Document Type
Article
Publication Date
2-13-2023
Publication Title
Methods in Psychology
DOI
10.1016/j.metip.2023.100114
Abstract
This article demonstrates the value of doodling as an emancipatory method to enhance mixed methods research studies. We draw from the qualitative phase of an exploratory sequential mixed methods study about covert bullying among high school students in Jamaica. This study was based in the transformative-emancipatory paradigm. The authors illustrate how students' doodles contributed to triangulating, expanding findings from the qualitative phase, and providing an emancipatory space for students’ voices. Lessons learned and recommendations are provided that demonstrate the applicability of doodling within mixed methods studies in educational psychology, developmental psychology, counseling, and applied psychology.
Recommended Citation
Hunt-Anderson, Ingrid, Peggy Shannon-Baker.
2023.
"“I CAN'T SAY IT”! Doodling to Emancipate Adolescents' Voices in a Transformative Mixed Methods Study of Covert Bullying in Jamaican High Schools."
Methods in Psychology, 8: Elsevier.
doi: 10.1016/j.metip.2023.100114
https://digitalcommons.georgiasouthern.edu/curriculum-facpubs/327
Copyright
© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons
Comments
Georgia Southern University faculty member, Peggy Shannon-Baker co-authored “I CAN'T SAY IT”! Doodling to Emancipate Adolescents' Voices in a Transformative Mixed Methods Study of Covert Bullying in Jamaican High Schools.