Two day qualitative training seminar 27 & 28 November 2014 at Queen's College University of Melbourne

How to use qualitative methods in healthcare research

 - Training places still available -

Are you new to qualitative research?

Would you like to undertake a refresher?

Are you about to begin a PhD in a healthcare topic or a hospital based research study?

This course will inspire and inform healthcare practitioners and researchers who are new to qualitative research, or who would like a refresher before starting a new project such as a PhD or a hospital based research study. Practitioners and researchers who are not familiar with qualitative methods but have to evaluate projects proposals in capacities such as a member of an ethics committee will find this training relevant and useful.

This training event will provide a friendly and relaxed environment in which participants can learn about qualitative methods in healthcare research. Working with a small group of participants you will learn from Associate Professor Jane Edwards about how qualitative research methods are used in healthcare. If you are planning research please bring along your ideas and challenges. The training is provided in workshop style through a mix of discussion, hands on activities, and teaching sessions led by Jane.

About the trainer: Jane Edwards is an expert in the use of qualitative methods in healthcare research. She has conducted healthcare research using ethnography, Interpretative Phenomenological Analysis, Grounded Theory, meta-synthesis, and narrative analysis. She is an experienced PhD supervisor and is in demand as a keynote speaker and trainer in several countries. She has an undergraduate and Master’s degree from the University of Melbourne. Jane's PhD was awarded from the School of Medicine at the University of Queensland. She is an Associate Professor (currently on leave) at the University of Limerick in Ireland, and is a programme leader in mental health at Deakin University (Waterfront Geelong).
 

What people say about Jane’s training in qualitative methods –

In a recent training event provided for a hospital respondents indicated in their feedback that they had various levels of experience and knowledge of qualitative methods from minimal through to competent and yet 100% of respondents rated Jane as offering material that was “just right” for their level of understanding. Participants' comments included:

I valued the opportunity to work through two methods of analysing qualitative data that I was unfamiliar with.

Jane was very encouraging, and inclusive of all participants' views and level of knowledge.

I found the workshop to be informative and inspiring. I also liked the hands-on approach; actually performing some 'research' really aids understanding.

   

Program

Friday November 27
9.30–4.30

• Morning – Introduction to qualitative methods in healthcare
• Getting started – Description vs theory building – Qualitative research as a type of evidence for practice in healthcare – The qualitative researcher – inductive and deductive approaches
• Afternoon – Designing qualitative studies
• Ethical issues – the guiding question – forms of data and data collection - the qualitative interview

Saturday November 28

9.30–4.30

• Morning – Grounded Theory – getting started and techniques – coding and generating categories 
• Afternoon – Phenomenology – the basics of Interpretative Phenomenological Analysis

Costs
Full rate: $420
Single day rate: $310

Registration Form
After you have registered you will be sent a confirmation email with directions to the venue, and an invoice via Paypal.


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Centre for Creativity in Practice

Jane Edwards is a passionate and distinguished researcher, practitioner and public speaker in the fields of infancy research, musical development, music and medicine, and music for health and well being.

Please link to this page, join this blog, or email Jane directly if you would like to connect with people who are learning, supervising, and teaching in this area: ccpcreatives@gmail.com 

This site aims to provide regular updates of activities in the areas of infant mental health, research for healthcare practice, music and medicine, and training opportunities.  

Jane is involved in a number of conferences, listed under News.

Jane is involved in developing a number of trainings in different countries. Please fill in this brief survey to help her to developed successful events that meet your current training needs: Survey

Jane Edwards on LinkedIn

News

November 2014
Looking forward to meeting participants at the training seminar 27 and 28 November at Queen's College Parkville.

In June 2014
International Association for Music & Medicine

The 3rd International Conference of IAMM was held at University of Toronto June 24-27 2014. Details here.
IAMM has low joining fees with 4 issues of the journal Music & Medicine per annum, and substantial discounts for conferences. Student rates and rates for people from the developing world are very reasonable. It is really fantastic to be part of this international group.
I am the Inaugural President of the IAMM. It was founded by Professor David Aldridge and Dr Joanne Loewy, who were the co-editors in chief of the Music & Medicine journal (SAGE) at the time of IAMM's inauguration at the University of Limerick in 2009. It was such a privilege to welcome so many IAMM Founding Members to Limerick for the meeting.

