Prepared by: Erlinda Castro-Palaganas, Ph.D.

Learning Objectives:
At the end of the session, we will be able to: 1. Explain diference between theoretical and concept al fra!ewor"s#contexts$ %. Disc ss the i!portance of de&eloping a theoretical or concept al fra!ewor"s#contexts$ '. Criti( e exa!ples of theoretical and concept al fra!ewor"s#contexts$ and ). De&elop a theoretical or concept al fra!ewor"s#contexts for an identi*ed research topic.

DEVELOPING A FRAMEWORK
A +,A-E./,0 pro&ides an explicit explanation why

the proble! nder st dy exists by showing how the &ariables are related to each other.

,E1A2ED 2E,-34/1/53E6 Constr cts#Concept ,elational state!ent 2heory Concept al !odel

Constructs and Variables

Constr cts Concepts, often co!plex 4ot directly !eas rable Also called 7theoretical &ariables8 9ariables 6o!ething we can !eas re Concrete !eas red expressions to which we can assign n !eric &al es

Theory and Frameworks

Classically de*ned, a theory is an abstract generali:ation that syste!atically explains the relationships a!ong pheno!ena. 2he basic co!ponents of a theory are concepts. Consists of a set of state!ents, each of which expresses a relationship a!ong the concepts.

2he state!ents are arranged in a logically interrelated syste! that per!its new state!ents to be deri&ed fro! the!.

2heories &ary in their le&el of co!plexity. 6o!e theories atte!pt to describe large seg!ents of the en&iron!ent and are called grand theories or !acrotheories, whereas other theories are !ore restricted in scope. 2heories that are !ore speci*c to certain pheno!ena are so!eti!es referred to as !iddle-range theories.

Concepts and frameworks

Concept al fra!ewor"s or sche!es are less f lly de&eloped

atte!pts at organi:ing pheno!ena than are theories. Concepts are the basic ele!ents of a concept al sche!e, as in theories. 3n a concept al fra!ewor", the concepts are not lin"ed to one another in a logically ordered ded cti&e syste!. - ch of the concept al wor" in social sciences is !ore rightf lly described as concept al sche!es than theories. Concept al fra!ewor"s are highly &al able in that they often ser&e as the springboard for theory de&elop!ent.

Overall objective o !"eories an# ra$e%or&s

2o !a"e scienti*c *ndings !eaningf l and generali:able. ;elp to s !!ari:e existing "nowledge into coherent

syste!s and sti! late new research by pro&iding both direction and i!pet s. 2heories and concept al fra!ewor"s are created or de&eloped by researchers. 2heir creation re( ires i!agination and congr ence with reality and existing "nowledge. All theories and fra!ewor"s are considered tentati&e and ne&er pro&ed.

Models
-odels are sy!bolic representations of pheno!ena.

-odels depict a theory or concept al sche!e thro gh the se of sy!bols or diagra!s.

2wo types of !odels fre( ently sed in research are

!athe!atic or statistical !odels and sche!atic !odels <or concept al !aps=.

-odels are sef l to researchers beca se they se a

!ini!al a!o nt of words, which tend to be a!big o s, in representing reality.

'once(!)al $o#els

.itho t a concept al !odel analysis beco!es sterile data !ining 3n ( antitati&e research creati&ity co!es in de&eloping the concept al !odels E&en in descripti&e research when the ob>ecti&e is to describe <e.g. !eas re pre&alence of a beha&ior= there is an nderlying concept al !odel. A !odel tells s how to interpret the world 3n ( antitati&e research we !atch a theoretical !odel with an e!pirical !odel

An example theoretical model

Socioeconomic Status Academic Achievement

Academic Ability

*"eoretical Mo#el %i!" Variables

Income Job Prestige

Socioeconomic Status Academic Achievement

Academic Ability Grades Language skills Level of Schooling attained

Math skills

Example of a model

3n the ?6, blac"s initiate sex al acti&ity at ! ch earlier ages than whites <we "now this thro gh ( antitati&e research= 2his relationship holds e&en after controlling for indi&id al characteristics /ne arg !ent pre&alent in the literat re is that blac" c lt re is !ore per!issi&e regarding early sex al beha&ior <calls for in-depth ethnographic research= Another explanation is blac"s than whites are !ore li"ely to li&e in poor co!! nities and sex al acti&ity pro&ides a !ar"er of ad lt stat s and hence are !ore li"ely to engage in early sex al beha&ior <testable with ( antitati&e data altho gh also re( ires ( alitati&e data for a co!plete nderstanding=

Parent)s age Emplo!ment)s status Ethnicit! Famil! si*e

Parent)s education Famil! income +arital status ,iving status

Parent-child attachment (connectedness)

Parent-child communication regarding sex

Parental support

Parental proximit!

Perceived Parental Expectation

Peer influence Sexual Behavior: Have sex or not Age at first sexual behavior Number of sexual partner Fre uenc! of sexual intercourse "onsistent condom use #uter intercourse: touching hands$ hugging%&issing$ petting upper part of bod!$ petting lo'er part of bod!(

Sexual attitude: -Attitude to'ards premarital sexual behavior -Attitude to'ards contraception

Analytical Framework for the Community Assessment

Community Characteristics
Demographic profile Health situation Economic conditions Governance and political context Infrastructure and pu lic utilities

RH, Gender and Population Development Issues

Individual !eers and partners Family"Household Institutional Government Church #chool $thers Community Infrastructure !u lic %tilities

!pportunities
!olicies 'esources Advocates Ena ling mechanisms #kills ,nowledge )etworks $thers

Action Programs/ Plans

Advocacy &raining and education #ervice 'esearch $thers

Perception Well-being
Cultural Context
(eliefs and !erceptions )otions of health and 'eproductive Health Ideas a out family planning* ideal no+ of children* value of children+ !erceptions a out the use of contraceptives &a oos related to pregnancy and child irth

Needs to Promote RH ehavior

,nowledge skills !olicies and mechanisms #ervices and facilities Economic resources $thers

hers

Constraints
!olicies 'esources Detractors Ena ling -echanisms ,nowledge #kills $thers

*he +ender *ree

Activities / Work

-oles -esponsibilities
Organized, reinforced, maintained by: ducation/School, !amily, State/"a#, $edia, Work%lace, &eer'grou%s (eligion, conomic system, Science

)orms Beliefs

*radition

.EN/E-

GENDER EQ A!"#$

W%&EN'S PAR#"("PA#"%N
E(%N%&"( MP!" #M $% !& "!M $ PR%#E(#"%N ) &'L&ILLM $% !& "!M $(S #IG)%S

(%N#R%! PAR#"("PA#"%N (%NS("EN#"4A#"%N A((ESS WE!,ARE

G%*ERN&EN# G%*ERN&EN# PR"*A#E PR"*A#E SE(#%R SE(#%R ("*"! ("*"! S%("E#$+NG% S%("E#$+NG% A(ADE&E A(ADE&E

Gender Responsive Governance

,igure -. (onceptual ,rame/or0 Plan 1or Women 2,PW3- N(,RW

With the literature that you have reviewed, iden fy a theore cal framework and!or develop your conceptual framework that will "uide your research problem#

#han0 you5.