“I CAN'T SAY IT”! Doodling to emancipate adolescents' voices in a transformative mixed methods study of covert bullying in Jamaican high schools

Ingrid Hunt-Anderson, Peggy Shannon-Baker

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

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.

Original languageEnglish
Article number100114
JournalMethods in Psychology
Volume8
DOIs
StatePublished - Nov 2023

Scopus Subject Areas

  • General Psychology

Keywords

  • Covert bullying
  • Doodling
  • Jamaican high schools
  • Psychology
  • Transformative-emancipation
  • Triangulation

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