The Influence of Power Shifts in Data Collection and Analysis Stages : A Focus on Qualitative Research Interview

This paper analyzes the power relation between the interviewer and the interviewee in the qualitative research interview methodology. The paper sets out to grapple with the extent to which the dynamisms in power shifts influence data collection and analysis in the interview methodology. The exploration of power shifts in the qualitative research interview facilitates comprehensive understanding of the nuances of the data by providing more information about the interviewee and the interviewer. This enhances a deeper discerning into the research process, and the topics discussed. This paper also elaborates on how interviewees as well as interviewers display their countermeasures to each other in the course of the interview situation and presents a greater understanding of the power dynamics that exist between the interviewer and interviewee. Power asymmetry seems to be an exasperating circumstance in the interview methodology as pointed out by the discussions in this article. This article also discusses practical recommendations for minimizing the power dynamic s during data analysis in the qualitative research interview

Housing first, connection second: the impact of professional helping relationships on the trajectories of housing stability for people facing severe and multiple disadvantage.

BACKGROUND: Despite the accumulating evidence on the role of professional helping relationships for highly disadvantaged populations, methodological shortcomings have made it difficult to establish a robust relationships-outcomes link. This study sought to establish the impact of professional helping relationships on the trajectories over 24 months of housing stability for 2141 people facing severe and multiple disadvantage using data from the Housing First controlled trial in Canada. METHOD: The study used a mixed method design. Latent growth curve and growth mixture models assessed the impact of working alliance across the sample as a whole and within subgroups with different patterns of housing stability. Thematic analysis explored the factors that may affect the quality of working alliances within different subgroups. RESULTS: Three distinct trajectories of housing stability emerged (i.e., Class 1: "sharp rise, sustained, and decline housing"; Class 2: "hardly any time housed"; Class 3: "high rise, sustained, and decline housing") with professional helping relationships having different effects in each. The analysis revealed structural and individual circumstances that may explain differences among the classes. CONCLUSIONS: The findings underscore the role of professional helping relationships, as distinct from services, in major interventions for highly disadvantaged populations, and draws new attention to the temporal patterns of responses to both the quality of relationship and targeted interventions

Co-creation and regional adaptation of a resilience-based universal whole-school program in five European regions

The co-creation of educational services that promote youth resilience and mental health is still scarce. UPRIGHT (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers) is a research and intervention program in the Basque Country (Spain), Trentino (Italy), Low Silesia (Poland), Denmark and Reykjavik (Iceland). UPRIGHT implemented a co-creation research process whose results, outcomes and policy implications are presented here. The co-creation had a mixed-methods participatory research design with nine specific objectives linked to paired strategies of inquiry for adolescents, families, teachers and school staff. The overarching objective was to generate a valid and feasible regional adaptation strategy for UPRIGHT intervention model. Participants answered surveys (n= 794) or attended 16 group sessions (n= 217). The results integrate quantitative and qualitative information to propose a regional adaptation strategy that prioritizes resilience skills, adolescents' concerns, and preferred methods for implementation across countries and in each school community. In conclusion, a whole-school resilience program must innovate, include and connect different actors, services and communities, and must incorporate new technologies and activities outside the classroom. A participatory co-creation process is an indispensable step to co-design locally relevant resilience interventions with the involvement of the whole-school community

UPRIGHT, a resilience-based intervention to promote mental well-being in schools: study rationale and methodology for a European randomized controlled trial

Background: Adolescence is crucial period for laying the foundations for healthy development and mental wellbeing. The increasing prevalence of mental disorders amongst adolescents makes promotion of mental well-being and prevention interventions at schools important. UPRIGHT (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers) is designed as a whole school approach (school community, students and families) to promote a culture of mental well-being and prevent mental disorders by enhancing resilience capacities. The present article aims at describing the rationale, conceptual framework, as well as methodology of implementation and evaluation of the UPRIGHT intervention.Methods: UPRIGHT project is a research and innovation project funded by the European Union's Horizon 2020 Research and Innovation programme under grant agreement No. 754919 (Duration: 48 months). The theoretical framework has been developed by an innovative and multidisciplinary approach using a co-creation process inside the UPRIGHT Consortium (involving seven institutions from Spain, Italy, Poland, Norway, Denmark, and Iceland). Resulted is the UPRIGHT programme with 18 skills related to 4 components: Mindfulness, Coping, Efficacy and Social and Emotional Learning. Among the five Pan-European regions, 34 schools have been currently involved (17 control; 17 intervention) and around 6000 adolescents and their families are foreseen to participate along a 3-year period of evaluation. Effectiveness of the intervention will be evaluated as a randomized controlled trial including quantitative and qualitative analysis in the five Pan-European regions representative of the cultural and socioeconomic diversity. The cost-effectiveness assessment will be performed by simulation modelling methods.Discussion: We expect a short- to medium-term improvement of mental well-being in adolescents by enhancing resilience capacities. The study may provide robust evidence on intrapersonal, familiar and social environmental resilience factors promoting positive mental well-being.Trial registration: ClinicalTrials.gov Identifier: NCT03951376. Registered 15 May 2019

