Guide macroscope vf eng - Portail Santé Montérégieextranet.santemonteregie.qc.ca/depot/document/2501/... · 1 The Macroscope, Tool to Analyse the Situation and Improve the Success

TT HH EE MM AA CC RR OO SS CC OO PP EE

Guide to Useful Methods

Prepared by the Direction de santé publique

The Macroscope, guide to Useful Methods is a publication of the Direction de santé publique de l’Agence de la santé et des services sociaux de la Montérégie Authors Nathalie Gagnon Dominique Gagnon Participants Carmen Bellerose Direction de santé publique de la Montérégie Sabine Sèvre-Rousseau Institut national de santé publique du Québec Review Committee André Émond Commission scolaire des Patriotes Denis Campbell CSSS Pierre-Boucher Carole De Gagné Direction régionale du Ministère de l’Éducation, du Loisir et du Sport Céline Labrie Commission scolaire des Hautes-Rivières Carole Vanier Direction de santé publique de la Montérégie Secretariat and page layout Andrée Petit Design and preparation of the cover page Communications Department Agence de la santé et des services sociaux de la Montérégie Publishing Officer Anne-Marie Blain Coordination Andrée Brunet Translation Susan Ostrovsky To obtain a copy of the kit, including The Macroscope, Guide to Useful Methods and The Macroscope, Tool to Analyse the Situation and Improve the Plan for Success

Print copy Secteur Gestion des connaissances – Vente de publications Agence de la santé et des services sociaux de la Montérégie 1255, rue Beauregard Longueuil (Québec) J4K 2M3 (450) 928-6777, extension 4213 Cost: 50.00 (plus taxes)

Electronic copy The Agency’s website: www.rrsss16.gouv.qc.ca Free

Reproduction authorized for non-commercial purposes with mention of the source

Legal deposit – 3rd Quarter, 2007 Bibliothèque et Archives nationales du Québec National Library of Canada ISBN 978-2-89342-385-2

In this document, the masculine gender designates both sexes with no discrimination intended, and is used solely to facilitate reading

Direction de santé publique de la Montérégie 3

T A B L E O F C O N T E N T S

INTRODUCTION ........................................................................................................5 CREATING A HEALTHY SCHOOL ....................................................................………5 1. SEEKING INFORMATION… ..............................................................................7 1.1 What information do we want to gather......................................................7 1.2 How will we go about it?.............................................................................7 1.3 What will we do with the information obtained? .........................................7 2. AN OVERVIEW OF THE METHODS PROPOSED ............................................9 3. INDIVIDUAL METHODS...................................................................................15 3.1 BASIC PRINCIPLES......................................................................................15 3.1.1 Clearly identify the objectives from the beginning ........................15 3.1.2 Prepare the analysis and interpret the quantitative date ..............15 3.2 SEEKING INDICATORS .................................................................................16 3.3 PHYSICAL AND SOCIAL CARTOGRAPHY.........................................................18 3.4 QUESTIONNAIRE SURVEYS (SAMPLING)........................................................20 3.5 DIRECT OBSERVATION ................................................................................24 3.6 ADVANTAGES AND DISADVANTAGES ............................................................27 4. GROUP METHODS ..........................................................................................31 4.1 BASIC PRINCIPLES......................................................................................31 4.1.1 Clearly identify the objectives from the beginning ........................31 4.1.2 Prepare the group meetings in detail............................................31 4.1.3 What type of group should we form?............................................32 4.1.4 What are the characteristics of a good moderator?......................32 4.1.5 How to analyse the information gathered during a group activity.33 4.2 BRAIDSTORMING ........................................................................................34 4.3 STRATEGIC VISION (GUIDED FANTASY).........................................................37 4.4 FOCUS GROUP ...........................................................................................41 4.5 NOMINAL GROUP ........................................................................................46 4.6 ADVANTAGES AND DISADVANTAGES ............................................................49 5. ETHICAL CONSIDERATIONS .........................................................................51 REFERENCES .............................................................................................................59

4 Direction de santé publique de la Montérégie

L I S T O F T A B L E S TABLE 1: Methods and their use in obtaining the information required for the

Healthy Schools initiative .........................................................................11 TABLE 2: Examples of valid questionnaires.............................................................23 TABLE 3: Advantages and disadvantages of certain individual methods.................27 TABLE 4: Advantages and disadvantages of certain group methods ......................49

L I S T O F P R A C T I C E S H E E T S * PRACTICE SHEET # 1: Direct observation...................................................................... 26 PRACTICE SHEET # 2: Text for the strategic vision workshop ....................................... 39 PRACTICE SHEET # 3: Discussion guide........................................................................ 45 * As well as being included in the document, a copy of each worksheet is inserted in

the folder for easy reproduction


II NN TT RR OO DD UU CC TT II OO NN CC rr ee aa tt ii nn gg aa HH ee aa ll tt hh yy SS cc hh oo oo ll The Healthy Schools approach focuses on young people’s real needs and introduces a carefully planned combination of the most appropriate promotion and prevention activities that will have an in-depth impact on the key factors to their success, health and well-being. To this end, it is essential that we make the best possible use of the time and resources available to seek the most pertinent information. The Healthy Schools approach also creates and reinforces the links between the school and its partners from the very start of the process. But how do we go about meeting this challenge? This is not a Mission Impossible! Whether we are identifying needs, agreeing on priorities or even choosing the most appropriate actions, from the very start, we must define our information needs and the possibilities available in the environment. In doing so, the initiative can only be enhanced by making the players feel concerned and involved throughout the process. This document is a complement to the Macroscope, Tool to Analyse the Situation and Improve the Success Plan1 as well as the Outil d’analyse de la situation pour une école désirant mettre en œuvre l’approche École en santé2 (tool to analyse the situation for a school seeking to implement the healthy schools approach) particularly in regard to the following steps: documenting the situation, agreeing on the priorities and choosing the appropriate actions. It offers a tool for the committee responsible for the Healthy Schools program which must choose the most relevant methods to seek the right information, while mobilizing the players involved. Certain methods are proposed due to their “compatibility” with the Healthy Schools approach. Several promote the participation of the players involved including the young people, parents, school staff and community partners. In general, the use of these methods can be simple, rapid and accessible for the committee members. However, if the committee decides to collect more extensive data, these methods can become laborious, requiring the contribution of an expert. The following is a brief summary of the sections in this document:

Seeking information An overview of the methods proposed Individual methods Group methods Ethical considerations

1 The Macroscope, Tool to Analyse the Situation and Improve the Success Plan is a document produced in the Montérégie

that presents a method to assist in analysing the situation and improving the success plan, as proposed in the provincial document, Healthy Schools – Guide for the education community and its partners".

2 L’Outil d’analyse de la situation pour une école désirant mettre en œuvre l’approche École en santé is a provincial document that presents a work method, specifically focussing on the situation analysis process.


We would like to extend special thanks to Carmen Bellerose from the Agence de la santé et des services sociaux de la Montérégie, and Sabine Sèvre-Rousseau from the Institut national de santé publique, for their generous and close participation. We would also like to thank everyone who, from near or far, contributed to the preparation of the complementary guide. In closing, we would like to mention the participation of Carole Vanier from the Agence de la santé et des services sociaux de la Montérégie, Carole De Gagné from the Direction régionale du ministère de l’Éducation, du Loisir et du Sport, Céline Labrie from the Commission scolaire des Hautes-Rivières, Denis Campbell from the Centre de santé et de services sociaux Pierre-Boucher, and André Émond from the Commission scolaire des Patriotes, as members of the review committee. Their comments were very much appreciated. We wish you every success!


