Team Collaboration in the Field with Criminal Justice Researchers

NVivo & IIQM

Introductions

Karin Olsen
Stacy Penna, Ed.D.
Professor, Faculty of Nursing
NVivo Community Director
International Institute for Qualitative Methodology
QSR International
karin.olson@ualberta.ca
s.penna@qsrinternational.com
Panel
Rebecca Stone, PHD, Assistant
Professor, Sociology, Suffolk
University, Boston
Kimberly R. Kras, Ph.D., Assistant
Professor, School of Public Affairs,
San Diego State University.
Wilson R. Palacios, Ph.D. Associate
Professor and Master's Program Director,
School of Criminology and Justice
Studies, University of Massachusetts,
Lowell
Amber Horning, Ph.D., Assistant
Professor, School of Criminology and
Justice Studies, University of
Massachusetts, Lowell
Team and Community
Engagement in Interdisciplinary
Participatory Research
Rebecca Stone, PhD, MPH
@stone_prof
Community-based
participatory research
“A collaborative approach to research that equitably involves all
partners in the research process and recognizes the unique
strengths that each brings. CBPR begins with a research topic of
importance to the community and has the aim of combining
knowledge with action and achieving social change to improve
health outcomes and eliminate health disparities.”

W. K. Kellogg Foundation
Community Health Scholars Program
CBPR and Equitable
Partnerships
CBPR:
1) acknowledges community as a unit of identity.

2) builds on strengths and resources within the community.

3) facilitates a collaborative, equitable partnership in all phases of

research, involving a power-sharing process that attends to social
inequalities.

Hacker, K. (2013). Community-Based Participatory Research.

Research
Partnership
Checklists
(e.g.
https://med.umn.edu/healthdisparities/community-
engagement/resources
under “PHDR Resources for Community-Based
Research”)
 Asset Map: Addressing Intimate Partner Violence and Opioid Use

Coursework, Passions and

Certifications and Jobs Interests

Creativity

Other

_______________ Geography
Areas where I want to (name)
grow:

1.
Expertise and
Technical Skills
Teambuilding and Personal Background and
2. Networking Relevant Experiences

3.
From data to “illustrations”
Lessons learned?
Community engagement: Team engagement:

Make your advisory board Have tough conversations up

matter front

Feed people Establish clear expectations for

roles, communication, decision-
Mix it up making

Prioritize the folks on the Don’t underestimate identity,

ground level disciplinary differences, ego
threat
 Conducting Qualitative
Research In Criminal Justice
And Community-based
Settings

Kimberly R. Kras, PhD

San Diego State University
 Criminal Justice Settings
• Emphasis on performance
measurement and establishing
evidence-based practice
• Research centered on a PAR
method
• Process Evaluation
• Outcome Evaluation
• Providing outcome data related
to:
• Staff performance
• Client experiences
Qualitative methods are
central to this work
• Agencies seeking more depth from
study results than statistical
outcomes
• Give voice to staff and client
experiences in ways that…
• Promote social justice
• Promote reform buy-in
• Promote equity
• Bolster collaborative
relationships with research
partners
 • Research ready agency
Participatory Action • Created a new line of EBP Managers
Research Study with the • EBP Class
VADOC EBP Manager • Took fieldnotes throughout (classes, coaching, on-site visits)
• On-site visits
Course
• Identified more nuanced issues masked by large scale organizational surveys
• Provided TA for one probation and parole office to uncover their needs
 PROBATION
PROBLEM
SOLVING
Reflecting on Strategies
Improving
Risk Communication
and
Case Planning

Shannon Magnuson
Faye S. Taxman
See also: George Mason University
Magnuson, S., Kras, K. R., Aleandro, H., Kim Kras, PhD
Rudes, D. S., & Taxman, F. S. (2020). Using Univ. Massachusetts-Lowell
Plan-Do-Study-Act and Participatory Action
Research to Improve Use of Risk Needs Holly Aleandro
Assessments. Corrections, 5(1), 44-63. VA Department of Corrections
 V I R G I N I A D E PA R T M E N T O F C O R R E C T I O N S
IMPLEMENTATION

Implementation
Contingency
SCIENCE COURSE PDSA Management
TOPICS Treatment &
Working Relationships

Science
RNR Controls
Interpreting Research Case Planning
G E O RG E M A S O N U N I V E R S I T Y

Process that narrows your attention to

PD S A thinking about how well these current
processes are working and
what you can do to improve them.
PLAN DO STUDY ACT:

• Locally informed • Small Scale

• Data Driven • Rapid Cycle
PDSA
Improve officer understanding, comfort and translation of RNA

