Development of a new set of criteria to assess the quality of diverse studies as part of a systematic review

Reema Sirriyeh

R.H.Sirriyeh07@leeds.ac.uk. Institute of Psychological Sciences, University of Leeds

Whilst attempting to conduct a systematic review of research relating to the impact of medical error on the health professional, the lack of a suitable tool to assess study quality where study designs are diverse became apparent. A number of existing scales were examined which led to the identification of a set of 17 criteria (Jackson, Cheater & Reid, 2008) that had been developed for diverse studies based on prior attempts (Edwards, Hood, Matthews et al, 2000; Thomas & Harden, 2008; Thomas, Sutcliffe, Harden et al, 2003). However, difficulties arose in their application due to the dichotomous nature of assessments, reliance on reviewer’s judgements and omissions within the criteria. Therefore, the aim of this project was to combine existing strategies with expert opinion to devise a tool to be used in systematic reviews for the assessment of study quality where study designs are diverse.

The original 17 criteria were adapted to form a new set of 16 new criteria. Each item was scored using a scaled response from 0 ‘no mention at all’ – 3 ’complete’, to indicate the extent to which the issue had been covered in each paper. Guidelines for scoring each item were developed to minimise the level of judgement or expertise required from reviewers. The tool was trialled with 3 reviewers and a random sample of the papers from the review (4). Following 2 stages of revisions and refinements to the tool, substantial agreement (Landis & Koch, 1977) was established between 3 reviewers (κ = 62.9%) and the scale was applied to all the 25 papers in the review. Review findings indicated that the quality of evidence was poor in this set of papers, achieving only 47.8% of the total possible maximum score. Despite descriptive components of the papers scoring highly, key weaknesses were identified in aspects of study design such as sample size, and the quality of the measurement tools that were employed.

This project has established a quality assessment tool to establish the quality of evidence where studies are diverse. Such a tool is valuable for much health and social research where variation in study design often raises challenges in determining the strength of evidence in a body of research. Further work to determine the validity and usability of this tool continues.

Facilitators and Barriers in Lower-Secondary Schools: Representative Cases in Oaxaca, Mexico

Elia Lorena Lopez

ell500@york.ac.uk. Educational Studies Department, University of York

Background: Lower-Secondary School is the final stage of compulsory education in Mexico, yet statistics indicate that not all eligible children are enrolled in school. Why, in reality, is it not compulsory? What are the factors affecting students’ academic performance at this level of education?

Aim: This study explores (a) what the factors that influence secondary school girls and boys’ failure in this level of education are and, simultaneously, (b) the factors that enhance their academic success and finally, (c) to what extent these factors vary if coming from a socioeconomically advantaged or disadvantaged background.

Methods: Data was collected using a total of 80 semi-structured interviews with high-achievers, under-achievers, dropouts, parents and staff at schools in advantaged and disadvantaged locations.

Based on models similar to those of authors who have looked into this problem (Rumberger 1983, 2001, Ekstrom et al., 1986, Orfield, 2004), interviews took into consideration factors that included family, school, educational policies and geographical location.

Findings: Findings revealed that various factors intertwine in students’ educational outcomes: contrary to what is generally expected, parental socio-economic status (SES) did not seem to be directly proportional to students’ academic performance. It may, however, add additional value in so far as educational resources become more available at home. In addition, parents with a higher SES are more likely to monitor their children’s educational performance.

Due to the fact that homework is a very important part of the Mexican system for basic education, having assistance for homework seems to be a major key element that impacts on students’ attainment in school.

Stability at home and having good communication within the family seems to motivate students to do well in school. Consequently, instability at home triggers students’ disinterest in school. The “It’s in my head all day” effect appears to be one of the main reasons that lead children to disengage from the family nucleus, by getting jobs, joining gangs or by getting married.

School factors also exert a strong influence, particularly the quality of teaching.

Participants thought that not all teachers are able to deliver appropriate teaching, which limits students’ learning processes and educational outcomes. Old classroom methods (corporal punishment, removing a child for being disruptive, etc.) and punitive school policies (not allowing a child in school because of incorrect uniform, ‘unacceptable’ appearance, or if a girl is found to be pregnant) are practices that, if in conjunction with unfavourable conditions at home, reinforce students’ disengagement from their education.