1. SEEKING INFORMATION 1.1 WHAT INFORMATION DO WE WANT TO GATHER? Whether the information is used to document the situation (identify needs), agree on the priorities, or choose the appropriate actions, it is important to determine exactly what you want to know. What information is necessary? What aspects should be documented?

1.2 HOW WILL WE GO ABOUT IT? Once the need for information is clearly defined, we need to identify the source and choose the most pertinent methods to obtain it, while keeping the constraints and resources of the environment in mind. But how can we be sure to obtain as complete a portrait as possible? When identifying needs, it is recognized that the combination of several types of information allows for a more realistic portrait of the situation to be drawn up: recourse to existing documents, exploring new information, compiling objective data (observable facts) and subjective data (perceptions). It may also be interesting to compare the objective and subjective data to observe the similarities and differences between the facts and perceptions. When determining priorities, it is preferable that the process be carried out using objective criteria (as proposed in The Macroscope, Tool to Analyse the Situation and Improve the Success Plan, page 31). This does not prevent you from using group methods to allow for the expression of perceptions and to encourage consensus among the players concerned. When choosing appropriate actions, objective criteria (as proposed in The Macroscope, Tool to Analyse the Situation and Improve the Plan for Success, page 39) may be used in the beginning to facilitate the analysis of the “integrative potential” of the actions according to the guides proposed by the Healthy Schools approach. Following this, group methods may be useful in coming to an agreement on the actions to be retained as well as for finding innovative ideas in regard to the combinations of integrative actions.

1.3 WHAT WILL WE DO WITH THE INFORMATION OBTAINED? When the search for information has been completed and is satisfactory, you should not hesitate to use and distribute the results. The data gathered will offer a mine of information and should be used in the context of the study. The information should also be distributed to the players concerned in order to arouse their interest and commitment to the process. It is therefore important to communicate this information by using distribution strategies adapted to the concerns, interests and needs of the players involved and using simple and accessible language. This also offers an opportunity to involve the young people through school projects. For example, they could participate in distributing the results (ex.: mathematical charts, oral communication, translation into French, etc.) In short, you need to make sure that the full potential of the information gathered is utilized. Now, all you need to do is choose the methods that suit you best!


2. AN OVERVIEW OF THE METHODS PROPOSED The methods proposed offer the possibility of obtaining useful information, both objective and subjective. It is possible and even desirable to combine several methods to ensure you have a complete portrait of the situation. The choice of methods depends on the objectives (identifying needs, agreeing on priorities, choosing actions), the resources and the time available, as well as the anticipated degree of involvement of the partners. In this regard, even if you decide on methods that do not require consensus among the players, it is preferable to make sure you create opportunities for the partners to learn about the results obtained and to ask them for their perceptions and agreement. In addition, certain methods are faster and can therefore be interesting if you do not have much time. For example, the following methods can be combined to obtain a rapid, but satisfactory portrait: seeking indicators, physical and social cartography, direct observations and brainstorming. To simplify the presentation of the methods, they have been grouped into two sections: individual methods and group methods. It should be remembered that you can always consult the key-intervenant of the CSSS for your territory as well as the resource person for A Healthy Schools from the Public Health Department for on-going support.

Individual methods:

Group methods:

• Seeking indicators • Physical and social cartography • Using questionnaires (surveys) • Direct observation

• Brainstorming • Strategic vision (guided fantasy) • Focus group • Nominal group

Table 1 on the following page summarizes the methods described in this guide and their utility in terms of seeking information.


Table 1: Methods and their use in obtaining the information required for the Healthy Schools approach

STEPS TO IMPLEMENT A HEALTHY SCHOOL INITIATIVE

TYPE OF INFORMATION SOUGHT

TYPE OF DATA MOBILISATION

METHOD Document

the situation (needs)

Agree on the

priorities

Choose the appropriate

actions

Gather existing

information

Generate new

information

Objective data

(facts)

Subjective data

(perceptions)

Promotes consensus among the

players Seeking

indicators

No

Physical and social

cartography

No

Questionnaire survey

No

Direct observation

No

Brainstorming

Yes

Strategic vision (guided

fantasy)

Yes

Focus group

No

Nominal group

Yes


3. INDIVIDUAL METHODS An “individual method” refers to a way of gathering information from individuals about a specific topic without spending time on the interactions between the participants. Contrary to certain group methods, the dynamic between the participants is not exploited to generate the information sought. However, an individual method may be used with several individuals at the same time (having a group of individuals complete a questionnaire, for example).

3.1 SOME BASIC PRINCIPLES

3.1.1 Clearly identify the objectives from the beginning Defining the objectives will facilitate determining the information that should be gathered and the choice of individual methods for collecting data. The information gathered using these methods may be objective (observable facts) or subjective (perceptions). Much of this data is rapidly accessible and easy to obtain. The individual methods proposed are mostly used to quantify a phenomenon being studied, that is to describe the extent of a situation to enhance the portrait. Two or three individual methods may be combined or used as a complement to group methods.

3.1.2 Prepare the analysis and interpret the quantitative data The analysis and interpretation of the results are two separate, but equally important steps. To begin with, the analysis refers to the treatment of the data (compilation and calculation of averages, percentages, etc.). This type of analysis requires some familiarity with processing quantitative data and a knowledge of statistical analysis. Interpreting the results is a crucial stage often ignored. It is the interpretation of the data that gives meaning to the figures. For this reason it is vital to translate the results into a language that is accessible for the targeted audience, to ensure that we “do not make the figures say whatever we please”. If necessary, it may be a good idea to have an experienced person take care of the processing and analysis of the data. The individual methods proposed in this Guide are easy and accessible for people who are not experts, providing that a certain concern for accuracy is maintained. Very often, the figures attract, intrigue, and raise questions. To avoid drowning in a sea of data with which we do not know what to do, it is preferable to keep to a more reasonable and realistic study depending on our qualifications and limitations. The Healthy Schools approach suggests using a combination of several methods of gathering the most pertinent information (facts and perceptions) which will encourage all the players to participate.


33..22 SSeeeekkiinngg iinnddiiccaattoorrss

What does this mean?

Seeking indicators refers to consulting existing data to obtain quantitative information (figures, frequencies, rates…) or qualitative information (descriptive statements). The indicators consulted do not provide any new information, but allow existing data to be compiled in order to create a portrait of the situation being studied. It is important to be prudent in interpreting data when it involves generalizing or comparing data from different sources.

Its utility? • To offer rapid access to existing data • To estimate the importance of situations of concern • To compare the relative importance of different situations

When? To document the situation and determine the extent (importance) of the situations of concern.

How? Steps: 1. Identify the aspects to be documented in order to keep to the

essentials. 2. Distribute the task of seeking data among the persons concerned

(who does what?). 3. Consult various sources of data depending on the information

sought. 4. Organize the data to create a brief, easy to consult portrait. 5. Validate the data gathered among the players (check their

perception of the situation). Where can data be found? 1. In statistical data banks (national surveys, regional surveys…). 2. From local documents (regional public health plans of action, local

plans of action of the CSSSs and municipalities, the school success plan, inventory/directory of resources and activities, socio-demographic studies, etc.).