Administering RNA

1 2 3
Introducing Talk Talk
the RNA about about
RISK NEED
PDS A
Staff are not performing at proficiency on R/N Assessments

nar row

Staff are rushing through the R/N Assessments

nar row

Staff do not understand and/or feel comfortable

describing the RNA and printed report to clients.
DATA & ANALYSIS
On-site observations of staff
• Interviews (in person & via phone)
• Fieldnotes of site visits

Disseminated anonymous survey about knowledge and comfort

• Likert scale ratings
• Open-ended questions
• Data inductively coded for patterns

Survey responses confirmed narrow problem AND provided detail on

underlying mechanisms of the problem

User feedback about the problem, solution, and PDSA process

What did you like about the PDSA
process?
It was a very
focused process

It gives an honest look at what is

working, not working, how it Structure
should be changed, what needs to and data
be implemented to make the
changes, and whether or not the
target changes have been reached Allowing my
voice to be herd
for a problem
What could be improved about the
PDSA process?
Making sure the groups
are diverse and the
same people aren't
Sometimes there seems to be a included in all of them.
lack of focus or too much time
spent on one area, so much so that
others tend to concede there
opinions just to move the
discussion along. requires many
meetings; not
immediate
 Qualitative Work in Criminal Justice
Settings

Supports the Highlights the Uncovers the Promotes social Uncovers the
study and organizational dynamics of: justice through mechanisms that
evaluation of EBP functioning lived experience underly behavior
associated with change
reform or policy
change
Everything is data Reform efforts
Study all the processes! Operations
Staff-client relationships
 Amber Horning Ruf, Ph.D.
University of Massachusetts-Lowell
 Accessing Hard-to-Reach Populations

 Insider/Outsider
 Accessing Gatekeepers
 Organic/Luck
 Purposeful contact
 Individual as gatekeeper
 Community leader as gatekeeper
 Organization as gatekeeper
New York City Pimp Project: 2011-2016
New York City Pimp Project: 2011-2016
Unaccompanied Minor Refugees (UMRs) in Sweden: 2016-present
Unaccompanied Minor Refugees (UMRs) in Sweden: 2016-present
 Managing Gatekeepers or
Mutual management?

 Mutual management is all about safety

 Keeping mutual management amicable

 Maintaining good rapport
 Continued discussions about sensitivity
 Addressing conflict
 Cooperation
 Reciprocity

 The practice of exchanging things with others for

mutual benefit

 Types of reciprocity
 Story is out
 Review work
 Coauthoring
 Employment/school reference/Letters to support for
their Asylum applications
 “World Turned Upside Down”
 “World turned upside down” and fieldwork (Horning
and Paladino, 2016)

 Mikhail Bakhtin described the notion of ‘carnivalesque’

as a “world turned upside down” where social rules can
be inverted or subverted

 What is perceived as ‘social chaos’ makes this world

confusing to outsiders

 Doing fieldwork in contexts such as sex marketplaces,

creates a feeling that everything is questionable, yet
acceptable
 Cognitive dissonance
Doing fieldwork in ‘unofficial’ contexts and the
tightrope
 We were engaged in situ fieldwork where objectivity
and social distance are not desirable and participants
are viewed as agentic beings.

 The metaphor of the tightrope shows our inclusion in

the “fair” and that our “missteps” are witnessed and
have consequences.

 Our “missteps” may influence lives of participants, and

as researchers with a foot in both worlds, our decisions
have consequences in “official” worlds, e.g., academia.
 The Boundaries of Reciprocity
 Where do moral responsibilities begin and where do they end?

 Should we take participants home with us, provide them with

food and try to find them jobs? Friendship.

 Is this the best case, non-secular ‘rescue operation’ scenario?

 Should ‘rescue’ or any type of ‘Plan C’ be part of the research

protocol, or do we only rescue the safe bets, the willing, the of-
age?

 The boundaries are unclear, and the rules are ambiguous

 especially in light of assessing whether we would lose our
balance in one world or both.

 And losing that balance might not always be risky – despite

usually trying our best to walk it, in some situations, one can
only act ethically and transcend official and unofficial
constraints by deliberately jumping off the tightrope.
 References
 Bakhtin, M. (1984). Rabelais and his world. Bloomington, IN: Indiana University
Press.

 Horning, A., Jordenö, S. V., & Savoie, N. (2020). Double-edged risk:

unaccompanied minor refugees (UMRs) in Sweden and their search for
safety. Journal of Refugee Studies.

 Horning, A., & Paladino, A. (2016). Walking the tightrope: Ethical dilemmas of
doing fieldwork with youth in US sex markets. In Ethical Concerns in Research on
Human Trafficking (pp. 205-223). Springer, Cham.