Gender differences in sick role behavior of essential hypertension patiens and the implications for intervention: a comparative study of middle aged patiens at Korle Bu polyclinic Accra, Ghana

This study explores gender differences in essential hypertension patients’ understanding of illness, their reaction to diagnosis, their health motivation and how they cope and deal with their condition by drawing on recorded interviews in a qualitative methodology. A semi-structured interview guide was used. Interpretative phenomenological analysis of the data indicated both men and women respondents conceptualised illness in terms of impairment in physiological functioning, as well as a loss of strength and capacity to work by men respondents and a loss of social exploration by women respondents. In health motivation, women respondents were somewhat relatively motivated differently from men respondents. Women respondents reacted less negative and admitted symptomatology upon learning about their diagnosis while men respondents dismissed symptomatology even though they recognised the validity of the diagnosis. Women respondents seemed to have a stronger perceived health competence than men respondents. Implications of the findings for intervention are discussed such as the practice of preventive health behaviour, physicians’ attentiveness to their role in the therapeutic process and the advancement of religious practices and faith in whole-person medicine practice

Adolescent stress and symptoms of anxiety and depression: Resilience explains and differentiates the relationships

BACKGROUND Some adolescents exhibit resilience even in the face of high levels of stress exposure. Despite this relationship, studies that investigate explanations for how resilience interacts with risk to produce particular outcomes and why this is so are lacking. The effect of resilience across the relationship between stress and symptoms of anxiety and stress and symptoms of depression was tested to provide explanations for how resilience interacts with stress and symptoms of anxiety, and depression. METHOD In a cross-sectional survey, 533 Ghanaian adolescents aged 13-17 years (M=15.25, SD=1.52), comprising 290 girls and 237 boys completed the Resilience Scale for Adolescents, Adolescent Stress Questionnaire, Spielberger State Anxiety Inventory, and Short Mood Feeling Questionnaire. Mediation and moderation analyses were conducted. RESULTS The results indicated that resilience partially mediated the relationship between stress, and symptoms of anxiety, and depression. Effects of stress were negatively associated with resilience, and positively associated with symptoms of anxiety and depression. In a differential moderator effect, resilience moderated the relationship between stress and symptoms of depression but not stress and symptoms of anxiety. LIMITATIONS Although the findings in this study are novel, they do not answer questions about protective mechanisms or processes. CONCLUSIONS Evidence that resilience did not have the same effect across stress, and symptoms of anxiety and depression may support resilience as a dynamic process model. Access to different levels of resilience shows that enhancing resilience while minimizing stress may improve psychiatric health in adolescents' general population.This study was funded by the Faculty of Social Sciences and Technology Management, Norwegian University of Science and Technology as part of the joint PhD in Behavior and Health program with the College of Medicine, Biology and Environment, Australian National University

Loneliness in social relationships: Mapping the nomological network of loneliness with key conceptual domains and theoretical constructs

To expand evidence for the nature and related mechanisms underlying loneliness measured by Social and Emotional Loneliness Scale for Adults (SELSA-S), several hypotheses were developed and tested to map the nomological network of loneliness. Tests included examining the structure of the multidimensional experiences of loneliness, concurrent and prospective relations between loneliness, sociodemographic variables, worry, rumination, metacognition, symptoms of anxiety and depression. This study also sought to determine how resilience is involved in the protection against loneliness and depressive symptoms. Four hundred and eighty-two students with a mean age of 25.84 years (SD = 5.74) participated (N = 482; 59% females). Structural and temporal stability analyses supported the multidimensional experiences of loneliness, including family, romantic and social loneliness. Psychological network analysis identified especially strong connections (i.e., edges) between indicators belonging to loneliness in family and social relationships. At the general level, older participants and those who were single reported more loneliness. Loneliness was concurrently and prospectively associated with worry, rumination and metacognitions and predicted vulnerabilities in levels of anxiety and depressive symptoms. At follow-up, the effect of loneliness on depressive symptoms was lower when scoring high on resilience. Interventions for loneliness may address improving family relationships and metacognitive processes underlying loneliness, which may in turn improve mental health. Interpersonal and intrapersonal protective factors involved in resilience may compensate for deficits in social relationships thereby buffering negative effects of loneliness on common mental health problems

Development and validation of the theory-driven School Resilience Scale for Adults: Preliminary results