 

Once again to Berlin!

9 November 2013
Fachtagung des Musiktherapiezentrum UdK Berlin 2013 - “Gender auf der Agenda - Musik- und Psychotherapeuten im Gespräch“

Dozenten und Vortragsthemen:

"Intersexualität - Leben mit der Mehrgeschechtlichkeit" Knut Werner-Rosen

"What can learning about feminist theory offer to the trainee music therapist?" Prof. Dr. Jane Edwards

Delighted to be part of an invited panel to present at conference in Indianapolis  

13 November 2013

Pre-Conference Symposium
“Music and Global Health: Toward Collaborative Paradigms”

IUPUI Campus, Indianapolis

Music Therapy in Perth
10 June 2013
Music Therapy conference in Perth next Monday. Can't wait to see everyone! Thanks to Dr Robert Faulkner for agreeing to open the event for us. His wise words will inspire. Dr Susan Hadley and Jeanette Kennelly will give super keynotes. The other events are shaping up to inform and delight. Perth people don't miss this!

April 2013
Campaigning for statutory recognition of Creative Arts Therapists in Ireland

I am a long standing member of the national committee for Statutory Recognition of Creative Arts Therapists in Ireland. Recently our committee presented a briefing in the Irish parliament.

What's new in research?

Music and the brain

I find a useful place to look at contemporary research is at Frontiers in Neuroscience.

In March this year a paper was published in the journal Frontiers in Integrative Neuroscience by Hardy and LaGasse which proposed that for children with autism, the motor difficulties associated with the diagnosis have been overlooked. They wrote:

Persons with autism are often provided behavioural or cognitive strategies for navigating their environment; however, these strategies do not consider differences in motor functioning. One accommodation that has not yet been explored in the literature is the use of auditory rhythmic cueing to improve motor functioning in ASD. …we review research on rhythm in motor rehabilitation, draw parallels to motor dysfunction in ASD, and propose a rationale for how rhythmic input can improve sensorimotor functioning, thereby allowing individuals with autism to demonstrate their full cognitive, behavioral, social, and communicative potential.  (Full paper here)

 

Discussing polyvagal theory

Polyvagal theory has increasing currency in therapy practice, interview here. Stephen Porges the founder of the theory has been very generous to music therapy as this chapter in press demonstrates. You can find out more about him here. 

A research colleague at the University of Edinburgh who uses sound and listening with children who are diagnosed in the autism spectrum has applied this theory as described in this summary.

Conferences and calls for papers

2014

 4 – 8 August 2014

Childhood Trauma: Understanding the Basis for Change and Recovery conference

Melbourne

I am a Co-presenter at this conference at the Melbourne Convention Centre. Paper Title: 'Supporting the hospitalised child through play therapy and music therapy'

1 – 3 July 2014

MANDARI: Music and the Neurologically At-Risk Infant Group conference

London

I am an invited participant at MANDARI (Music and the Neurologically At-Risk Infant Group), a collaboration between Chelsea and Westminster Trust NHS and Goldsmiths, University of London.  

24 – 27 June 2014

IAMM conference 

Toronto

I will present a keynote at the Canadian Association for Music Therapy conference at the University of Toronto. Keynote Title: 'Music therapy in the 21st century: Working across the lifespan.' I will also present a paper: 'Including Service User Voices in research: Perspectives from the Music and Health Research Group, University of Limerick, Ireland'

14-18 June 2014

Infant Mental Health conference 

Edinburgh 

Calling all infant mental health specialists - this is an important place to have new work heard and validated World Association of Infant Mental Health.  I will be attending.

Abstract submission due: Sunday 15 September 2013

Notification of outcome to authors: Monday 16 December 2013

2013

November 2013

The Gender Agenda seminar

Berlin 

A seminar at the UdK in Berlin. I will be speaking on issues in teaching feminist theory to current day students.

August 2013

9th European Conference of Music Therapy  

You will find me speaking on the mental health recovery panel, and on the parent-infant music therapy panel.