Discussion and conclusions:

Making compulsory education a reality forms part of the internationally agreed goals that emerged from the World Declaration on Education for All, and Lower-Secondary Education for all is not yet a reality in Mexico.

As Rumberger (2003) stated, it is a complex problem for which there is no simple solution. It is imperative that the social and health sciences work together towards the design of strategies that help students to have better educational opportunities.

Teachers and social workers need to develop their skills to offer adequate welfare assistance by either providing better counseling at school or by establishing formal agreements with health institutions that could assist students in the emotional and physical arenas.

Educational policies also need changing to prevent early marriage, teenage pregnancy and drug abuse, yet making sure students are able to remain in school.

Equally imperative is that parents and teachers become more sensitive to their crucial and indistinguishable roles as guardians and educators.

References:

Ekstrom, R.B., Goertz, M.E., Pollack, J.M., and Rock, D.A. (1986). Who drops out of high school and why? Findings from a national study. Teachers College Record, 87, 356-373.

Orfield, G. (2004) Dropouts in America: Confronting the Graduation Rate Crisis. Cambridge (MA): Harvard Education Press.

Rumberger, R. (1983) Dropping out of High School: The Influence of Race, Sex and Family Background. American Educational Research Journal, 20 (2), 199-220.

Rumberger, R. (2001) Why Students Drop Out of School and What Can be Done. Paper prepared for the Conference “Dropouts in America: How Severe is the Problem? What Do We Know about Intervention and Prevention?, Harvard University, January 13, 2001.

Personal Narratives of Environmental Behaviour

Sarah Hards

skh500@york.ac.uk. Department of Social Policy and Social Work, University of York

Background: While individual environmental behaviour is currently high on the agenda, both in academia and in policy circles, our understanding of the topic remains patchy. Key issues, such as the factors that drive behavioural change, remain only partially understood. To understand these issues, an interdisciplinary approach is needed. This study draws on literature from psychology and behavioural studies, sociology, social policy and political studies. While studies in the past have provided descriptions of behaviour across the population, in-depth, individual-scale approaches are also needed, to explain the underlying psychological and emotional processes.

Aim: This study aims to address this need, taking account of the dynamic nature of environmental behaviour throughout the life-course, and recognising that environmental behaviour may be entwined with other aspects of an individual’s life, and needs to be studied within this social and personal context. The central question to be answered by this study is: How and why does participation in action on climate change develop over time?

Methods: The study adopts a Narrative Life-Course approach. This combines elements of Narrative Inquiry (Riessman, 2008) with elements of Life Course or Biographical methods. In-depth interviews are being conducted with environmentally-active individuals in York. By inviting participants to “tell the story” of their environmental behaviour over time, this study takes a holistic approach to an individual’s life, focusing on processes of change, and the factors driving and obstructing them.

Results/Findings, Discussion, Conclusion: This paper presents some preliminary results from the first phase of data-collection, including life graphs drawn by participants. It also offers reflections on the challenges and benefits of this unconventional methodology, with particular reference to its potential applications within other disciplines.

References:

Riessman, C. K. (2008) “Narrative Methods for the Human Sciences”, Sage: London.

Cyberpsychics: Subjective experiences of psychic readings on the internet

Tamlyn Ryan

tr519@york.ac.uk. Department of Sociology, University of York

Background: In recent years, psychic practitioners have been able to take full advantage of the opportunities afforded by the development of the internet. Indeed, the internet appears to have been particularly instrumental in facilitating the growth in the number of websites offering psychic services such as Tarot card readings and clairvoyance. However, there appears to be very little sociological analysis of the nature and consumption of these psychic services, particularly those available on the web, or indeed the spiritual orientations of these kinds of services.

Aim: This research, currently in its early stages, examines the ways in which the internet is used for the purpose of psychic readings. How people employ internet technologies to locate and consume psychic readings is explored alongside the ways in which psychic practitioners themselves utilise the web to promote and offer their services. How the internet facilitates the spiritual orientation of psychic readings within the context of psychic-spiritual virtual communities will also be investigated, specifically in regards to online ‘psychic development circles’. In analyzing the various ways people utilise internet technologies for psychic readings this research contributes to the appreciation of the diverse ways people seek spiritual resources from the internet. This study will also contribute to research concerning the psychological study of the production of discourse around contestable knowledge claims.

