Understanding school change to facilitate prevention: A study of change in a secondary school

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

The main purpose of this paper is to describe the benefits of employing grounded theory in facilitating primary prevention in schools. In order to do this, we review the main tenets of grounded theory, illustrate how its methodology works, and offer a research example of its application to the study of school change. The research example describes an investigation of the dynamics of change within a high school as perceived by members of the school's community. The information gathered from interview/focus group participants was combined with the work of a school-based committee and the relevant literature to generate a grounded theory of successful school change. The theory integrates a number of factors under three superordinate categories of school change: (a) community ownership, (b) attention to human factors, and (c) proper implementation.

Original languageEnglish
Pages (from-to)127-143
Number of pages17
JournalCanadian Journal of Community Mental Health
Volume13
Issue number2
StatePublished - Dec 1 1994
Externally publishedYes

Fingerprint

Ownership
Primary Prevention
Focus Groups
Research
Interviews
Grounded Theory

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Public Health, Environmental and Occupational Health

Cite this

Understanding school change to facilitate prevention : A study of change in a secondary school. / Peirson, L.; Prilleltensky, Isaac.

In: Canadian Journal of Community Mental Health, Vol. 13, No. 2, 01.12.1994, p. 127-143.

Research output: Contribution to journalArticle

@article{43d9d22cda0a428c86d05859485fa35d,
title = "Understanding school change to facilitate prevention: A study of change in a secondary school",
abstract = "The main purpose of this paper is to describe the benefits of employing grounded theory in facilitating primary prevention in schools. In order to do this, we review the main tenets of grounded theory, illustrate how its methodology works, and offer a research example of its application to the study of school change. The research example describes an investigation of the dynamics of change within a high school as perceived by members of the school's community. The information gathered from interview/focus group participants was combined with the work of a school-based committee and the relevant literature to generate a grounded theory of successful school change. The theory integrates a number of factors under three superordinate categories of school change: (a) community ownership, (b) attention to human factors, and (c) proper implementation.",
author = "L. Peirson and Isaac Prilleltensky",
year = "1994",
month = "12",
day = "1",
language = "English",
volume = "13",
pages = "127--143",
journal = "Canadian Journal of Community Mental Health",
issn = "0713-3936",
publisher = "Wilfrid Laurier University Press",
number = "2",

}

TY - JOUR

T1 - Understanding school change to facilitate prevention

T2 - A study of change in a secondary school

AU - Peirson, L.

AU - Prilleltensky, Isaac

PY - 1994/12/1

Y1 - 1994/12/1

N2 - The main purpose of this paper is to describe the benefits of employing grounded theory in facilitating primary prevention in schools. In order to do this, we review the main tenets of grounded theory, illustrate how its methodology works, and offer a research example of its application to the study of school change. The research example describes an investigation of the dynamics of change within a high school as perceived by members of the school's community. The information gathered from interview/focus group participants was combined with the work of a school-based committee and the relevant literature to generate a grounded theory of successful school change. The theory integrates a number of factors under three superordinate categories of school change: (a) community ownership, (b) attention to human factors, and (c) proper implementation.

AB - The main purpose of this paper is to describe the benefits of employing grounded theory in facilitating primary prevention in schools. In order to do this, we review the main tenets of grounded theory, illustrate how its methodology works, and offer a research example of its application to the study of school change. The research example describes an investigation of the dynamics of change within a high school as perceived by members of the school's community. The information gathered from interview/focus group participants was combined with the work of a school-based committee and the relevant literature to generate a grounded theory of successful school change. The theory integrates a number of factors under three superordinate categories of school change: (a) community ownership, (b) attention to human factors, and (c) proper implementation.

UR - http://www.scopus.com/inward/record.url?scp=0028619983&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0028619983&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:0028619983

VL - 13

SP - 127

EP - 143

JO - Canadian Journal of Community Mental Health

JF - Canadian Journal of Community Mental Health

SN - 0713-3936

IS - 2

ER -