June 2013

Music, Mind & Body conference

Perth, Australia

Keynote Speakers:

• Professor Susan Hadley (USA)
• Jeanette Kennelly (Brisbane)

This conference is designed for people interested in music therapy. Whether you are a health care manager, a scientific researcher, or a practising musician you will find this conference interesting, inspiring, and educational. Music therapy practitioners, music researchers, music teachers, and people interested in training as a music therapist will be able to attend sessions designed to help develop their skills and knowledge. Speakers from Australia, Ireland, Norway, the US and Singapore will present the best of state-of-the-art practice and research. Workshop sessions will allow more intimate learning. All levels of interest are welcome from the mildly curious through to music and music therapy experts.

1 June 2013 (deadline)

Call for Papers

Mental Health and Human Rights

The Journal of Public Mental Health announces a call for papers for a special issue on mental health and human rights, to be published in 2013. Accepted contributions include original research papers, systematic reviews, policy analyses and case studies. In 2012 the World Health Organization (WHO) Department of Mental Health and Substance Abuse launched the QualityRights (QR) Project, which aims to improve the quality and human rights conditions in mental health and social care facilities and empower civil society organization to advocate for the rights of people with mental and psychosocial disabilities. This call for papers aims to inform the core objectives of quality rights to:

• Improve the quality of services and human rights conditions in inpatient and outpatient mental health facilities.
• Build capacity among service users, families and health workers to understand and promote human rights and recovery from mental disabilities.
• Develop a civil society movement of people with mental disabilities to provide mutual support, conduct advocacy and influence policy-making processes in line with international human rights standards.
• Reform national policies and legislation in line with best practice and international human rights standards.
• Address stigma and discrimination. 

25 May 2013 

Irish Association for Creative Arts Therapies: Annual General Meeting

Dublin

I am an invited speaker at the Irish Association for Creative Arts Therapies Annual General Meeting on May 25 2013, Dublin. Paper Title: 'The growing evidence base for the creative arts therapies'.

Qualitative methods for healthcare researchers

I recently attended the Townsville Health Research Week 2014 as a keynote speaker and workshop leader. How fantastic to meet such an enthusiastic community of healthcare workers and students engaging research and looking for further opportunities to extend their knowledge about qualitative methods.

I presented a number of take home messages for the delegates and workshop participants. One of these is that “qualitative” research is not a method. It is an umbrella term for multiple methods, some of which have extended complex histories and are made up of many traditions. For example, Grounded Theory is now considered a ‘‘family of methods’’ (Bryant & Charmaz, 2007, p. 11). A researcher using Grounded Theory should know which tradition or theorist they are primarily referencing in applying the techniques of Grounded Theory.  As training is now more widely available, undertaking some training sessions before using these techniques is advisable.

Healthcare researchers have been challenged many times in the wider literature for neglecting to identify the method they used to analyse data in qualitative methods studies, and for the avoidance of reference to the epistemology on which their research is based. As Carter and Little (2007) noted

Epistemology, methodology, and method are fundamental concepts. Any experienced qualitative researcher should have wrestled with each of them during her or his career. However, qualitative research reporting is frequently insufficient in all three areas, and although this might be partly due to word length limitations in some journals, it also suggests a lack of engagement with these important concepts. (Carter & Little, 2007, p. 1319)

People often ask me why this has happened and why it persists. I think some of the reasons might be because qualitative methods in healthcare became quite fashionable relatively quickly through the late 90s to the current day. Allied health courses included qualitative methods taught by the same people who were teaching quantitative methods. Once students learned that “qualitative research” was actually a research method it became embedded in the research culture in healthcare. Journals were criticised for not having enough qualitative studies and responded by publishing some qualitative studies that did not follow standard protocols for quality because the reviewers had no experience or training in these methods. These then became reference points for others’ research processes.  

Epistemology is hard to teach and in my experience students are not interested because it is too complex and bewildering. They just want to move on and interview their participants. One of my goals for the next part of my career is to develop ways of teaching this information that engages students, enables ethics committees and journal committees to make better decisions about qualitative research studies, and helps researchers to feel more competent in using qualitative methods in research. I feel quite sorry for people who were told by their PhD supervisor to take out references to epistemology or to a specific method that they used and to keep their language generic using qualitative instead of a recognised method.

Before the end of the year I will be running a two day workshop on qualitative methods research in healthcare to help healthcare researchers from allied health, nursing, medicine, and any other area related to healthcare to get PhD ready. If you would like to be sent information about this workshop please write to ccpcreative@gmail.com

October 2014

Jane Edwards, PhD

References

Bryant, A., & Charmaz, K. (2007). Introduction. In L. H. Bryant & K. Charmaz (Eds.), The SAGE handbook of grounded theory (pp. 1–28). Los Angeles: SAGE.

