, fear, etc
NZ2003 TV Violence study
0%
10%
20%
30%
40%
Channels
% o
f p
rogr
amm
es
adult viewing time
children's viewing timeAt least 10 instances of graphicness
NZ2003 TV Violence study
0
3
6
9
12
15
NTVS (US)1997
NTVS (US)simulation
BSC (UK)2001
BSC (UK)simulation
CMPA (US) 2002
CMPA (US)simulation
NZ2003
International Content Analyses
Inci
den
ts/h
our
NZ2003 TV Violence study
0
2
4
6
8
10
12
Massey drama1991
Massey dramasimulation
2003
Media Watch1990
Media Watch1992
Media Watch1995
Media watchsimulation
2003
New Zealand Drama Content Analyses
Inci
dent
s/ho
ur
Episodes of violence per hour
0
2
4
6
8
10
1 2 3 4 5 6 7 8 9 10 11 1982 1983 1984 1986 1988 1989 1990 1992 1995 2003
The importance of enhancing whānaungatanga (the feeling of close connection as between kin)
between students at Unitec Waitakere