3. From key informants (data compiled and perceptions of persons considered as good informants due to their expertise/knowledge of the situation).

Example of indicators

• Tobacco use • Proportion of young people who were smokers at the time of the

survey • Physical activity

• Proportion of young people who practice 60 minutes of physical activity every day, or almost every day

• Psychological distress • Proportion of young people who suffer from a high level of

psychological distress


To remember • Rapid and inexpensive method since much of the data is already available in the community

• Be prudent when interpreting the figures To find out more…

PINEAULT, Raynald, and Carole DAVELUY. La planification de la santé, Montreal, Quebec, Éditions Nouvelles, 1995, pages 99-216.


33..33 PPhhyyssiiccaall aanndd ssoocciiaall ccaarrttooggrraapphhyy

What is it? Cartography is a simple and rapid representation that highlights certain characteristics of the school’s physical and social environment. It is based on existing data, direct observations in the field and group discussions between the partners.

Its utility? Emphasizes certain physical and social characteristics of the school environment, such as inadequate spaces (infrastructures, safety…) and disparities (socio-economic differences…).

When? To document the situation and obtain a rapid portrait of certain significant elements.

How? Steps: 1. Create a geographical map of the school and surrounding area

(based on existing enlarged maps). 2. Identify the characteristics that will be illustrated on the map. It is

preferable to keep to a few elements (five or six is a reasonable number).

3. Gather information from existing data, observations in the field and group discussions.

4. Complete the map, using a coloured legend (colour or motif) for each characteristic represented.

Examples of characteristics to document: • Geographical boundaries of the community around the school • Main physical characteristics of the school and neighbourhood

(streets, gym, maison des jeunes…) • Main infrastructures (main traffic areas, recreational activities and

sports, services, restaurants, businesses….) • Residential sectors where more underprivileged persons live • Sectors that represent dangerous sites on the physical and social

levels (automobile traffic, signs of vandalism…) To remember • Rapid and inexpensive method

• Keep to a reasonable number of documented elements • Possibility of adapting the map to the reality of each environment

To find out more…

DESCHENES, Marthe, (Hull), Direction de la santé publique de l’Outaouais, 2p. (Internal document)


Example3

Mapping (example)

3 Source: DESCHENES, Marthe, [Hull], Direction de la santé publique de l’Outaouais, 2 p. [Internal document].

PPRRAACCTTIICCAALL GGUUIIDDEE

River

t $ $ $ $ $

$ $ $ $

River

CLSCMaison

de jeunes

General store

tARENA

School

°° ° ° ° °°° °°

°°

°

°Stre

et

Secondary road

Secondary road

Catholic church

Protestant church

VILLAGE

°

River

Protestant residential sector Woods Residential sector – economically privileged High % of families living below the poverty line Dangerous site Agricultural land

Agricultural land

$


33..44 QQuueessttiioonnnnaaiirree ssuurrvveeyy ((SSaammpplliinngg))

What is it? A questionnaire survey is a privileged method of obtaining new valid and representative information from a targeted group. The participants answer questions and their responses are transformed into figures (frequency of the responses) for analysis. Within the scope of the Healthy Schools approach, we talk about sampling, since the scope is less extensive. To obtain useful results, a methodological discipline must be respected.

Its utility? • To obtain a great deal of information from a large number of people • To obtain quantitative data that reflect the local reality of the

environment • To compare groups and identify trends • To question the players concerned directly about their perception of

the needs of young people

When? To document the situation when the data already available is not satisfactory. A useful sampling nevertheless requires expertise, resources and adequate time.

How? Steps: 1. Determine the aspects to be documented. 2. Define the sampling based on the target population. 3. Draw up the questions. 4. Test the questionnaire on several people. 5. Carry out the survey on the selected sampling. 6. Analyse the results. 7. Distribute the results.

To remember • Before undertaking a survey, consider the work involved in collecting, analysing and interpreting the data.

• When a questionnaire is developed it is preferable to make use of questions in existing tools.

• Be aware of the methodological and ethical principles that must be respected in order for the results to be valid.

To find out more…

We recommend you consult persons who have experience in carrying out surveys/sampling.


How do we construct a questionnaire? 1. Identify the pertinent aspects to be documented. 2. Draw up questions (it is preferable to find questions that have already been

validated in existing questionnaires). 3. Draw up the full version of the questionnaire. 4. Pre-test the questionnaire on 8 to 10 people who are familiar with the subject and

correct it, if necessary (Are the questions easy to understand? Is the sequence appropriate? Do we obtain the information desired and do we have a person who is familiar with research methods?).

5. Test the questionnaire on two or three respondents. What does a good questionnaire include? • Questions grouped by theme • Simple, legible questions that are easy to understand • A uniform type of questions (a maximum of two types among the following: direct,

closed, multiple choice, dichotomized, measurement scales) • A reasonable duration (less than one hour) • User-friendly presentation, adapted to the respondents • Suggested content: introduction (objectives), instructions on how to complete the

questionnaire, questions grouped by theme, assure confidentiality, note concerning the importance of the questionnaire and the participation of the respondents, an expression of thanks at the end

To whom should a questionnaire be administered? The ideal situation would be to administer the questionnaire to everyone in the target group; on the other hand, this is not very feasible in reality. So we need to find a way of choosing a reasonable number of individuals who are liable to represent the target group. To make a sampling representative, it is a good idea to refer to persons with experience who are very familiar with sampling methods (randomized, systematic, congruent, stratas/quotas, etc.). How do we interpret the data? To give meaning to the information obtained, you not only need to gather the data and analyse it (data processing), but you also need to interpret it. This requires a degree of knowledge and time (ability to summarize and reason, ingeniousness, impartiality, ability to work with mathematics). Once again, it is preferable to refer to persons involved in the environment to ensure that the results obtained are accurately interpreted and that the data offers information related to the real environment.


Principles to be considered • The respondents are solicited on a voluntary basis • Measures must be taken to respect ethical rules (informed consent, confidentiality

and anonymity) • The physical and psychological well-being of the respondents must be considered

(certain delicate questions may arouse needs to which you must be able to respond) • Be aware of the limitations of a survey (beware of generalizations and comparisons

to other groups)


Table 2: Examples of valid questionnaires

QUESTIONNAIRES ASPECTS DOCUMENTED RELATED TO THE DIMENSIONS

OF THE HEALTHY SCHOOLS PROGRAM

REFERENCES

Examples

Questionnaire on the socio-educational environment of Janosz (2003)

Elementary school

Secondary school

French

Characteristics of the school

School success

Healthy and safe behaviours

Favourable school environment/climate

Société GRIC

(514) 251-3700

Examples

Social and health survey of children and adolescents in Quebec (1999) Elementary school

Secondary school

French

Self-esteem

Lifestyles


Mental health

Requests for assistance

Direction de santé publique de la Montérégie

Examples

Life experiences of secondary school students (1998)

Lifestyles


Suicidal ideation and attempts

Requests for assistance

Direction de santé publique de la Montérégie



33..55 DDiirreecctt oobbsseerrvvaattiioonn

What is it? Direct observation allows certain information to be gathered rapidly from facts observed in the natural environment. One or more observers visit the community to systematically record their observations on a chart. These may be quantitative (ex.: frequency of a behaviour), or qualitative (ex.: description of a situation/behaviour). There are two main types of direct observation. During a field observation, the observer remains apart and discreet, while a participant observation allows the observer to interact and participate in activities in the environment.

