Critical qualitative research: Implications for school psychology

Lam, G.Y.H.
Emory Autism Center, Emory University

 

Submission type

Oral only

Scheduled

Room 118, 12-07-2019, 14:00 - 15:30

Keywords

Qualitative research, social justice, disability, autism, critical theory, race, multiculturalism

Summary

 

Although school psychologists are adept at engaging with the literature in selecting evidence-based practices, current formulations of standards and “best” practices are mostly determined by researchers and experts in the field using quantitative data which aggregate inputs from the general population. Research on diversity and equity involves engagement with complex social dynamics and issues of power that may not always be amenable to quantification, and may be better explored using qualitative methods.

Presenter will present an example of critical qualitative research by highlighting a participatory action research conducted with a group of transition-age students with autism. Thirteen young adults with autism between 19 and 25 years of age with average verbal abilities participated in a Photovoice project, which involved participants taking pictures of things in everyday life that represented their ideas of well-being. Thematic analysis of photos and discussions revealed that expressing individual differences while being connected with others in the community are crucial for the students’ well-being. Presenter will discuss (1) how this research centered the voices and lived experiences of the students with autism by promoting their meaningful participation and contributions, and (2) its implications for social justice work and disability advocacy in school psychology.

Auteurs