Carter, S., & Little, M. (2007). Justifying knowledge, justifying method, taking action: Epistemologies, methodologies, and methods in qualitative research. Qualitative Health Research, 17, 1316–1328.

Why go to conferences?

Regular conference attendance is essential for professionals to build knowledge of theory and practice in their specialist area, and to continue to promote their professional competence. It can be helpful to be able to refer to experts when developing new work, or when going back to the team at your workplace following on from a conference. Knowledge of the international dimensions of your practice can be important for others when you are describing your work.

At conference PhD researchers must engage in all-important 'networking' while also listening to the ideas of others, and discovering resonances. Networking when you are well known is relatively easy. Before the conference you can write to people to ensure there will be some catch-up time with the people you need to meet.

But when you are not well known you have to employ some different strategies. I encourage PhD researchers to make a concerted effort to meet new people rather than sticking to their friendship group. If there is anyone at the conference they have always admired they should make sure they say hello and give them a paper/abstract, or their card as a connection. Sometimes at conferences I am rushing to a meeting or to give my paper and I can find it really hard to be stopped in the corridor, or to be trying to answer a question from someone when I have only a few moments for lunch or a coffee. I always tell people not to take it personally if their dreamed for inspiring conversation doesn't occur at the first encounter but I am always happy to say hello, and a follow up email is always welcome. I also encourage you if you see someone well known 'trapped' at the coffee break with their hands free just sidle up and ask whether they want a tea or coffee and go and get it for them. They will remember you!

Jane Edwards, June 2014

Dr Andrea Intveen & Prof Dr Jane Edwards

Musical ways of interacting with children

What does the baby have to learn in these first 12-18 months (before they can speak)? The list includes what you do with your eyes when with another, how long to hold a mutual gaze, what turn-off head movements work, and with whom, how close you should let the other come to you… how to read body positions… how to enter into turn taking when vocalizing with another… how to joke around, negotiate escalate, back off… make friends, and so on.

Daniel Stern, Forms of Vitality (OUP, 2010) p. 110-111

As a music therapy scholar, teacher, and practitioner for more than 20 years, I have been able to learn from many sources about the crucial role our early years play in our lives. The ability to reflect on challenges experienced in our adult lives by linking back to childhood experiences is an essential aspect of the way that many music therapists practice. Rather than using descriptions of family histories to apportion blame, the therapist tries to understand the current experience of the patient and their worldview through the lens of past experience, to see if there is some way to make sense of self-destructive behaviours, or difficulties experienced in creating meaningful and satisfying relationships with others.

I began my early music therapy practice in mental health services and in nursing homes, working with people diagnosed with Alzheimer’s Disease or other types of dementia. Many people, whether in group or individual music therapy programmes, offered reflections on their early life, and described aspects of their parents’ availability or unavailability; referring to the quality of these first relationships in ways that helped me to understand something of what might have been unresolved or unsatisfying for them. Eventually I found myself very keen to work with people much earlier in life to see whether music therapy could ameliorate some of the issues my older patients were facing.

Although I worked in paediatric music therapy for seven years at a children’s hospital, it was only when I was writing the first proposal to found the (now) international parent-infant support programme Sing & Grow that I had the chance to bring all of my past experience to bear: to make a case for the importance of promoting loving, playful, and nurturing interactions between parents and infants where vulnerability was in evidence. Through my work in this field, I have become increasingly aware of an unrecognised field of practice in music therapy: parent-infant work. This involves the referral of vulnerable parents to a music therapy service. Parents usually attend with their infants and the music therapist provides a safe and accepting space in which the parent and infant pair or group can be encouraged to play and interact in supportive and mutually satisfying ways. This is not always ‘music’ as it might be generally understood; rather it is a musical way of interacting that the therapist encourages.