Its utility? • To confirm certain facts present in real situations • To go into more detail and provide a better understanding of a

concern

When? To document the situation, allows data to be gathered quickly and easily to describe aspects that are often not documented otherwise.

How? Steps: 1. Identify the information to be gathered. 2. Construct an observation chart (themes, sub-themes and

observable elements). 3. Choose the type of observation that will be carried out (field or

participant). 4. Define the rules and procedures for recording observations (ex.:

frequency, duration and time of observations). 5. Prepare the observers (familiarization with the observation chart,

meaning of themes and ethical rules to be respected). 6. Inform the persons who will be observed of the activity. 7. Observe in the natural environment and record data (the

observations can be carried out at different times or by different observers).

8. Analyse and interpret. Depending on the type of information sought, the observations noted on the chart may be compiled as quantitative data (ex.: frequency of a behaviour) or qualitative (ex.: description of a behaviour or a location).

9. Summarize (simple, clear, unambiguous conclusion). 10. Distribute the results.

To remember • The quality of the observation chart (clarity and simplicity) will facilitate the observation work.

• The persons observed must be informed and provide their consent.

For more information…

GAUDREAU, Louise. Évaluer pour évoluer. Les étapes d’une évaluation de programme ou de projet, Outremont, Quebec, Éditions LOGIQUES, 2001.


How to construct an observation chart

The information sought: • Define the main themes • Divide each theme into sub-

themes • Divide each sub-theme into

observable elements (targets)

The observations made: • Define the type of data sought

(frequency, # students, description of a location, duration, etc.)

Themes, sub-themes and targets (example4) Subject: Types of violent behaviour between students

Themes Sub-themes Targets Warnings

Threats

Sarcasm

Insinuations

Insults

Words

Others

Tone of voice …

Verbal

Interlocutors …

Rough gestures …

Hitting …

Initiator …

Physical

Victim …

General atmosphere … Context

Position in space …

4 Based on GAUDREAU, Louise. Évaluer pour évoluer. Les étapes d’une évaluation de programme ou de projet, Outremont,

Quebec, Éditions LOGIQUES, 2001, pages 48-49.



Direct observation chart Example5

Observation date:

Began: Ended:

Observer:

Means of observation

Visual observation

Photos Video Other

Indicators Observations

Component observed #1

Component observed #2

Frequency Total

Theme 1 Sub theme #1

• Target 1

• Target 2

• Target 3

Sub-theme #2

• Target 1

• Target 2

• Target 3

Theme 2

Sub-theme #1

Sub-theme #2

Theme 3

Sub-theme #1

Sub-theme #2

5 Based on: GAUDREAU, Louise. Évaluer pour évoluer. Les étapes d’une évaluation de programme ou de projet, Outremont,

Quebec, Éditions LOGIQUES, 2001, pages 48-49.

PPRRAACCTTIICCEE SSHHEEEETT ## 11


33..66 AAddvvaannttaaggeess aanndd ddiissaaddvvaannttaaggeess Table 3: Advantages and disadvantages of certain individual methods In closing, table 3 summarizes the advantages and disadvantages of certain individual methods.

Advantages

Disadvantages

SEEKING INDICATORS • Quick and easy access • Access to a large amount of information • Information reliable, valid and

representative of the target groups

• Few comparisons possible between

data from different sources • Little local data

PHYSICAL AND SOCIAL CARTOGRAPHY • Quick and easy access • Access to a large amount of information • Flexibility depending on the characteristics

of each environment

• Need to focus on essential elements

QUESTIONNAIRE SURVEY • Various topics can be addressed • A large number of people can be consulted • Possibility of comparing groups

• Requires attention and rigor • Requires valid questions • Requires time

DIRECT OBSERVATION • Data measured in the real context • Precise and detailed data • Credibility increased if the observer is an

outside expert • Young people may be involved as

observers

• Can take time if many details are

sought • Requires time for preparation

(constructing the chart, preparing the observer)


4. GROUP METHODS Group methods save time and resources since several players are consulted at the same time and several points can generally be addressed during a single meeting. They can be used alone or along with individual methods. For example, objective data (statistics) can be used to fuel group discussions. Not all group methods seek a consensus, but within the scope of the Healthy Schools approach, it is an interesting way to mobilize the partners around a common vision. This is why most group methods presented here are the result of the consensus seeking approach. This approach not only allows the players perceptions to be gathered, but also encourages them to go beyond their individual points of view to agree on certain aspects such as the needs, priorities or actions to be promoted.

4.1 BASIC PRINCIPLES

4.1.1 Clearly identify the objectives from the beginning The objectives for seeking information will guide the choice of group method, since each offers different possibilities. Some methods are best for obtaining a quick overall portrait, while others allow more specific aspects to be detailed in greater depth. In general, it is recognized that individual reflection in silence is the most appropriate way to generate quality ideas and evaluate a situation, while interactions between participants are better for producing a quantity of original ideas and establishing a consensus. Also, the duration and degree of the interactions between the participants will vary depending on the method. Even if the steps and the process are very similar from one method to another, the degree of structure will vary.

4.1.2 Prepare the group meetings in detail No matter which method you choose, the following tips will help you prepare the meetings:

• Formulate the objective of the meeting so that all the participants understand

• Decide on the participants to be targeted

• Decide on the number of groups to be formed from the targeted participants (it is preferable to seek homogeneity within the group and heterogeneity between groups)

• Provide all the materials and resources necessary (moderator, assistant, premises, materials, etc.). If necessary, draw up a discussion guide or plan for the group meeting

• Send invitations to the participants who have been targeted and receive their registrations. If necessary, confirm the meeting by sending the objective, timetable and address of the meeting. It is preferable to recruit more participants than you need to make up for any no-shows. For example, if you want to form a group with 8 participants but the number could extend to 12, it is preferable to recruit 12 people.


• At the beginning of the meeting, take the time to clearly explain the objective and how the activity will be carried out. A warm, dynamic and personalized reception will help you to “break the ice”

• At the end of the meeting, the participants will be pleased to let you know how they found the session. The moderator could review the objective of the meeting, thank the participants and promise to let them know the outcome (inform the participants of the results and future developments)

4.1.3 What type of group should we form? It is usually best to form homogenous groups. This means that the members of the group share common knowledge or expertise, but have different opinions and perceptions. If you wish to consult several types of players to obtain a wider range of perceptions according to various expertise/knowledge, you should organize and lead more than one group. The best number for the group is from 6 to 10 participants, depending on the method. It is also recommended that the composition of the group respects the real proportion of individuals in the population represented by the targeted participants (ex.: the proportion of students and staff in the school who participate in the groups should be similar to the actual ratio of students and staff in the school).

