Theoretical and Theoretical and

Conceptual Conceptual FrameworkFrameworkDr Manasi Kumar

Dr David BukusiDr Dennis Donovan

Framework

0 A framework provides an explicit explanation why the problem under study exists by showing how the variables relate to each other

A Theory

0 A theory comprises a generalization that systematically explains the relationship between phenomena.

0 Its basic components are concepts0 Thus the theory is a set of statements, each of which

expresses a relationship among the concepts

Overall objectives of theories and framework

0 To make scientific findings meaningful and generalizeable

0 To summarize existing knowledge into coherent systems and stimulate new research by providing both direction and impetus

0 All theories and frameworks are considered tentative

Theoretical framework0 Thought of as a map or travel plan0 Important to consider relevant theory underpinning the

knowledge base of the phenomena under study0 Kinds of questions that cross our minds (Sinclair, 2007)• What do I know about the phenomenon that I want to

study? • What types of knowledge are available to me

(empirical, non-empirical, tacit, intuitive, moral or ethical)?

• What theory will best guide my practice or research work?

• Is this theory proven through theory-linked research? • What other theories are relevant to this practice?• How can I apply these theories and findings in

practice/research?

Theoretical Framework

0 Emanate from theories that influence a research or underpin a construct under study

0 Theories could be from a singular influence (discipline) or from a multidisciplinary vantage point

0 Could comprise of 0 several constructs (attachment or psychotherapy

research; mentalization, complex trauma) or0 ideas about particular participants (young adults,

elderly, preschool children, migrants) or 0 could even be around different outcomes (psychopathy,

HIV + status, reduction in psy-symptom).

Example 1 – Maternal Depression

0 Psychologists have been talking about depression and its links to poor early childhood adversities; philosophers, psychologists talk about women’s vulnerability to developing depression

0 ‘There’s no baby without the mother’ – early mother-child relationship is studied in details

Example 2: Attachment

0 Theory developed from child development, ethology and psychoanalysis

0 Infants are preprogrammed to seek safety, security of ties and proximity with a caregiver/s

0 Different types of insecurities- diff types of attachment styles- continue in adulthood

0 A dimensional concept0 Secure attachment is the norm across cultures0 Secure attachment a prophylaxis against

psychopathology

Sometimes TF may not be easily identified

0 Esp. if studies are multidisciplinary – at the interface of different disciplines and diff methodologies being used

Research has a beginning and an endpoint testing certain

‘outcomes’ Concepts move from being completely abstract and unconnected to becoming a tentative or loose framework to explore and test theory

Conceptual framework is like a process that involvesmapping out or visualizing these theoretical threads to formsome diagrammatic representation of inter-relatedness

Sinclair M. (2007) Editorial: A guide to understanding theoretical and conceptual frameworks. Evidence Based Midwifery 5(2): 39

When we conceptualise

0 Definitions0 What is the meaning of the word or term or idea0 What is the actual use of the word 0 What are the boundaries within which a term

operates0 What are the contrary examples of the word

Concepts

0 Enable interpretation of a subject0 Analyse complex subject matter0 Synthesize separate pieces of a subject matter into a

unit0 Perceive similarities and differences0 Enable us to make value judgments0 Extend our knowledge

DEVELOPING YOUR CONCEPTUAL FRAMEWORK

The conceptual framework describes and explains the concepts to be used in the study, their relationships with each other, and how they are to be measured.

Developing your conceptual framework requires five main steps:

1. Identifying the relevant concepts.

2. Defining those concepts.

3. Operationalising the concepts.

4. Identifying any moderating or intervening variables.

5. Identifying the relationship between variables.

Conceptual Research

Is also like theoretical framework and can include studying a concept or phenomena in depth.

Such as concept of narcissism in psychoanalysis, attachment in early childhood, identity in middle childhood, learned helplessness in intimate partner violence, substance use literacy in young people

An illustration from 3 exemplars

0 Agot et al paper about widow inheritance – theories behind the idea of WI; sociological/anthropological/historical/psychological

0 Other two on alcohol and HIV; IPT and depressed pregnant teenagers

Conceptual framework

0 Look at the alcohol paper – a good conceptual framework developed there

0 Also look at HIV/AIDS- related Stigma and Discrimination: A conceptual Framework for an agenda for action-

HORIZONS PROGRAM by Richard Parker and Peter Aggleton

O’Connor, R.C. & Nock, M.K. The psychology of suicidal behavior

(2014). Lancet Psychiatry, 1: 73-85

Pathways linking poverty to developmental inequalities

(Walker et al 2011)

Why are conceptual frameworks useful?

0 Conceptual frameworks provide researchers with:

– The ability to move beyond descriptions of ‘what’ to explanations of ‘why’ and ‘how’.

– A means of setting out an explanation set that might be used to define and make sense of the data that flow from the research question.

– An filtering tool for selecting appropriate research questions and related data collection methods.

– A reference point/structure for the discussion of the literature, methodology and results.

– The boundaries of the work.

What are the limitations of a conceptual framework?

0 Conceptual frameworks, however, also have problems in that the framework:

– Is influenced by the experience and knowledge of the individual – initial bias.

– Once developed will influence the researcher’s thinking and may result in some things being given prominence and others being ignored – ongoing bias.

0 The solution is to revisit the conceptual framework, particularly at the end when evaluating your work.

Dr Bukusi

Dr Donovan

Logic Models http://www.innonet.org/client_docs/File/logic_model_workbook.pdf

A logic model takes into account:0the nature of the problem being considered0the program’s goals in attempting to address the problem0the reasoning/rationale for certain activities or components of the program that will be implemented to address the problem0the resources available to implement the programthe outputs and outcomes of the intervention

Once you have determined the desired program outcomes, you have determined the domains to be assessed in your program

evaluation.