Methods: To gain a deeper understanding of psychic readings via the internet, I will be using a combination of qualitative methods. These will include participant observation in online ‘psychic development circles’, web-based interviews and solicited diaries. Data will be analyzed using ethnomethodologically informed methods such as computer-mediated discourse analysis and discursive psychology. By employing computer-mediated discourse analysis, this research will also provide a useful contribution to the wider interdisciplinary study of computer-mediated communication.

Comparing economic and non-economic outcome measurements in the evaluation of drug misuse intervention

Stacey Ching-Wen Chang

cc544@york.ac.uk. Department of Health Sciences, University of York

Background

In current cost-effectiveness analysis of drug misuse intervention there are a number of different outcome measurements that are carried out independently of one another. It is not clear the extent to which these are related to and compliment each other or are measuring independent domains.

Aim

The aim of this research is to explore the relationship between economic outcomes and non-economic outcomes and examine the implications for drug misuse policy.

Method

The research consists of a systematic review and secondary data analysis of existing studies. Both economic outcomes and non-economic outcomes are examined.

The WHO’s International Classification of Functioning, Disability and Health (ICF) is used as the classification system to identify the different constructs of outcome measurements. This involves considering how at a theoretical level the different constructs that are used are related and then analysing whether the measurements that are used reflect and illustrate these relationships.

Results

The results show that some ICF concepts are measured both in economic and non-economic outcomes, particularly in the body function category and activities and participation category.

Most questionnaire items that are categorised in the same ICF concepts are correlated. Items from the Social Satisfaction Questionnaire are not correlated with items from other outcome measurements, due to the different approaches for determining the outcome.

Conclusion

That existing research on drug intervention may not necessarily be measuring adequate outcomes because it fails to take into account certain relationships between outcome domains. The relationships between the different individual outcome domains that are measured should be considered in a research. This research has interdisciplinary relevance across economic and psychological theories, and the results carry important implications for health policy.

Mental Health Policy and Service Delivery in Taiwan and England

Jin-Yong Wang

jw536@york.ac.uk. Department of Social Policy and Social Work, University of York

Background: Over the last one hundred years, the way people with mental illness are treated and cared has hugely changed due to various reasons. It is argued that contextual factors such as culture apparently play a pivotal role in shaping societal perceptions and reactions to mental health problems.

Aim: In my study, I try to discover the historic development of mental health policy in Taiwan and England, and accordingly propose the possible future development of mental health policy in Taiwan. Also, I am interested to know the various stakeholders’ perspectives on mental health policy and how they have shaped the formation of mental health policy.

Methods: I conducted 41 qualitative semi-structured interviews with service users, family carers, professionals, staff of voluntary organisations and governmental policy officers. In addition to interview transcripts, I also used official statistics and policy documents to answer my research questions.

Findings: In Taiwan, psychiatric stigma and fear of mental illness have made the government to segregate people with mental illness from the community in long-term care hospitals. Psychiatric treatment has been sufficiently offered but rehabilitation and social care are relatively under-developed. Psychiatrists and policy makers have significantly influenced the direction of mental health policy.

Conclusion: There are possibilities that in the future community-based mental health care may be furthered in Taiwan, and the English experience may offer some lessons in this regard. Also, there are issues in developing culturally appropriate practice and helping service users reintegrate into the community.

Based on my social work and social policy training background, I stand on the ground of social science and am more concerned about the social issues and social care needs of people with mental illness and their families.

Lebanese Adolescents Post-War: the relation between war experience, resiliency, emotional intelligence and personality factors

Rana Tayara

rt526@york.ac.uk. Department of Psychology, University of York

Background: Lebanon has been experiencing conflicts (internal and external) since 1960, and Lebanese from all regions have been affected by them through either exposure to shelling or combat, displacement, bereavement, emigration, separation from parents, or by being witness or even victims of violent acts (Macksoud & Aber, 1996).

