In this paper, I will summarize the chapter from our text, “Recruitment and Retention of Study Participants” (Cook, 2010) and the article “Developing relationships and retaining participants in a longitudinal study” (Adamson & Chojeta, 2007) compare the two and summarize my findings.
In, “Recruitment and Retention of Study Participants” (Cook, 2010) the authors discuss issues concerning study participants in evaluations. The issues include the importance of early planning especially defining the target population while looking at modes of data collection and where to collect data and pretesting. Also discussed are Institutional Review Boards and the Office of Management and Budget. The authors cover the importance of recruitment and retention staffing, including staff background, interpersonal qualities, communication skills, and the training and supervision of staff. The text then moves into implementing recruitment and retention, including modes of contact for recruitment and retention, primarily letters and telephone calls. One of the specialty areas discussed is recruitment and retention efforts in a health care setting. Also covered is gaining participant cooperation, which can include diagnosing objections, provide answers to frequently asked questions, and the use of incentives. There is discussion on retention specific considerations, monitoring recruitment and retentions progress, monitoring multiple recruitment strategies. Another specialty area discussed is the monitoring recruitment and retention of subpopulations and finally cultural considerations. The authors concluded that time and attention are required to plan and implement recruitment and retention of participants.
In the article “Developing relationships and ...
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...on how to address the needs of long-term study participants to maintain the information flow needed and how to personalize the experience for participants. Reading the two sources allowed me to see that from planning and staffing through implementation and to the end of the study making sure that you respectfully and mindfully communicate with your participants, answering their questions and meeting their needs will make a successful study more likely.
Works Cited
Adamson, L., & Chojeta, C. (2007). Developing relationships and retaining participants in a longitudinal study. International Journal of Multiple Research Approaches , 137 - 146.
Cook, S. C. (2010). Recruitment and Retention of Study Participants. In J. S. Holey, Handbook of Practical Program Evaluation (3rd ed., pp. 182 - 207). San Francisco, California, United States of America: Jossey-Bass.
The very first step to the “Nine Step Stairway to Effective Evaluation” is to define the research population. Population can mean anybody. So, it is needs to be clear as to who we are focusing on. The specification of the focused population is defined by the evaluation researcher. This can include, age, gender, race, culture, or socio-economic status just to name a few (DiClemente et al., 2013).
...sis, which could make all results invalid. With any research projects, limitations will be present. It is important to attempt to eliminate some of these causes in order to complete a thorough, accurate study. In future projects, this study could go about researching the issue in different ways. Perhaps using a larger sample size would be conducive for accurate results. A larger sample size helps reduce and even out any possible errors caused by those who do not answer truthfully. Also, keeping the surveys mainly anonymous would help to receive more truthful and accurate responses from participants. Participants may be fearful of judgments on open interviews or phone interviews, which could affect responses. In order to obtain as accurate results as possible, a future study would need to find ways to survey participants in a confidential way that feels comfortable.
c) The research study will take place at a meeting room in Toronto General Hospital.
Longitudinal Research Using the UK Millennium Cohort Study. N.p., 2 Mar. 2013. Web. 08 Apr.
Richards and Schwartz (2002) listed four potential risks to research participants in qualitative studies. These are
Limitations to this study could be seen in the size of the group of participants. Another limitation would be that only participants from one facility were interviewed.
...ron, A., Lafontaine, M., Bureau, J., Levesque, C., & Johnson, S. M. (2012). Comparisons of Close Relationships: An Evaluation of Relationship Quality and Patterns of Attachment to Parents, Friends, and Romantic Partners in Young Adults. Canadian Journal Of Behavioural Science, 44(4), 245-256.
2. When you ask someone to participate, explain the basic nature of the study. You
... important, and when people rely heavily on friends and parents to fulfill attachment related needs. Concluding, the outcomes of the study contribute to our understanding of emerging adulthood relationship processes and the impact of ongoing relationships in that life period.
During the study, each spring from 2002-2004 a group of students was added to the study, having a total of 3 groups. During the first wave of this explanatory study, respondents were
Longitudinal design was used in this study to monitor the same participants over six months. A threat to the validity of this design can be drop out of participants. This can be attributed to the length of a longitudinal study. However in this study researchers were successful at maintaining all participants. The researchers asked all participants in advance if they could commit to all four sessions and if they could not then they were not used as part of the study. Therefore, all 188 participants selected completed the entire program (Kazemi et al., 2013).
The crucial factors are with whom a person associates, for how long, how frequently, how personally the meaningful the associations, and how early they occur in the person’s development. (Bartol, 2012, pp. 95)
Surveys are an effective and popular method for research because of the efficiency, versatility and generalizability. Generalizability is the ability to sample and draw research conclusions for large populations (Bachman & Schutt, 2012). In order to effectively maximize outcomes in survey research, surveys must be structured to avoid unclear or confusing questions. Demographic related questions should be avoided if not pertinent to the research study (Bachman & Schutt, 2012). Generally, the motivation of the researcher is clearly identified in a survey, and the respondent has the option of declining involvement in the survey. There are fewer ethical dilemmas with survey research than other types of research methods.
As a psychologist-in-training, I see relationship as the key to change with my clients and as such I agree with the statement that relationships with others are seen as the fundamental cornerstone of human development. There are a number of theoretical perspectives and research studies that we’ve covered this semester that supports this claim. In this essay, I will discuss theoretical perspective and research that emphasize the important of relationship as part of human development.
Fingerman, K., & Lang, F. (2004). Growing Together: Personal Relationships across the Life Span. New York: Cambridge University Press.