Resilience is the ability of an individual or community to adapt to life challenges or adversities while maintaining mental health and well-being. In the multi-systemic resilience paradigm, human development and resilience is embedded in adaptive systems and in their interactions. Although the relationship between school systems and adolescents' mental wellbeing is established, there is no agreement on how to recognize and evaluate the most relevant aspects of the school community, acting at collective level, to boost positive socio-emotional and educational outcomes in children and adolescents. This study presents the development and preliminary validation of a new and theory-driven construct and instrument, the School Resilience Scale for Adults (SRS). School Resilience comprises five interrelated constructs (i.e. Positive relationships, Belonging, Inclusion, Participation, and Mental health awareness) connected theoretically to wellbeing and resilience in children and adolescents. The scale development was theory-driven, and the instrument was tested in four European counties in the frame of the UPRIGHT project (Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers). Overall, 340 adults participated, 129 teachers and school staff, and 211 relatives of teenagers. The sample was randomly split for two studies: (1) an Exploratory Factor analysis (ESEM), and (2) Confirmatory Factor (CFA) analysis. In the exploratory analysis, Chi-Square difference test and model fit indices point towards the five-factor solution over a three-factor solution. The confirmatory study indicated that a five-factor model (RMSEA = 0.038, CFI = 0.96, TLI = 0.95, SRMR = 0.045) was slightly better than a second-order model (RMSEA = 0.046, CFI = 0.94, TLI = 0.93, SRMR = 0.05). Convergent and discriminant validities were partially demonstrated. Alpha and omega reliability coefficients verified the measurement model of the scale. The results confirmed that a multidimensional construct of School Resilience, defined as a collective resilience factor, embedded in the school staff, family members, and adolescents’ interrelated systems can be characterized and measured. Further studies must determine its role in the promotion of adolescents' resilience, mental wellbeing, educational outcomes, and in their positive adaptation in challenging contexts

Prospective relations between loneliness in different relationships, metacognitive beliefs, worry and common mental health problems.

Background This study investigated prospective relations between loneliness in family, romantic and social relationships and common mental health problems measured as symptoms of anxiety and depression. How these relations are mediated by metacognitive beliefs and worry in a serial mediation model in a full SEM was also tested. Materials and methods Data were collected at two time points, separated by three months among students at the Norwegian University of Science and Technology. In total, 241 (Females = 65%) students completing both waves of data collection were included for analyses. Results Loneliness in family relationships was only concurrently associated with worry whereas loneliness in social and romantic relationships showed concurrent and prospective relations. Overall, the results highlighted that for loneliness in social and romantic relationships, their prospective relations with anxiety and depressive symptoms depended on how an individual responded with metacognitive beliefs or worry or both. However, social loneliness might be an exception since it also had a direct effect on levels of depressive symptoms. Conclusions To prevent or reduce loneliness and common mental health problems, evidence provided show that interventions may incorporate components that target self-focused negative thinking in the form of worry or beliefs about the contents of negative thinking in the form of metacognitive beliefs, underlying loneliness and mental health problems

Temporal and Reciprocal Relations Between Worry and Rumination Among Subgroups of Metacognitive Beliefs

Metacognitive theory provides strong foundation for hypothesizing relations between worry and rumination among subgroups of metacognitive beliefs. However, empirical exploration of prospective and reciprocal relations between worry and rumination are lacking. This study investigated the stability and relations between worry and rumination to better understand how they influence each other over time, and how different levels of metacognitive beliefs affect relations between (i) initial and future worry, and initial and future rumination, and (ii) the cross-lag relations between worry and rumination. Overall, 482 (Females = 63%) participants (Mean age = 26 years) participated in a two-wave data collection and completed the Metacognition Questionnaire (MCQ-30), the Ruminative Response Scale and the Penn State Worry Questionnaire (PSWQ). A multigroup two-wave autoregressive cross-lagged model was estimated. Multigroup autoregression analyses revealed that independent of participants being in the high or low metacognition group, initial levels of worry predicted future levels of worry, as was the case for rumination. Multigroup cross-lagged analyses revealed that initial levels of worry did not predict future levels of rumination in both high and low levels of metacognitions. However, initial rumination predicted future levels of worry in the high metacognitions group, which was not the case for the low metacognitions group. Thus, high levels of metacognitions do not only strengthen the relation between both present and future worry, present and future rumination, but also present rumination with future worry. This finding may imply that those with rumination related conditions at present are more likely in the future to show both rumination and worry related conditions. Conversely, those with worry related conditions show future worry related conditions. These findings may have implications for a clinical sample regarding the high complexity of rumination conditions that may proceed with multifinality causal pathways especially for individuals with high levels of metacognitions. This complexity may be a possible explanation for the limited success in other traditional treatment of rumination related conditions and the relatively high relapse rates for such conditions in clinical samples