 Horning, A., Thomas, C., Marcus, A., & Sriken, J. (2020). Risky business: Harlem
pimps’ work decisions and economic returns. Deviant Behavior, 41(2), 160-185.

 Sydor A. Conducting research into hidden or hard-to-reach populations. Nurse

Res. 2013;20(3):33–37. doi: 10.7748/nr2013.01.20.3.33.c9495.
 THE SCIENCE & ART OF RECRUITING
PARTICIPANTS FOR COMMUNITY
DRUG SURVEILLANCE
WILSON R. PALACIOS, PH.D.
ASSOCIATE PROFESSOR
UNIVERSITY OF MASSACHUSETTS LOWELL

Learning with Purpose

 COMMUNITY EPIDEMIOLOGY SURVEILLANCE
• Community Epidemiology Surveillance Networks:
– multiagency work groups with a public health orientation
– study the spread, growth, or development of drug abuse and related problems.
• Common Aim: The assessment of drug abuse patterns, trends, and emerging
problems to provide the foundation of information for public health
response.
• Ultimate Goal: The elimination or reduction of drug abuse and its related
consequences.

Learning with Purpose

 NATIONAL DRUG EARLY WARNING SYSTEM – NDEWS

• Aims at identifying and

monitoring emerging drug
problems
• Expands the former NIDA
Community Epidemiology Work
Group
• Includes National and
International perspectives
• Incorporates innovative
approaches

Source: https://ndews.umd.edu/
Learning with Purpose
 NDEWS: US AND INTERNATIONAL NETWORK
• NDEWS network is a virtual community of more than 1200
– Scientists
– Government officials
– Public health experts
– Law enforcement representatives
• The community shares information, emerging issues alerts, and assists with
local research efforts.

Learning with Purpose

 NDEWS: INNOVATIVE METHODS
• Innovative methods developed for information collection and analysis
• Examples:
– Scanning social media and news media
– Geospatial analyses
– Conducting Hot Spot studies in local communities experiencing emerging drug
problems
– State-of-the-art drug specimen analysis to detect new psychoactive substances.

Learning with Purpose

 FIGURE 1. NATIONAL DRUG OVERDOSE DEATHS
NUMBER AMONG ALL AGES, BY GENDER, 1999-2018
100,000 Total Female Male

80,000 70,237
67,367

60,000

38,329
40,000

20,000

Source: Centers for Disease Control and Prevention, National Center for Health Statistics. Multiple Cause of Death
Learning with Purpose
1999-2018 on CDC WONDER Online Database, released January, 2019
 FIGURE 2. NATIONAL DRUG OVERDOSE DEATHS
NUMBER AMONG ALL AGES, 1999-2018
35,000 Other Synthetic Narcotics Other
Than Methadone (Mainly Fentanyl),
30,000 31,335

25,000 Prescription Opioids, 14,975

20,000 Cocaine, 14,666

Psychostimulants with Abuse

15,000
Potential (Including
Methamphetamine), 12,676
10,000
Benzodiazepines, 10,724

5,000 Antidepressants, 5,064

Source: Centers for Disease Control and Prevention, National Center for Health Statistics. Multiple Cause of Death
Learning with Purpose
1999-2018 on CDC WONDER Online Database, released January, 2019
 COMMUNITY DRUG SURVEILLANCE: A LOCAL EXAMPLE

• Rapid Assessment of Consumer Knowledge (RACK)

• Target population: People who use illicit drugs (PWUDs) in Massachusetts
– Rapid Assessment Response Evaluation (RARE) Framework
• Targets highly concentrated conditions & contexts
• Ideal for identifying emerging conditions
• Allows for tailored context specific interventions

Source: Trotter, R. T., Needle, R. H., Goosby, E., Bates, C., & Singer, M. (2001). A Methodological Model for Rapid
Learning with Purpose
Assessment, Response, and Evaluation: The RARE Program in Public Health. Field Methods, 13(2), 137–159.
https://doi.org/10.1177/1525822X0101300202
54

RACK: OVERVIEW

Goals Aims
• Learn from PWUD to improve • Describe exposure to, use of, and
programs and policies to prevent protective behaviors associated with
overdose in MA high risk regions and overdose risk among PWUDs
high-risk special populations (i.e., • Assess the impact of policy responses
race/ethnicity and drug use behaviors) being evaluated by the Prevention for
• Work collaboratively with community States Massachusetts grant
partners for enhanced well-being & • Focus efforts on one community and/or
dignity for PWUDs population at a time
• Primacy given to local concerns &
community partners

