Structures for Indigenous sovereignty in research: Disrupting settler colonial methods and relations in research partnerships
The article discusses how researchers in settler colonial states, particularly those with dominant identities, can align their research and partnership practices to demonstrate reciprocity and solidarity with Indigenous communities. The self-study focuses on a research-practice partnership that aimed to implement Native curriculum in schools on Coast Salish Lands in Washington State, USA. The author, a white settler and dominantly-trained researcher, reflects on their experiences during this participatory design-based study with eight Native education leaders. Through analysis of research memos, journals, and correspondence, the findings reveal that researcher actions aligned with goals of solidarity and reciprocity were dependent on embedded structures of Indigenous sovereignty throughout various project phases. The researcher's decisions were shaped by relationships with Indigenous advisors/co-designers and other stakeholders, creating mechanisms of accountability to Coast Salish nations and knowledge. These structures helped prevent the adoption of colonizing and less participatory research methods, contributing to more respectful and accountable research-practice partnerships. The inquiry emphasizes the importance of connecting researcher agency to specific research structures that support Native sovereignty, providing implications for participatory research and partnerships that uphold Indigenous sovereignty in ongoing and meaningful ways.
Conrad, J. (2023). Structures for Indigenous sovereignty in research: Disrupting settler colonial methods and relations in research partnerships. Qualitative Research, 23(6), 1594-1619. https://doi.org/10.1177/14687941221110178
Using social network analysis in applied psychological research: A tutorial
This paper highlights the versatility of social network analysis (SNA) as a research method across various fields such as public health, education, informatics, sociology, and medicine. It emphasizes the importance of understanding the complexity of individuals' connections with others. The article offers a concise conceptual overview of social network theory and methodology. It specifically demonstrates how SNA can be applied to applied psychological research, focusing on students within classroom settings. The authors provide additional resources on their OSF page, including R code for analyses, a dataset with social network data, and a glossary of key terms in social network analysis. They conclude with recommendations for researchers interested in applying SNA to their specific contexts and content areas.
Broda, M. D., Granger, K., Chow, J., & Ross, E. (2023). Using social network analysis in applied psychological research: A tutorial. Psychological Methods, 28(4), 791–805. https://doi.org/10.1037/met0000451
Assessing children in developmental research: Challenges in testing through infancy to adolescence
This editorial addresses key challenges for measurement across age groups in developmental psychology, such as differences in assessment methods, narrow domains, small sample sizes, lack of standardized assessment instruments for some constructs, and potential differences in construct structure across age groups.
Weber, A. M., Greiff, S., & Iliescu, D. (2023). Assessing children in developmental research: Challenges in testing through infancy to adolescence [Editorial]. European Journal of Psychological Assessment, 39(6), 385–389. https://doi.org/10.1027/1015-5759/a000808
Cultural model theory and consensus analysis: An evolving relationship
In this Special Section, the authors examine the inroads cognitive anthropologists have made in exploring the connection between cognition and culture. The articles are written having in mind an audience of psychologists with similar interests.
Bennardo, G., & De Munck, V. C. (2023). Cultural model theory and consensus analysis: An evolving relationship [Editorial]. Qualitative Psychology, 10(2), 277–280. https://doi.org/10.1037/qup0000264
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