When adults speak to infants we use particular ways of interaction that seem to be the same across the world. But we should ask why do we use such an exaggerated, playful, and musical way of speaking to infants? The obvious answer is because the infants like it — they raise their eyebrows, fix their gaze on the speaker’s face, and sometimes smile quite quickly on hearing us say ‘ooohhh whooo is my little baaaby?’ This is especially true if the speaker is a family member but it also can occur in new encounters when the conversational partner knows and can offer this communication in a playful and experimental way.  However, there are many more powerful scientific and theoretical findings that indicate how this type of interaction builds the bonds of trust and love between parents and infants.

Work by psychobiologist Colwyn Trevarthen, the ethologist Ellen Dissanayake, and researcher Sandra Trehub and her team at the University of Toronto, has paved the way in showing how the functions of this interaction have less to do with entertaining and engaging the baby and are more aligned with the infant’s ability to evoke and interpret these signals from adults and their siblings within weeks of birth. For me, and for the researchers mentioned above, these interactions are easily identified as musical. Observations of the nature of these interactions between parents and infants led Stephen Malloch to coin the term ‘Communicative Musicality’, to capture the unique pitch and rhythmic structures that communicative partners use.

This type of interaction is, as the quote from Stern at the opening attests, playful, rich, and highly involved. It teaches the many skills we need in being able to be with people successfully in intimate relationships, in relationships involving teachers and students, and in work groups. When we do not have adequately rich and supported experiences of attachment in infancy there can be lifelong consequences. Therefore, offering support to parents and infants in difficulty can provide long term benefits. Music therapy is uniquely poised to make a useful contribution to this work as infants are receptive to musical and music-like interactions from sensitive and responsive adults.

by Professor Jane Edwards

  

Creative Insight Method

Here is a piece I started a couple of years ago when I decided to try to name my facilitation method for teaching and in group workshops. I came up with various ideas and alighted upon Creative Insight Method which has stuck (for now). I am continuing to develop this idea and hope to see it in press sometime in 2014. All comments and feedback welcome.

Creative Insight Method

Jane Edwards, 2011

This is an arts based research method in the interpretivist tradition which takes as its starting point the understanding that the arts occupy a potentially important space in our cultural, intra-and interpersonal life. The arts reveal aspects of experiences to ourselves, and engaging in artistic experiences can facilitate our connections to others.

Individuals, groups and societies can use the arts to consider more deeply their relationship to each other, the past, and their hopes for the future. The arts allow the emotionality of complex experiences to be manifest in ways that allow for reflection and insight. Such encounters can permit us to re-experience, or to further engage with our emotional state to promote insight and self-awareness.

The title of the Creative Insight Method reflects its parameters. Creative processes are used to inspire, guide and reflect on each stage of the research. Writing, poetry, visual arts media and music are used as the basis of the research process.

The naming of the method is inspired from years of teaching through the arts that has allowed the author and founder to discover and refine aspects of this process. Year on year of student group she has taught have reflected how being given the license to write about experience, or draw, or improvise has allowed them to develop greater insight into their experiences of training, of study, or in the case of PhD students, a closer connection to their data and resultant reflective insights.

The Creative Insight Method is intended to reveal in stages, increased clarity and understanding for individual and group member reflections about processes that have occurred in creating works specifically intended to represent or ‘be about the phenomenon under investigation.

[I am working on further details and explanation of the method, due for publication in 2014]

The World Is One Country

A week ago I participated in a barbecue competition in Limerick city. Forty-six registered teams represented countries in what was called the ‘International Barbecue Cook Off’. Each team cooked samples of their country’s food and gave them out to anyone who stopped by. Teams also prepared competition entries for the fish, chicken and vegetable heats. The barbecues were ringed in a double line on one of the old canal paths in the city with a barricade around so that we couldn’t be mobbed by the general public; who arrived before the barbecues were lit at midday and kept coming all through the afternoon.

While I was helping out with food preparation and other essentials such as getting beers for members of my team I looked around at some of the other stalls. It was obvious that some people took it more seriously than others. The group representing Vatican City were spotted in the supermarket earlier having just come from the nightclub. Kitted out in somewhat fetishistic religious outfits, they started on the chardonnay and gin and tonics on arrival at their stall. As for food, I never saw them light the barbecue or cook anything, and a large pile of raw sausages sat on their table in the sun throughout the day. They played recordings of Vatican City Radio and had their photo taken with tourists attending the event. They won the prize for best dressed stall.