Problem Statement

Theoretical/Conceptual Model

Community Partners- Suquamish Tribe - Port Gamble Tribe - Tribal Councils- Tribal Communities- Advisory Councils - Suquamish Cultural Co-Op - PGST ATOD Prevention Committee- Elders Councils- Youth Councils- Wellness Programs- Tribal Cultural Programs- Tribal Educational Programs - Tribal mentors- Community Volunteers- In-kind support from Tribes- Space for staff and for conducting interventions-Developing research infrastructure University Partners- ADAI- ABRC- IWRI- ADAI, Suquamish, & PGST research teams- Expertise in ATOD, CBPR, & TPR- Grant support for program development, implementation, & evaluation - Computer & communications infrastructure-Research infrastructure

Community Development- Community Advisory Council (CAC) meetings - Presentations to Tribal Councils- Regular Community Meetings - Conduct Community Readiness assessments in both communities- Conduct needs & resources assessment in PGST community- Regular cross-training sessions

Tribal Communities and Academic Researchers

Curriculum Adaptation- Refine HOC curriculum- Refine assessment instrument- Adapt curriculum for PGST- Prepare curriculum materials

Participating Tribal Youth

- Increased community awareness of ATOD issues- Increased community readiness to implement ATOD prevention programs - Community acceptance of culturally tailored substance abuse prevention interventions- Increased cultural competence among researchers

INPUTS/RESOURCES

OUTPUTS Activities Target

OUTCOMESShort-term Medium-term Long-term

Curriculum Delivery- Train curriculum/group facilitators- Arrange community speakers - Arrange logistics - Recruit participants- Deliver intervention

Evaluation- Assess participants at baseline, 6- & 12-month follow-ups- Focus groups with constituents at project end - Repeat Community Readiness assessments in both communities in Years 1 & 5- Ongoing assessment of collaborative relationships

- Increased participation in ATOD-free activities- Increased participation in tribal cultural events by youth - Involvement of youth in positive peer/social networks

- Shift in attitude toward cultural identity - Increased identification with tribal culture & community- Increased knowledge of: - Tribal history - Rules of the Canoe- Increased youth awareness of alcohol & drug issues- New or increased skills for youth to refuse alcohol & drug use- Increased accurate information about alcohol & drugs - Increased self-efficacy

- Accurate & reliable assessment of changes in communities, participants & collaborative relationships- Continued refinement of assessment methods to assure cultural appropriateness

Participating Tribal Youth and Tribal Communities

- Development of more ATOD-free social activities for youth in community- Development of Elder- youth mentoring programs- Increased communication between Elders and youth - Increased acceptance of research & partnership by tribal communities- Increased use of CBPR by tribal communities to establish culturally tailored “evidence-based

practices” based on “practice-based evidence”

- Integration of HOC & culturally tailored ATOD prevention programs into Suquamish & PGST communities - Increase in community- level protective factors- Designation of such programs as “evidence- based” to increase likelihood of continued funding & sustainability in the communities- Dissemination of HOC curriculum, assessment battery, and guidelines for community adaptation to other tribal communities- Reduced substance use/abuse among tribal youth in Suquamish and PGST communities- “Healthier” tribal communities as defined by Suquamish & PGST- Accumulation of

empirical support for HOC intervention as “evidence-based”- Evidence for effectiveness of collaborative partnership

Conflict Resolution/Problem Solving Workshop with Elders Actual Involvement in Community Cultural Activities Actual Involvement in Individual Cultural Activities Goal Setting Workshop with Elders Coping/Resilience Workshop with Elders Jeopardy Game to Increase Knowledge of Substances/Risks Knowing and Telling one’s own Story Cultural Mentoring Health and Nutrition Workshop and Physical Exercises/Canoe Pulling Spiritual Enhancement Workshop with Elders Honoring Ceremony

Native/Community Pride, Respect, Involvement, & Knowledge, Identity

Self-esteem/Self-efficacy and Belief in the Future

Goal Setting & Attainment

Social/Community Support

Communication Skills

Conflict Resolution and Problem Solving Skills

Exercise & Good Nutrition

Spiritual Fulfillment

Accurate Risk Perception regarding Substance Use

Increased Healthy Behaviors ( less sub use)

Coping Skills

Cultural Identity and Participation Scale

Questions about Goals

Measure of Self-esteem or Self-efficacy?

Coping Scale or questions

Test questions regarding Substance Use (& Other Risky Behaviors?)

Social/Community Support Scale or questions

Not assessed? unsure

Some questions about Exercise and Diet

Not assessed

Some questions about Bonding with Family?

Family Bonding ?

Other Prosocial Outcomes? Grades, Job Status, and Volunteerism Questions?

Use Frequency Questions

Treatment Component

Promotes Protective Factor or Outcome

Assessed Via Measure

Treatment Component PromotesProtective Factor

or Outcome Assessed Via

The Healing of the Canoe: A Model of Treatment Components, Protective Factors, and Outcome Measures

The deeper the roots, the stronger the branches

Can we make a framework or model of our own?

0 Lets give it a go

References

0 Naming and Framing the problem: Using theories, models and conceptual frameworks-Irene Iioth, KateGerrish et al

0 Conceptual and theoretical contexts- Lecture by Erlinda Castro-palaganas

0 Conceptual Framework- Lecture May 28th 2008- Prof Roger Vaughan- Bournemouth University

0 Monitoring and Evaluation of HIV/AIDS Programs- Pretoria South Africa: HORIZONS-USAID,MEASURE