Aim of the Study: The literature studying Lebanese adolescents’ psychological, social and emotional well-being is minimal or limited to one region. Therefore, the purpose of this study is to examine the relation between exposure to war violence and emotional intelligence, personality and resiliency among Lebanese adolescents from the South of Lebanon an area that has been mostly affected by the July 2006 war due to its borders with Israel.

Methods: The participants comprised an opportunity sample of 137 middle school students from South Lebanon that have been directly affected by the Lebanese-Israeli war in 2006. The pupils were aged between 13 to 18-years old from grades 8 to 12 (mean age= 15.37 years; SD=1.24). Students were asked to complete 5 scales, the BarOn Emotional Quotient Inventory: YV (Bar-On & Parker, 2000), the Resiliency Scales for Children and Adolescents (Prince-Embury, 2008), the Big Five Inventory (John & Srivastava, 1999), the Trauma Screening Questionnaire (Brewin, Rose, Andrews, Green, Tata, McEvedy, Turner & Foa, 2002) and a Demographic Survey. All scales were translated into Arabic and back translated.

Results: On a sample of 137 Lebanese adolescents, 93.6% of the adolescents were exposed to shelling during the July war 2006, 12.5% were exposed to combat, 61.8 % experienced displacement, 5.9% experienced bereavement, 12.5% were separated from their parents, 3.7% were injured and 4.4% carried weapons. Resiliency negatively correlated with place of living during the war and the neuroticism scale on the BFI (r = -.195 and r = -.331, p<.01 respectively). Resiliency positively correlated with the Conscientiousness Scale on the BFI, r = .255, p<.01. Trauma Screening Questionnaire positively correlated strongest with shelling and separation from parents r = .279 and .178 with p<.01 respectively. Scores on the TSQ negatively correlated with religious affiliation, r = -.256, p<.01. In contrast with our hypothesis, emotional intelligence did not correlate with resiliency, trauma or war experiences.

Discussion: The current study evaluated hypotheses about the relationship between resiliency, personality and emotional intelligence to war experiences. Results were consistent with the study hypotheses in that the above mentioned moderators demonstrated a meaningful relationship with war experience and also between themselves as resiliency correlated highly with scales on the BFI and the TSQ as also reported by Sibai, Tohme, Beydoun, Kanaan, Sibai (2008) and Kashdan, Julian, Merritt & Uswatte (2005). Student who were living in a highly affected war zone scored higher on the resiliency scale showing that experience of stress due to war in some cases increase resistance to more minor stresses such as the stress that comes with being socially accepted at school (Rutter, 1985).

In contrast with our hypotheses, emotional intelligence did not correlate with resiliency, trauma or war experiences. Different areas in Lebanon have been affected differently by the war and therefore in our future study we are looking at comparing between those areas.

Conclusion: The aim of the current study was to examine the relation between war experience and moderators such as emotional intelligence, personality factors and resiliency in a sample of 137 Lebanese adolescents from the South of Lebanon that have been affected by the July 2006 war. Although a strong relation has been found between resiliency, trauma and place of residence during the war including experiencing shelling and combat and being separated from care takers further research is needed on a wider geographical scale.

References:

BarOn, R., & Parker, J. (2000). BarOn Emotional Inventory: Youth version. Multi-Health Inc. Canada.

Brewin, C., Rose, S., Andrews, B., Green, J., Tata, P., McEvedy, C., Turner, S. & Foa, E. (2002) Brief Screening Instrument for Post-traumatic Stress Disorder. British Journal of Psychiatry 181, 158-162.

John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 102-138). New York: Guilford.

Kashdan, T. B., Julian, T., Merritt, K., & Uswatte, G. (2005). Social anxiety and posttraumatic stress in combat veterans: relations to well-being and human strengths. Behavior Research and Therapy. Behaviour Research and Therapy, 44(4), 561-583.

Macksoud, M. S. & Aber, J. L. (1996). The war experience and psychosocial development of children in Lebanon. Child Development, 67, 70-88.

Prince-Embury, S. (2008). The Resiliency Scales for Children and Adolescents, Psychological Symptoms and Clinical Status in Adolescents. The Canadian Journal of School Psychology. 23(1), 41-56.