4.1.4 What are the characteristics of a good leader? It may be somewhat intimidating to be appointed the “moderator” of the meeting. We often have the impression that the moderator must be an expert. In the Healthy Schools approach, it is not necessary to recruit experts. People with the following aptitudes can act as the moderator: • Ability to listen • Neutrality • Ability to supervise the participants and direct the meeting according to the

objectives • Ease in encouraging the participants to express their ideas in full • Appreciation of the participants’ expertise and knowledge • Sense of organization in structuring the meeting • Flexibility to adapt the activity according to the participants’ reactions • Ability to summarize the content of the meeting What you should do: • Allow the individuals to express themselves, while keeping them on the subject • Keep the objectives of the meeting in mind • Make sure that each participant has an opportunity to express their ideas • Summarize the ideas expressed by the participants to make sure they are

understood What you should avoid: • Statements that could be perceived as judgments or accusations (avoid “why”)


4.1.5 How to analyse the information gathered during a group activity There are several ways of gathering information. The accuracy of the analysis depends on the means used. The following are the main means presented according to the accuracy required for their analysis, from most to the least demanding: • Verbatim • Sound recording • Note taking • Memory The interpretation comes after the analysis and must not be neglected, although it is often passed over. It is important to give a meaning to the results obtained, taking the context of the study into account (objectives, target population, difficulties encountered, etc.). This step requires reasoning, a methodical mind and creativity in order to effectively communicate the results to the persons concerned.


44..22 BBrraaiinnssttoorrmmiinngg

What is it? Brainstorming is a method that allows a group to express opinions rapidly on a set topic. First, for a short period, participants are encouraged to spontaneously come up with as many ideas as they can, without any censure, paving the way for the most original and innovative ideas. Next, the participants discuss the ideas raised in order to evaluate them and retain the most interesting.

Its utility? • To generate innovative and original ideas • To generate a lot of ideas in a short period • To encourage the participants to take inspiration from the ideas of

others When? In documenting the situation, brainstorming is useful in helping to come

up with a brief definition of the situations of concern. To choose the appropriate actions, this method is also good to briefly explore action alternatives that might be useful.

How? Steps: 1. Warming up period 2. Express ideas 3. Discussion Procedure: • The group moderator encourages the participants to express all

their ideas, whether or not they are realistic, and in a short amount of time,

• An assistant writes down the suggestions Group: • A maximum of 12 participants is recommended • Participants must be creative Duration: • 30 to 60 minutes

To remember • Any type of judgement must be avoided while the ideas are being expressed

• The quantity of ideas will result in quality

To find out more…

PINEAULT, Raynald, and Carole DAVELUY. La planification de la santé, Montréal, Quebec, Éditions Nouvelles, 1995, pages 241-242.


Preparation Before the meeting:

• Decide on the objective of the meeting and the resulting question

• Decide who will be the moderator and the assistant • Choose an example to warm up the atmosphere at the

beginning of the session (a light and humorous topic is suggested)

Materials: • Support (blackboard, large sheets of paper, etc.) to write

down the ideas raised and post them so that all the participants can see them

Step 1

Warming up (10 minutes) The moderator explains the procedure for the session and reminds the participants that: • The goal is to gather as many ideas as possible,

even the most fantastic • The pace must be rapid, that is the ideas must

emerge one after another in a short period of time (approximately 10 minutes)

• No criticism or comments concerning the ideas raised is allowed since they will be evaluated later on

• The participants must raise one idea at a time To warm-up the atmosphere, the moderator can begin with an example.

Step 2 Expressing ideas (15 minutes) The moderator states the question and encourages the participants to list their ideas as quickly as possible until there are none left. At the same time, the assistant writes down the suggestions. When the “storm” of ideas seems to slow down, the moderator can: • Express his own suggestions or suggest

variations on a theme already expressed • Ask the participants to combine and refine the

ideas already expressed

Session

Step 3 Discussion (15 minutes) When there are no more suggestions, the participants are asked to judge the ideas raised in terms of their importance, feasibility, originality, etc. This step may also be carried out during a subsequent session.



Basic rules

• Every idea is good • No idea is criticized • No person is criticized • The ideas are noted in everyone’s view • No idea is discussed before the end of

the activity

Etiquette

• Lift your hand and identify yourself before speaking

• Be brief and concise • Explain your idea calmly • Keep an open mind • Listen with impartiality • Understand what is said • Avoid private conversations • Respect the others’ opinions • Do not impose your personal ideas • Be prepared to do what is best for

the organization • Have fun

PPRRAACCTTIICCAALL GGUUIIDDEE ((ccoonntt..))


44..33 SSttrraatteeggiicc vviissiioonn ((gguuiiddeedd ffaannttaassyy))

What is it? A method extensively used in projects created by the Réseau québécois des Villes et Villages en santé. In its original form, the strategic vision workshop calls on a large number of participants to express their opinions and come together around a common project. The idea is to use the imagination to construct a common vision of an ideal world. Using this vision, the participants are then invited to identify original means of action that are feasible.

Its utility? • To develop a common vision that brings the main stakeholders together

• To undertake a Healthy Schools approach based on a positive vision of the situation

• To generate original ideas When? In a single meeting, it is possible to identify the priority needs and

define possible actions to build a Healthy School and promote links between the partners. However, using this approach, only general, not specific, information is gathered. To respect the guidelines of the Healthy Schools approach, when identifying priorities and the appropriate actions, it is best to complete the exercise using a more structured decision-making process focussing on objective criteria (such as the Simplex method proposed in the Macroscope).

How? Steps: 1. Guided fantasy workshop 2. Identify means to be developed (consensus) 3. Summarize the main means to be implemented Procedure: • The group moderator encourages the participants to express

their ideas • An assistant (option) can note down the ideas. Group: • 15 to 20 participants • The participants must be comfortable in order to use their

imagination Duration:: One half-day (4 to 5 hours)

To remember The need to let the imagination and innovation take the forefront

To find out more… Atelier de vision stratégique. [On line]. Réseau québécois de Villes et Villages en santé. Internet: site: http://www.rqvvs.qc.ca/pub/publication/fantaisie.pdf


Preparation Before the meeting:

• Draw up a text adapted to the reality of the environment, the objectives and characteristics of the participants (an example is offered on the following page)

• Decide who will be the moderator and assistant • Provide a calm place to work (to encourage reflection) with

space to post things on the wall and to work in sub-groups Materials: • Guided fantasy text • Soft music and tape recorder/CD player • Tables and chairs • Sheets of paper, pencils, cardboard

Step 1 Guided fantasy workshop • While a text is read by the moderator,

(description of an ideal world), the participants write down their ideas on a sheet of paper. They then retain from three to five of the ideas and write them on the sheets of cardboard (one idea per sheet)

• The ideas are gathered by the moderator who asks each participant to take turns in presenting the ideas they retained, with the first round beginning with the most interesting idea. The ideas are posted on the wall

• The ideas are classified in pairs, or by triads and by category, with the participants’ agreement. The categories are then classified in order of importance decided on by the participants. The participants assign a title to each category.

Step 2 Identifying the means to be developed • Based on the emerging themes, the participants

are invited to identify the means that can be taken to arrive at this ideal. You need to encourage original ideas that will make sense when matched with other actions. Also, the means must be approved by all.