An Irish friend on the Dubai team said they also had trouble taking it seriously and were handing out hamburger patties garnished with sand. Then I talked a while with a fellow from work who is from Poland and was on the Spanish team. As the directions had said ‘dress up’ he came in a very short dress wearing makeup. His dreadlocks made quite a contrast. The Irish team on the next stall prepared very elaborate food and even gave us some samples of the potatoes they had boiled in a pot on their barbecue. The drummers at the Nigerian stall across from us worked us into a festive mood.

As the only Australian on the team for Israel, my Scottish, Israeli and Irish team mates gave me a number of compliments about the huge bowl of hummus I had made from chick peas, tahini and garlic. They told me that some people came back to our stall for second helpings. Even though the hummus was not included in any of the judged events, I feel proud of the third place our team achieved in the vegetable heat. I cannot recall ever winning a medal before.

However, the main message of the event for me was not about winning our place. I learned about myself in my community here in Ireland. Irish people mixed with people from all around the world who live in this city. Food was swapped and shared and recipes discussed. Irish people represented teams from other countries. Many teams like mine were mixed nationalities, working alongside friends rather than people from our own country. The organisers had themed the event ‘the world is one country’. I experienced food the way I often experience music; a way to bring people together. Our music helps us to name aspects of individual and collective identity but more importantly to forego these as markers of difference and share them as means of connections where differences are incorporated rather than elaborated.

In music therapy we may never manage a song for the whole world however I believe we will continue to lead the way in staying open to the musics of the world; exploring, sharing, collaborating and listening to all the different music we can.

How to cite this page

Edwards, Jane (2007). The World Is One Country. First published in Voices: A World Forum for Music Therapy.

Jane Edwards: Career summary

Career breadth -

• Academic appointments held in 7 universities across 4 countries; Australia, Germany, Ireland, UK
• Full-time music therapy academic posts held continuously since 1993; at senior level since 1999
• 21 keynotes and grand rounds presented in 7 countries
• 2 edited books, 1 edited book in progress, more than 35 refereed journal papers, and 12 book chapters

Expertise –

• Creative arts through the lifespan
• Parenting, infancy, child development, and attachment
• Constructivist (qualitative) research methods methods; including arts based research
• Curriculum development in clinical therapies and mental health

Career highlights –

• Guest professor University of the Arts, Berlin, Germany (2004-2011)
• Founded first university based Child Play Therapy training in Australia, Deakin University, 2014
• Visiting research fellowships at University of Cambridge (2004) and Queen Margaret University (2012)
• Founder of national parenting programme Sing & Grow Australia
• Editor of the first book about music therapy with parents and infants: Music Therapy and Parent-Infant Bonding (OUP) in 2011
• Sole editor for the forthcoming Oxford University Handbook of Music Therapy
• Inaugural President and Founding Member, International Association for Music & Medicine (IAMM)

Research/Academic leadership at the University of Limerick –

• Director, Clinical Therapies Development Unit; 2 years – attained 13 million euro of competitive national funding for, and then founded, Occupational Therapy and Speech and Language Therapy departments – responsible for budget, recruitment, degree structure, curriculum, community buy-in and accreditation
• Director, Psychology ; 3 years - founded department of Psychology, including budget and recruitment, and developed the associated degrees
• Associate Dean for Research, Faculty of Arts, Humanities & Social Sciences; 3 years – responsible for 180+ PhD researchers and the research aspirations and achievements of ~80 academic faculty
• Director, Music & Health Research Group; since 2005
• Co-Director Research Cluster Contemporary Understanding of Emotions in Society; 2 years

Research funding –

• Competitive grant funding received from European Science Foundation, Irish Research Council, Health Research Board (Ireland), and Health Services Executive (Ireland) and various competitive schemes Australia

Service –

• Chair of Advisory Committee for the Graduate Education Medical School at UL; appointed Chair of the committee upon inauguration of the first graduate entry training in medicine in Ireland
• Elected Governor of the University of Limerick for a five-year term; appointed to the Strategic Planning Committee with responsibility for the development of the UL Strategic Plan 2011-2015
• Director, Pathways (Mental Health service located in Barwon Region, Victoria), 2014
• Editorial board member for The Arts in Psychotherapy (Elsevier), Music & Medicine (SAGE), and Journal of Music Therapy (AMTA, USA). European editor for Voices an on-line refereed journal

Biography

Curriculum vitae