Rutter M. (1985). Resilience in the face of adversity. Protective factors and resistance to psychiatric disorder. British Journal of Psychiatry, 147, 598–611.

Sibai T., Tohme R. A., Beydoun H. A., Kanaan N., & Sibai A. M. (2008). Violent behavior among adolescents in post-war Lebanon: the role of personal factors and correlation with other problem behaviors. Journal of Public Health, 1, 39-46.

An exploration of the barriers to friendship formation for adults with learning disabilities who have low support needs.

Gillian Allan

gja500@york.ac.uk. Social Policy and Social Work

Background: Although often neglected in policy and practice, the question of the friendships and social networks of people with learning disabilities has received increasing interest amongst researchers over the past two decades (See e.g. Myers et.al 1998; McConkey 2007). Reasons for this include the fact that social networks, composed of a rich variety of relationships, have been found to be lacking in the lives of people with learning disabilities and therefore may be seen as a vital component of social inclusion strategies (Carnaby 1998; Leyin 2008).

Aim: The present study seeks (a) to explore the meaning of friendship to people with learning disabilities and the functions provided by their social networks (b) to discover the friendship aspirations of participants alongside a discussion of potential barriers and (c) to consider the role of social policy in helping people to overcome these barriers.

Method: An approach rooted in the principles of participatory research will be adopted.

Aim of Presentation: As the PhD is in the early stages (coming to the end of the first year), it is proposed to present the research topic and literature review. It is hoped that this presentation will not only be of interest to those working in social policy or social work but also to those interested in other areas as the question of friendship raises both sociological issues and has implications for health and wellbeing.

References:

Carnaby, S. (1998) Reflections on social integration for people with intellectual disability: Does interdependence have a role? Journal of Intellectual and developmental disability Vol 23; 3 pp219-228

Leyin (2008) Social Inclusion: Ten Years On Learning Disability Review Vol 13; 1 pp10- 17

Myers, F., Ager, K., Kerr, P. & Myles, S. (1998) Outside looking in? Studies of the community integration of people with learning disabilities. Disability and Society Vol 13 pp389-413

McConkey, R (2007) Variations in the social inclusion of people with intellectual disabilities in supported living schemes and residential settings Journal of Intellectual Disability Research, vol 51; 3, pp207-217

Critical Moments in and Case Histories of Marginalised Young People’s Lives

Aniela Wenham* and Hannah King§

*amw128@york.ac.uk, §hkk501@york.ac.uk. Social Policy and Social Work, University of York

Qualitative longitudinal research (QLR) has been described as an emerging and innovative methodology particularly adept to explore the complex multifaceted nature of young people’s lives. This approach has been found to be useful within the area of youth studies, with research focusing upon identity construction, youth transitions and critical moments. Exploring the potential of a holistic biographical approach, this paper draws upon the doctoral research of two students within the area of youth studies, which utilise its principles. Drawing on and further developing the Inventing Adulthoods study (Henderson et al 2006), the theses explore the role of ‘critical moments’ through time in defining and impacting upon young people and their life chances. Firstly, an example of research into the experiences of educationally excluded young people will highlight the use and value of this methodology. Secondly, a case history of a young mother from research into experiences of teenage pregnancy and motherhood will be drawn upon to demonstrate the complexity of this issue, especially with regard developments through time and how an individual narrative can unfold. The QLR approach allows diachronic and synchronic analysis, providing time and texture to the research. The value of focusing upon processes rather than simply outcomes can also help inform more receptive policy approaches. Being able to grasp the significance of events, and ascertain the causes and processes through time which lead to change and/or particular outcomes are integral if policy is to correspond to the needs of service users. Such depth and detail is often overlooked within the mainstream which potentially can result in a limited understanding of complex social issues. As the on-going doctoral research will highlight, QLR should be viewed as a distinctive methodological approach that can provide unique and valuable insights into the processes attached to complex social phenomena.

References:

Henderson, S., Holland, J., McGrellis, S., Sharpe, S. and Thomson, R., (2006) Inventing Adulthoods: A Biographical Approach to Youth Transitions, Sage: London