Work session

Step 3 Summary • The moderator summarizes the priority themes

and the means for which there was a consensus in order to build the ideal Healthy School



Text for the strategic vision workshop Example6

A trip to the heart of a healthy school We propose a trip in time, 20 years in the future. Destination: the _________ school, the school yard, its environment, the neighbourhood, community services, staff, students and their families. You are going to imagine an ideal school, a school of dreams where everything works well. A school where there is a possibility of resolving all the problems. A school where, in each of its spaces and for each of its realities, future students can obtain all the support they need for their health, well-being and educational success. Our trip will cover a seven-year period, from kindergarten to the end of the 6th grade in Dominique’s elementary school. We will now set off on our trip. Viewed from a hot air balloon, an ideal world unfolds… It is the end of the summer holidays. You see Dominique, who is five years old and who will be starting kindergarten in a few weeks. The school has already contacted his parents so that they can prepare their child. Now you are witnessing the children as they arrive for their first day in kindergarten… Their arrival at the school… Entering the classroom… The first contacts with the teacher, staff and other students… Dominique’s parents’ reaction… Dominique’s reaction… The end of this first day… The return home… You have an opportunity to see how this first year in kindergarten is experienced by Dominique and his family in this ideal school… The relations that Dominique creates… The adults who become significant…

6 Based on: Atelier de vision stratégique. [On-line]. Réseau québécois de Villes et Villages en santé. Internet Site:

http://www.rqvvs.qc.ca/pub/publication/fantaisie.pdf



The activities designed to facilitate his integration… The activities designed to prepare him for grade one… The space made for his parents in the school and their involvement… You accompany Dominique as he goes through elementary school… Since he started kindergarten, Dominique has had many experiences that have enabled him to achieve his potential in good health and to complete grade 6 successfully. In addition to the activities offered in the school, Dominique has met several people who have helped him pursue his path. What are the enriching experiences that strike you? Who are these significant persons? It appears that all the students in the school have benefited from the climate and activities deployed for them, their families and the school staff. What has directly contributed to the children’s health and success in school? You note that Dominique… Is well-nourished, is dressed appropriately according to the season and has enough sleep; Enjoys a safe physical environment; Enjoys a stimulating social and affective climate; Does not hesitate to be physically active; Has good eating habits; Establishes positive relationships with his friends and the adults around him; Is proud of his accomplishments and has good self-esteem; Adopts safe behaviours when going from place to place; Develops several skills such as problem resolution, exercising critical judgement, being creative, cooperating and communicating in the appropriate manner; Succeeds very well in the disciplines taught such as mathematics, English, the arts, etc. From high up in the hot air balloon, you now have a more precise view of all the activities in place in this ideal school and in the neighbourhood. You are able to clearly identify the conditions in the environment which contribute directly to promoting health and success… In the school… Within the families… Within the community… Dominique will soon be completing grade 6 to begin secondary school. His parents and the school continue to accompany him on his path… What measures have been introduced to facilitate this transition? This is where our trip will soon come to an end. Gradually, your hot air balloon drifts away from this ideal school… What are the last images that you find striking? And our trip comes to an end…


44..44 FFooccuuss GGrroouupp

What is it? A focus group is an interview method that enables a structured discussion of a specific topic. The moderator asks open questions, leaving the participants free to come up with answers and comments without being limited to specific response categories. The group dynamic can generate various ideas and information among the participants, enabling them to target and examine the topic in more depth. The discussion can be recorded so that no important elements are lost during the analysis.

Its utility? • To examine a specific topic in more depth • To grasp the “why” and “how” of a situation • To examine certain quantitative data in more depth (provide

explanations, establish underlying causes and feelings) When? To document the situation, the focus group allows the players

perceptions of the topics being studied to be set out in more detail. However, it is not useful to agree on priorities or to choose the appropriate actions since it does not seek to establish a consensus or make decisions.

How? Steps: 1. Introduction 2. Discussion 3. Conclusion Procedure: • The moderator directs the discussion so that the group dynamic

allows as much information to be expressed as possible. Without necessarily being an expert, it is preferable that the moderator has sufficient knowledge of the topic to adapt his approach during the discussion.

• Even if an audio recording is being made, an assistant (optional) can also take notes of the main ideas expressed or take care of the meeting logistics

Group: • 6 to 12 participants, the ideal number being 8 or 9 • The participants must have an ability to discuss in a group,

represent diverse opinions, but form a homogenous group in terms of their expertise or knowledge or characteristics (ex.: age, sector of residence, hierarchical level)

Duration: • Two hours.

To remember • The importance of recognizing the equal value of all the opinions and facilitating the expression of all points of view

• The importance of creating a productive atmosphere: openness, participation, exchange and group effort


To find out more… GEOFFRION, Paul. “Le groupe de discussion », GAUTHIER, Benoît et collaborateurs. Recherche sociale: De la problématique à la collecte des données, [Chapter 13], Quebec City, Presses de l’Université du Québec, 1992, pages 311-335. MORGAN, D. L., and R.A. Krueger. (1998). The focus group kit. Thousands Oaks, CA, Sage Publications.

Volume 1: The focus group guidebook Volume 2: Planning focus groups Volume 3: Developing questions for focus groups Volume 4: Moderating focus groups Volume 5: Involving community members in focus groups Volume 6: Analyzing and reporting focus group results


Preparation Before the meeting: • Depending on the objective of the activity, identify the

participants who will be targeted, the composition and the number of groups to be formed

• Prepare a discussion guide covering the approximate duration and suggested order of the questions to be discussed. For a simple and rapid activity, it is preferable to use specific questions that call for brief answers and to limit the number (4 to 7 questions)

• The moderator must have an idea of the discussion plan so that he can intervene spontaneously depending on the group dynamic and the information that emerges

Materials: • Discussion guide • Tape recorder and cassette/sheets of paper and

pencils/portable • Table and chairs

Step 1 Introduction (15 minutes) This is the ice-breaking period. The moderator explains the procedure and objective of the meeting, why the discussion will be recorded and the rules. The topic is introduced. The participants introduce themselves briefly.

Step 2 Discussion (1 hours to 1 ½ hours) The moderator asks the questions, going from the most general to the more specific. He takes advantage of the group dynamic to guide the discussion in order to obtain as many opinions as possible. He makes sure that all the participants express their point of view and that each subject is covered in full.

Work session

Step 3 Conclusion (15 minutes) This step allows the moderator to review the main contents of the meeting and to make sure that all the necessary information has been gathered. It is also important to thank the participants and inform them of the follow-up.

Rules of procedure for the group

• There are no good or bad answers • It is essential to respect the other participants’ points of

view • It is permitted and encouraged to use the ideas of other

participants to fuel new ones • Different opinions are encouraged



The characteristics of a leadership style that encourages the group’s productivity

• Flexible, pleasant and subtle authority • Sustained attention • Desire to understand • Equal value assigned to all the ideas • Verbal and bodily neutrality • Time management

Composing the questions to be asked

• Simplicity (adapted language, one element at a time) • General questions before more precise or delicate

questions • Open questions that invite development of the topic • Going beyond the answer of a single person • No accusing questions (avoid “why”) • No survey type questions (ex.: how often? Do you agree or

disagree?) • Avoid the technique of taking turns around the table since

it is restrictive • Do not ask the participants to agree on a conclusion or

come to a consensus on the topic

After the meeting

Analyzing and interpreting the data In light of the information gathered (tape recording or written notes), both the content and the process can be analysed. The discussion items are grouped together and analysed according to theme and sub-theme. The analysis can also focus on the group dynamic (ex.: changes of opinion, reactions during the responses, emotions, non-verbal language, etc.). The analysis of the information is qualitative rather than quantitative. Lastly, as in the other data collection methods, interpretation of the results must be carried out with the participation of the stakeholders concerned.


