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Setting up participatory research: a discussion of the initial stages.

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Title: Setting up participatory research: a discussion of the initial stages.
Authors: Burke, Anne (AUTHOR), McMillan, Jane (AUTHOR), Cummins, Lorraine (AUTHOR), Thompson, Agnes (AUTHOR), Forsyth, Watson (AUTHOR), McLellan, James (AUTHOR), Snow, Linda (AUTHOR), Fraser, Anne (AUTHOR), Fraser, Mary (AUTHOR), Fulton, Charity (AUTHOR), McCrindle, Elizabeth (AUTHOR), Gillies, Lorraine (AUTHOR), LeFort, Shelley (AUTHOR), Miller, Gail (AUTHOR), Whitehall, John (AUTHOR), Wilson, John (AUTHOR), Smith, Janet (AUTHOR), Wright, David (AUTHOR)
Source: British Journal of Learning Disabilities. Jun2003, Vol. 31 Issue 2, p65-69. 0p.
Subjects: People with learning disabilities, Participant observation
Abstract: Summary Participatory research is becoming a very popular way of helping to empower people with learning disabilities. All stages of this kind of research are conducted in partnership with non-disabled researchers. Furthermore, the research agenda in learning disability is moving towards increasing participation in all forms of research. As a group undertaking participatory research, the present authors wish to share their experience of setting up a project over a period of 9 months to examine ‘keeping fit’. The authors include adults with learning disabilities, clinicians and a researcher from a primary care NHS trust, and support workers who work directly with the adults with learning disabilities in various community settings. An understanding of what is involved in participatory research is important as a first stage, and so the present authors invited speakers undertaking a similar project investigating direct payments to a one-day conference that was set up locally. At the end of the conference, the present authors requested volunteers for the local project to investigate health. This approach enabled well-informed agreement to participate. The present paper discusses the initial 9 months of the project, including a description of the volunteers and the major issues which all the participants learned during these early stages. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Learning Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Summary Participatory research is becoming a very popular way of helping to empower people with learning disabilities. All stages of this kind of research are conducted in partnership with non-disabled researchers. Furthermore, the research agenda in learning disability is moving towards increasing participation in all forms of research. As a group undertaking participatory research, the present authors wish to share their experience of setting up a project over a period of 9 months to examine ‘keeping fit’. The authors include adults with learning disabilities, clinicians and a researcher from a primary care NHS trust, and support workers who work directly with the adults with learning disabilities in various community settings. An understanding of what is involved in participatory research is important as a first stage, and so the present authors invited speakers undertaking a similar project investigating direct payments to a one-day conference that was set up locally. At the end of the conference, the present authors requested volunteers for the local project to investigate health. This approach enabled well-informed agreement to participate. The present paper discusses the initial 9 months of the project, including a description of the volunteers and the major issues which all the participants learned during these early stages. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Learning Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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