Sponsor: Grant from the Centers for Disease Control and Prevention to the Massachusetts Department of Health,
Learning with Purpose
Bureau of Substance Addiction Services
 RACK: MIXED METHODS
• Purposive Sampling: Key MA cities/towns with a marked yearly increase in
fatal overdoses
• PWUDs Survey: Cross sectional collection of demographic information,
illicit drug use behaviors, naloxone/Narcan, overdose history, etc.
• PWUD interviews: Qualitative in-depth questions that dove deeper into
survey topics. Interviews were digitally audio recorded and transcribed
verbatim
• Compensation: $20 Dunkin’ Donuts gift card for each completed survey
and/or interview. Additional potential $5 gift card per referred eligible
participant

Learning with Purpose 55

56

ALL RACK: TIMELINE

Community outreach, Analyses and Dissemination of
Partnership ID, Site Environmental Recruitment and
scan Data collection Reporting Findings
visits

2017

– Lowell
2018
– Quincy

– Cape Cod
2019
– Springfield/Chicopee
Special Pop, Hispanic – North Shore
Special Pop, Cocaine – New Bedford
Learning with Purpose
– Lawrence (HRACK)
 THE ART OF RECRUITING PARTICIPANTS

Learning with Purpose

 THE CHALLENGE OF RECRUITING PEOPLE WHO USE DRUGS

Reciprocity

Managing
Street Politics
Rejection

Participant
Fatigue

Concept of Organizational
Time politics

Social
Desirability “Professional”
Trauma Participant
Bias

Research Obj ≠ Seasonal

Pt Lives Variation

Recruitment
Time/Yield

Source: Zinberg, Norman E. Drug, Set, and Setting: The Basis for Controlled Intoxicant Use. New Haven: Yale
Learning with Purpose
University Press, 1984.
59

QUESTIONS?

THANK YOU!

FOR QUESTIONS OR MORE INFORMATION,

PLEASE SEND EMAIL TO:
WILSON_PALACIOS@UML.EDU

Learning with Purpose

NVivo Solutions
IIQM wishes to thank QSR for their sponsorship of this new webinar series during the 2019-2020 webinar season.
IIQM webinars will be on hiatus and we look forward to seeing you all back for this series in September.
Please visit our archive site over the summer for all of our partnered webinars at: https://www.ualberta.ca/international-institute-for-qualitative-
methodology/webinars/qsr-webinars/archived-webinars.html

We also commend QSR on their great initiatives over the last year,
including the successful launches of both NVivo 12 and our new Early Career Research Grant.

Thank you to all attendees for your interest and support – you are the reason we do what we do.
Customize NVivo To Suit Your Needs

The research Manage and

Collect Data Transcribe Collaborate Enhance
process Analyze

NVivo
Integration for NVivo NVivo NVivo Learning
NVivo (desktop)
Word, Excel Transcription Collaboration Journeys
and Outlook

Pay As You Go NVivo - Windows Collaboration Cloud Certification

Unlimited Use NVivo - Mac Collaboration Server 1:1 Coaching

Onsite Workshops
Personalized Learning Journeys

Create an NVivo Learning Journey to suit the needs of you or your team
 NVivo Community – Connect With Fellow Researchers

A Global Network

Within Disciplines

Across Organizations

Community of Practice

Join the NVivo Community

Email: s.penna@qsrinternational.com
Webinars & Resources

NVivo Website >> Resources >> Live Webinars

Date Topic
September 10 Mixed Methods Using NVivo

NVivo Website >> Resources >> Remote Resource Center

Topic Presenter
COVID-19 and Virtual Fieldwork – Dr. Deborah Lupton
When the field is Online: Qualitative Data Collection Dr. Janet Salmons
Panel Discussion: Teaching Qualitative Research Dr. Christina Silver
Methods Online Dr. Chareen Snelson
Dr. Sarah L. Bulloch
Ethnographic Fieldwork Across Online Spaces Dr. Christine Hines
NVivo Podcast – Between the Data
Resources >> Podcasts
Apple Podcasts, Spotify, Stitcher & Google Podcasts
Episodes
1. Using Photovoice for Publishing,
Advocacy and Learning
2. Empowerment through Culturally
Responsive Focus Groups
3. Using Fieldnotes Fueling Controversy
and Critical Analysis
4. Costs and Benefits of Online
Qualitative Data Collection Methods
Guests
Jim Cockell, University of Alberta
Dr. Jori Hall, University of Georgia
Dr. Casey Burkholder, University of New
Brunswick, Fredericton
Dr. Jennifer Thompson, University of
Montreal
Dr. LaShaune Johnson, Creighton
University
Emily Namey, FHI360
Greg Guest, PIRE
NVivo Virtual Conference – September 23, 2020