Discussion guide Example7

Group # _______

Date ___________

Time _______

Location ____________

Objective of the meeting:

To find out how the Healthy Schools approach is applied in the school

Introduction question (duration:_______) (Begin with a question that is easy to answer so that the participants feel comfortable discussing in a group.)

When did you first hear about the Healthy Schools approach? General question(s) (duration:_______) (Bring up the discussion topic with general questions. Open questions allow the participants to generate many ideas and to raise unexpected points of view.)

What do you think about the way in which the Healthy Schools program has been introduced in your school?

Specific questions (duration:_______) (The specific questions are a guide to make sure you obtain all the information sought. All the questions do not have to be asked if they have been covered spontaneously by the participants.)

What do you know about the process of implementing the Healthy Schools approach in your school?

What has the Healthy Schools program provided in your school? How was the initiative carried out in your school Etc.

Final question(s) (duration:_______) (The final questions lead the participants to review the preceding questions.)

Are there any other elements to be added?

7 How to gather information: A toolbox for creating healthy places to learn, work and play. [On line] Queensland Department

of Health and Education, 2001. Site Internet: http://www.chdf.org.au/



44..55 NNoommiinnaall ggrroouupp

What is it? A nominal group is a structured process in which information is exchanged on a specific topic. The group is formed of individuals who begin by generating ideas in silence, following which the ideas are considered by the group as a whole and a vote is taken to evaluate and list them in order.

Its utility? • To examine a specific aspect in more detail • To generate many innovative ideas • To offer all the participants an opportunity to express their opinions • To structure the discussion around a more complex decision-

making situation

When? The nominal group is useful in identifying priority needs as well as the main actions to be implemented in a Healthy School

How? Steps: 1. A specific question is stated 2. Ideas are written down in silence 3. Each participant takes turns listing the ideas until they have all

been expressed 4. Discussion and sharing of information 5. Vote to select the priority items Group: • 7 to 10 individuals • Homogenous group, that is, the same expertise/knowledge of the

topic, same language, interest for the topic being studied Duration: • One half-day (2 to 3 hours)

To remember A highly structured process in which it is preferable to have an expert moderator from outside rather than a local moderator

To find out more

PINEAULT, Raynald, and Carole DAVELUY. La planification de la santé, Montreal, Quebec, Éditions Nouvelles, 1995, pages 236-240.


Preparation Before the meeting: • Decide on the objective and the degree of abstraction or

specificity sought • Develop various questions • Test these questions among a control group (the

committee or any other pertinent people) and choose the question to be retained

• Decide on the number of groups depending on the targeted participants (homogenous groups)

• Organize the meeting (location, time, date, etc.) • Invite the target participants • Prepare the necessary materials Materials: • A room with tables and chairs • Sheets of paper, cards (10 cards per participant) and

pencils • Chalk and a blackboard/other vertical support for the

moderator • Moderator’s notes Step 1

Welcome the participants and state the question (15 minutes) The moderator welcomes the participants and presents the question.

Step 2

Write down ideas in silence (10 to 15 minutes) The participants each answer the question asked by the moderator, in writing (short sentences). The moderator does not give examples of answers and asks the participants to answer spontaneously, without any censure.

Work session

Step 3

In turn, the participants express their ideas (30 to 60 minutes) The moderator asks the participants to take turns presenting one idea at a time until all the ideas have been expressed. The moderator writes the ideas on a blackboard or a large sheet of paper, using the words used by the participants. For the moment, no comments are allowed, but the participants can add ideas if any come to mind.



Step 4

Discussion period (30 to 60 minutes) The moderator encourages discussion to clarify, add or eliminate certain ideas. The participants can justify the choice and importance of certain ideas if they wish. In order to group the ideas according to category, with the agreement of the participants, the moderator goes over each idea to clarify its meaning, logic and the arguments for and against.

Step 5

Vote on the importance of the items (30 minutes) The moderator asks each of the participants to select 5 to 9 ideas from the list. To structure the decision making process, the moderator can propose objective criteria that will be used to select the ideas. Each participant writes down his choices on the cards (one idea per card). He then places them in order of importance by numbering each card (according to a scale set by the moderator, for example from 0 to 10, the highest figure corresponding to the most important idea). The votes are then compiled. If a clearer judgement on the priorities is desired, the results of the preliminary vote can be discussed and then a final vote made.


44..66 AAddvvaannttaaggeess aanndd ddiissaaddvvaannttaaggeess Table 4: Advantages and disadvantages of certain group methods To close, table 4 summarizes the advantages and disadvantages of certain group methods.

Advantages

Disadvantages

BRAINSTORMING

• Rapid • Simple • Inexpensive • Finds innovative and original ideas • Large number of ideas

• May appear less formal and serious to certain people

• It may be difficult not to judge the less conventional ideas

STRATEGIC VISION (GUIDED FANTASY) • Rapid • Simple • Inexpensive • Flexible • Finds innovative and positive ideas • Emphasizes the most important ideas

• May make people uncomfortable if they do not find it easy to call on their imagination

FOCUS GROUP

• Flexible • Interaction and synergy between the

participants stimulates participation and discussion

• Precise and detailed information • Detailed description of a phenomenon

• Covers one subject at a time • Possible that the moderator and

group dynamic may influence the results

NOMINAL GROUP

• Structure • Opportunity to express all the opinions • Produces a large number of ideas without a

complicated analysis

• Covers one subject at a time • Highly structured procedure that may

make the participants uncomfortable • Extreme ideas, even if they are

interesting, are often rejected in view of the vote that obliges items to be selected


5. ETHICAL CONSIDERATIONS Knowledge of the rules of professional ethics must not be ignored when seeking information requiring the voluntary participation of targeted individuals. Professional ethics are a collection of rules of behaviour and measures designed to apply the principle of doing good and not doing harm, while respecting the rights of a person to information, freedom and privacy. The main rules of ethics concern: Informed consent • When the study concerns adults, their consent is required • When the study concerns children (minors), the consent of the parents/guardians is

required • Consent may be obtained by a written and signed authorization (see pages 54, 55,

56 for an example) Anonymity and confidentiality • Protecting anonymity refers to means established so that the identity of a person

can NEVER be revealed from any aspect of the information collection activity • Ensuring confidentiality means NEVER disclosing information liable to allow the

identification of an individual How are these principles applied? The following pages illustrate concrete ways of applying these principles.


EExxaammpplleess ooff hhooww ttoo aappppllyy pprrooffeessssiioonnaall rruulleess ooff eetthhiiccss

The following is a group of measures that may vary depending on the type

of activity

Informed consent

The person participates in the activity voluntarily after having been informed verbally or in writing of the following: • The purpose of the participation • The main questions raised in the study • The place of the respondents’ contribution • The type of answers to provide and how to do so • The advantages and disadvantages of participating in the study • The possibility, if wished, to stop participating at any time, without prejudice • The recording of the meetings (if applicable) as well as the purpose/reasons • The use of the responses solely within the scope of this study (no judgments) • The respect of confidentiality and anonymity of all the persons involved (interviewer,

moderator, etc.) Note: If one of these rules cannot be respected, you need to obtain written consent in order to be able to ignore this rule.

