Dr Ruth Garbutt
University of Leeds


3 years



Collaborative- Leeds University and CHANGE



Funded by the Big Lottery



Aim: to find out the views and...
4 people:
Researcher
Coordinators (2)
Illustrator
 Interviews

with parents
 Focus groups with teachers
 Questionnaires of special schools
 Drama with young people
1. 20
-

weeks with young people
Getting to know you, games, developing skills
Then talking about sex and relationships

2...


Watching the videos (more than once)- the whole
team



Reading the transcripts
‘It was important to transcribe the DV...
Categories:
Changes over time
 Important points
 Play ideas
 Worked well and not so well
 Leaflet ideas

Category
Changes over time

Use of information
• Showed confidence and
empowerment of young
people

Important points

• Re...
The three main points of young people’s play, ‘The
Relationships Show’, were:


Professionals not listening to people wit...
Important points:
-

Researcher made a long list of important points collected from
all the video watching
Gave it to team...
 Writing

the report
 Producing leaflets
- in collaboration with the whole team
and the young people
 Saying

goodbye t...
‘Analysing all the information took a long time. It
was important to do it properly rather than
guessing what people said ...
 Any

questions?
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Analysing Drama – important points and ideas for a play

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A presentation by Ruth Garbutt on her experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities

Published in: Health & Medicine, Education
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Analysing Drama – important points and ideas for a play

  1. 1. Dr Ruth Garbutt University of Leeds
  2. 2.  3 years  Collaborative- Leeds University and CHANGE  Funded by the Big Lottery  Aim: to find out the views and experiences of young people with learning disabilities around sex and relationships.
  3. 3. 4 people: Researcher Coordinators (2) Illustrator
  4. 4.  Interviews with parents  Focus groups with teachers  Questionnaires of special schools  Drama with young people
  5. 5. 1. 20 - weeks with young people Getting to know you, games, developing skills Then talking about sex and relationships 2. Analysis of data 3. 20 weeks with young people, using the data from the 1st 20 weeks to workshop and develop a play. (With the Rainbow group) 4. Performance of play
  6. 6.  Watching the videos (more than once)- the whole team  Reading the transcripts ‘It was important to transcribe the DVD because we need to know that what we say and do in our job is correct because we have to be sure we are doing the right thing in our job.’ (Final Report, 2010)
  7. 7. Categories: Changes over time  Important points  Play ideas  Worked well and not so well  Leaflet ideas 
  8. 8. Category Changes over time Use of information • Showed confidence and empowerment of young people Important points • Results of project- to go into final report Play ideas • To go into the play Worked well and not so well • Feedback to staff for drama workshops Leaflet ideas • To go into leaflets
  9. 9. The three main points of young people’s play, ‘The Relationships Show’, were:  Professionals not listening to people with learning disabilities or not taking them seriously.  Young people with learning disabilities having nowhere to go to meet their friends.  Not enough accessible information about relationships and sex.
  10. 10. Important points: - Researcher made a long list of important points collected from all the video watching Gave it to team Team reduced it down to a shorter list of points Compared it to the important points that came from the focus groups/ interviews/ questionnaire When it was the same, this was seen as a really important point because it had come out in all parts of the research project.
  11. 11.  Writing the report  Producing leaflets - in collaboration with the whole team and the young people  Saying goodbye to the young people
  12. 12. ‘Analysing all the information took a long time. It was important to do it properly rather than guessing what people said or relying on what we could remember. What we have found out comes directly from the information we have collected from the young people, the parents, and the teachers. When we make recommendations, they are based on the things we have found out. They are not just our views.’ (Final Report, 2010)
  13. 13.  Any questions?

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