Hearing Voices: Qualitative Research with Postsecondary Students Experiencing Mental Illness

Autor/inn/en	Venville, Annie; Street, Annette F.
Titel	Hearing Voices: Qualitative Research with Postsecondary Students Experiencing Mental Illness
Quelle	In: International Journal of Training Research, 12 (2014) 1, S.45-56 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.5172/ijtr.2014.12.1.45
Schlagwörter	Vocational Education; Postsecondary Education; College Students; Mental Disorders; At Risk Students; Foreign Countries; Student Needs; Ethics; Barriers; Qualitative Research; Interviews; Self Disclosure (Individuals); Recruitment; Trust (Psychology); Research Methodology; Educational Research; Help Seeking; Australia + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Post-secondary education; Tertiäre Bildung; Collegestudent; Mental illness; Geisteskrankheit; Ausland; Ethik; Qualitative Forschung; Interviewing; Interviewtechnik; Recruiting; Rekrutierung; Research method; Forschungsmethode; Bildungsforschung; Pädagogische Forschung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Australien
Abstract	Vocational Education and Training (VET) students experiencing mental illness have been described as one of the most vulnerable student groups in the Australian post-secondary sector. This vulnerability can be attributed to the impacts of illness, the oft-reported experiences of stigma and discrimination, and low educational outcomes. There is increased pressure for researchers and policy-makers to listen to the voices of the most disadvantaged learners to aid design and delivery of the Australian VET system, yet little knowledge exists in the sector about how this could and should occur. This paper critically reflects on some of the ethical issues and methodological challenges recently encountered in our research with VET students experiencing mental illness. Through rich description of our strategies for student recruitment and managing participant vulnerability, we aim to contribute to the literature informing qualitative research with VET students experiencing mental health issues. This is a timely contribution to the current debate on strategies designed to listen to the voice of the disadvantaged learner in order to inform teaching and learning and achieve better student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01