Anonymity

The person is informed verbally or in writing of the measures instituted so that it will be impossible to identify him at any time, before and after the activity: • Draw up a single list of names/contact information and control access to it • If applicable, produce only one audiovisual material (ex.: tape, video) and control

access to it • Each name must be identified by a code on a list • Each time you need to identify a person, use the code associated with the person’s

name • The list of names and the audiovisual recording are destroyed as soon as possible • Everyone involved in the activity must respect the rules at all times


Confidentiality

The person is informed verbally or in writing that the following means will be applied so that information liable to identify him will never be disclosed: • The information produced and distributed will not allow the person to be identified • The personal information (nor the indicators) will never be distributed • The information materials will be destroyed as soon as possible • When the information is distributed, it will be reported by referring to the group as a

whole and not by identifying individuals who compose the group. If applicable, you must also ask for authorization to quote passages of the meetings when distributing the results.

Measures to take among the members of a group

• Ask all the members of the group to agree that they will not disclose what was said

and the identity of the other participants • Inform the members of the group that only a code system will be used to identify the

materials used (video, audio tape, notes, etc.) • Inform the members that they should avoid mentioning the family names of the

participants.


CCOONNSSEENNTT FFOORRMM Example8 (for an adult participant)

I, ____________________________, agree to participate in the

____________________________________________ activity that

will be led by ____________________________________ as part

of the __________________________________ project.

I understand that the purpose of the activity is to

_____________________________________________________

_____________________________________________________

and that I will be asked to ____________________________.

I have read and understood this information and agree to

participate in this activity.

Date Signature

8 Adapted from the Canadian Public Health Association. Kit to evaluate intimidation, harassment and relations between

children of the same age in school. Ottawa, Ontario, Canadian Public Health Association, 2004.


LLEETTTTEERR TTOO PPAARREENNTTSS ((ttoo oobbttaaiinn tthhee ccoonnsseenntt ooff aa ppaarrttiicciippaanntt wwhhoo iiss aa

mmiinnoorr))

EExxaammppllee99

Date Dear parents, The committee in charge of the Healthy Schools program would like to (0bjective of the activity)______________________________________________. Since we would like our students to participate actively in this process, we would like them to voluntarily participate in the following activity: (name of the activity) ________________________________________________. This will be an exciting opportunity to make our school a better place: Here is a brief description of the activity. Objective

Topics to be discussed Duration Location Number of participants Moderator Person in charge Procedure (steps) Others If you agree to have your child participate in this activity, please complete

and sign the attached consent form. 9 Adapted from the Canadian Public Health Association. Kit to evaluate intimidation, harassment and relations between



CCOONNSSEENNTT FFOORRMM

EExxaammppllee1100 ((ffoorr aa ppaarrttiicciippaanntt wwhhoo iiss aa mmiinnoorr))

I have read the information letter and agree to allow my child to participate in the ________________________________ activity. I understand that the students are not obliged to participate in this activity and they will do so voluntarily. I understand that my child may refuse to participate in the activity at any moment. My child may also refuse to answer certain questions or participate in certain portions of the activity. He can also stop participating in this activity at any moment. Neither the teachers nor school staff will have access to the information revealed by my child or by any other participating student.

I authorize my child to participate in the above-mentioned activity Child’s name: __________________________________

I do not authorize my child to participate in the above-mentioned activity

Child’s name: __________________________________

Date Signature

Return this form to

____________________________________

10 Adapted from the Canadian Public Health Association. Kit to evaluate intimidation, harassment and relations between



RR ÉÉ FF ÉÉ RR EE NN CC EE SS CANADIAN PUBLIC HEALTH ASSOCIATION. Kit to evaluate intimidation, harassment and

relations between children of the same age in school. Ottawa, Ontario, Canadian Public Health Association, 2004.

Atelier de vision stratégique. [On line]. Réseau québécois de Villes et Villages en

santé. Site Internet: http://www.rqvvs.qc.ca/pub/publication/fantaisie.pdf DESCHÊNES, Marthe. [Hull], Direction de la santé publique de l’Outaouais, 2 p. [Internal

document] GAGNON, Nathalie, and Dominique GAGNON. The Macroscope, Tool to analyse the

situation and improve the plan for success [Longueuil], Agence de la santé et des services sociaux de la Montérégie, 2006, 49 p. [Internal document]

GAUDREAU, Louise. Évaluer pour évoluer. Les étapes d’une évaluation de programme

ou de projet, Outremont, Quebec, Éditions LOGIQUES, 2001. GAUDREAU, Louise. Évaluer pour évoluer. Les indicateurs et les critères, Outremont,

Quebec, Éditions LOGIQUES, 2001, 71 p. GEOFFRION, Paul. “Le groupe de discussion », in GAUTHIER, Benoît, et collaborateurs.

Recherche sociale: De la problématique à la collecte des données, [Chapitre 13], Quebec City, Presses de l’Université du Québec, 1992, pages 311-335.

How to gather information: A toolbox for creating healthy places to learn, work and

play. [On line]. Queensland Department of Health and Education, 2001. Website: http://www.chdf.org.au/

Instrumentation pour la cueillette de données. [On line]. Adapted from BERNHARDT,

Victoria L. “The School Portfolio Toolkit: A Planning Implementation, and Evaluation Guide for Continuous School Improvement”, Larchmont, New York, Eye on Education, 2002, 25 p.

Website: http://www.education0312.qc.ca/idsideJ/php/Contenu/Documents_fiche PlanReussite_FP/Formation%20Jour%202/instrumentation.doc

La cartographie sociale. [On line]. Réseau éducation populaire 93, 2007. Website:

http://www.educationpopulaire93.fr/spip.php?article39 MIDLY, Franklin, Carole VANIER et Michel GRANT. Guide d’évaluation participative et de

négociation, Montreal, Quebec, Université du Québec à Montréal, Service aux collectivités, 1998, 25 p.

MORGAN, David L. The Focus Group Guidebook, Thousand Oaks, California, Sages

Publications Inc., 1998, 120 p.


MORGAN, D. L., and R. A. Krueger. (1998). The focus group kit. Thousands Oaks, CA,

Sage Publications. Volume 1: The focus group guidebook Volume 2: Planning focus groups Volume 3: Developing questions for focus groups Volume 4: Moderating focus groups Volume 5: Involving community members in focus groups Volume 6: Analyzing and reporting focus group results

OUELLET, Francine, and Robert Mayer. “L’analyse des besoins”, in MAYER, Robert et

collaborateurs. Méthodes de recherche en intervention sociale, [Chapitre 10], Montreal, Quebec, Éditions Gaëtan Morin, 2000, pages 257-285.

PINEAULT, Raynald, and Carole DAVELUY. La planification de la santé, Montreal,

Quebec, Éditions Nouvelles, 1995, 480 p. VANIER, Carole. Le focus group ou groupe de discussion, [Longueuil], Agence de la

santé et des services sociaux de la Montérégie, 2006, 11 p. [Internal document]