Suchergebnisse

This study develops a behind-the-scenes understanding of the people and organizations that are depended upon to provide survey data. A data collection event— in this study, a pilot coverage measurement survey conducted after the United States 2010 Census—provides an ideal environment to gauge respondents' reactions to the survey process. Relying on the conceptual guidance of script formation, these reactions are studied using a focus group and interviews with staff. Using a combination of constant comparative method and ethnographic theme analysis the results generated a grounded theory of situated refusal that identifies specific scripts that respondents used when completing a self-administered survey. The findings describe the role of sensegiving and sensemaking in the fluid decision-making context of survey participation. The major themes for sensemaking include time, redundancy, and education, while the themes for sensegiving are organizational messages and organizational relationships. In addition to this contribution to qualitative and survey research, this study also provides a cognitive perspective on the current understanding of ethnostatistics—the qualitative study of quantitative processes.

Background: Schools are a key setting for student well-being promotion. Various school-based mental health programs have been implemented worldwide, with greater emphasis placed on psychological and social aspects. The bio-psycho-social model provides a holistic and integrated view of mental health based on theory and research evidence. Given the importance of considering all three dimensions in mental health promotion, this study explored reasons for the relative neglect of this approach by studying the early phase of school well-being program development and implementation. Method: In total, 77 Hong Kong government-funded student well-being programs implemented in 2000–2009 were reviewed for the use of biological, psychological, and social interventions. Questionnaires and interviews were conducted to explore program leaders' usage and views regarding theoretical frameworks and evidence-based practice and program evaluation. Challenges encountered in the initial stage of school well-being program development and implementation were identified and analyzed. Results: Of the 77 programs reviewed, only 5 addressed all three bio-psycho-social factors of mental health. A significantly greater number of programs addressed psychological (n = 63) and social (n = 40) factors compared to those that covered biological factors of mental health (n = 13). Of 24 program implementers who responded to the online survey, 75% claimed to have studied or applied a theoretical framework yet only 41.7% considered evidence-based practices to be important. The majority of interviewed participants valued their own practical experience over theory and research evidence. Many programs lacked rigorous evaluation of clear objectives and measurable outcomes, thus the mechanisms of change and program effectiveness were uncertain. Perceived barriers to program adoption and continuation were identified. Conclusion: This study highlighted a neglect of the biological contribution to mental health in school well-being promotion initiatives, ...