Sunday 26 February 2017

Theoretical Frameworks for research

This entry is all about theoretical frameworks. After my PhD funding interview at Sussex (for which I was not successful) I had feedback which outlined where my proposal was lacking – in the framework area. So I’ve spent the past few days searching for whatever I can find on theoretical frameworks, and come to the conclusion that I was in the right place to begin with, using Bronfenbrenner’s latest bioecological systems theory (Bronfenbrenner & Evans, 2000) as a perspective for gathering my data. 

Here is a summary of this framework and how it fits with my study:
- Proximal processes: interactions with family members, peers, caregivers – how these interactions influence the child.
- Person characteristics: Who the child is – their interests, way they communicate, position in the family etc and how this impacts on their response to a house move.
- Context: Consider different contexts for different case studies – basically identifying the reasons for the move and trying to get case which provide a good comparison against context variables.
- Time: Consider the longitudinal aspect of the study – the child will have a different experience before and after the move and their experience will continue to change over time. Retrospective stories will also contribute to this.

Research which uses Bronfenbrenner as their framework: (Anderson, Newman, et al., 2014; Anderson, Leventhal, & Dupéré, 2014; Claudia Coulton, Francisca Richter, Seok Joo Kim, Robert Fischer, 2016; Coley & Kull, 2016; Leventhal & Newman, 2010; Schmitt, Finders, & McClelland, 2014; Schmitt & Lipscomb, 2016)

Following data gathering and analysis, I will then utilise Bandura’s Social learning/cognitive theory (Bandura, Caprara, Barbaranelli, Regalia, & Scabini, 2011) to support the development of support strategies. 

This theory is as follows:
- Observational learning: internal/external/vicarious reinforcement (behaviourist) – with social learning theory a child can potentially identify with any other person (hence the use of story books).
- Mediational processes: attention, retention, reproduction and motivation. These are internal, mental events – we choose whether or not to pay attention in the first place.
- Critical evaluation: Cognitive control over behaviour, interaction between nature and nurture (biology and environment).
- In education: self-efficacy (mastery, vicarious, verbal persuasion, physiological and affective states). Self-regulation, observational learning and reciprocal determination (triadic reciprocal causation)




Research papers that use Bandura as their theoretical framework: (Bamkin, Maynard, & Goulding, 2016; Bandura et al., 2011; Greig, Taylor, & MacKay, 2011; Waid, 2014)

Bandura also cites the work of (Krantz, 1998) in a piece following his article (Bandura, 1998) who both agree that:


---- (Krantz, 1998, p.87)

I’ve decided that I won’t go with using phenomenology as a framework for this project, although it will clearly fall into this category at many points – it would be too complex to try and work with this framework as well. 

It is described as this:
‘Phenomenology, as the word suggests, is the study of phenomena, alternatively appearances. This notion of appearing is, in turn, related to that of experience since things appear in experience. Phenomenology can thus be described as the study of experience and of things as experienced.’ (Smith, 2016, p.1)

It looks as though it would be a good framework to use, but from further reading I can see that ‘Phenomenology offers neither causal explanations nor therapeutic techniques’ (Fuchs, 2007, p.423). This means that by only focusing on the phenomenon of moving house and the child’s experience of it would not give me a big enough picture to help provide reasons for future detrimental effects. Other case studies have considered this framework but not used it (Bamkin et al., 2016).

‘According to Yin (2003) a case study design should be considered when: (a) the focus of the study is to answer “how” and “why” questions; (b) you cannot manipulate the behaviour of those involved in the study; (c) you want to cover contextual conditions because you believe they are relevant to the phenomenon under study; or (d) the boundaries are not clear between the phenomenon and context.’ (Baxter & Jack, 2008, p.545)

‘Case studies are rich, empirical descriptions of particular instances of a phenomenon that are typically based on a variety of data sources (Yin, 1994).’ (Eisenhardt & Graebner, 2007, p.25)


References
Anderson, S., Leventhal, T., & Dupéré, V. (2014). Residential mobility and the family context: A developmental approach. Journal of Applied Developmental Psychology, 35(2), 70–78. http://doi.org/10.1016/j.appdev.2013.11.004
Anderson, S., Newman, S., Dupéré, V., Leventhal, T., Newman, S., & Dupéré, V. (2014). Residential Mobility Among Children: A Framework for Child and Family Policy. Cityscape, 16(1), 5–36. Retrieved from http://libproxy.bath.ac.uk/login?url=http://search.proquest.com/docview/1517635669?accountid=17230%5Cnhttp://openurl.ac.uk/ukfed:bath.ac.uk?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ:abiglobal&atitle=Residenti
Bamkin, M., Maynard, S., & Goulding, A. (2016). Grounded theory and ethnography combined. Journal of Documentation, 72(2), 214–231. http://doi.org/10.1108/JD-01-2015-0007
Bandura, A. (1998). Commentaries: Exploration of fortuitous determinants of life paths. Psychological Enquiry, 9(2), 95–115.
Bandura, A., Caprara, G. V., Barbaranelli, C., Regalia, C., & Scabini, E. (2011). Impact of family efficacy beliefs on quality of family functioning and satisfaction with family life. Applied Psychology, 60(3), 421–448. http://doi.org/10.1111/j.1464-0597.2010.00442.x
Baxter, P., & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 544–559. Retrieved from http://nsuworks.nova.edu/tqr
Bronfenbrenner, U., & Evans, G. W. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9(1), 115–125. http://doi.org/10.1111/1467-9507.00114
Claudia Coulton, Francisca Richter, Seok Joo Kim, Robert Fischer,  and Y. C. (2016). Leveraging Integrated Data Systems to Examine the Effect of Housing and Neighborhood Conditions on Kindergarten Readiness.
Coley, R. L., & Kull, M. (2016). Cumulative, Timing-Specific, and Interactive Models of Residential Mobility and Children’s Cognitive and Psychosocial Skills. Child Development, 87(4), 1204–1220. http://doi.org/10.1111/cdev.12535
Eisenhardt, K., & Graebner, M. (2007). Theory Building from Cases: Opportunities and Challenges. The Academy of Management Journal, 50(1), 25–32. Retrieved from http://www.jstor.org/stable/20159839
Fuchs, T. (2007). Psychotherapy of the lived space: A phenomenological and ecological concept. American Journal of Psychotherapy, 61(4), 423–439.
Greig, A., Taylor, J., & MacKay, T. (2011). Doing research with children: a practical guide. London: SAGE. http://doi.org/10.4135/9781412963909
Krantz, D. (1998). Taming chance: social science and everyday narratives. Psychological Enquiry, 9(2), 87–94.
Leventhal, T., & Newman, S. (2010). Housing and child development. Children and Youth Services Review, 32(9), 1165–1174. http://doi.org/10.1016/j.childyouth.2010.03.008
Schmitt, S., Finders, J., & McClelland, M. (2014). Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool. Early Education and Development, 26(2), 189–208. http://doi.org/10.1080/10409289.2015.975033
Schmitt, S., & Lipscomb, S. (2016). Longitudinal associations between residential mobility and early academic skills among low-income children. Early Childhood Research Quarterly, 36, 190–200. http://doi.org/10.1016/j.ecresq.2016.01.002
Smith, J. (2016). Experiencing phenomenology: an introduction. London: Routledge.


Waid, J. (2014). Sibling Foster Care, Placement Stability, and Well-Being: A Theoretical and Conceptual Framework. Journal of Family Social Work, 17(October), 283–297. http://doi.org/10.1080/10522158.2014.885474

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