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Mixed Methods Research and Culture-Specific Interventions: Program Design and Evaluation

by Bonnie K Nastasi and John H Hitchcock SAGE Publications, Inc
Pub Date:
Pbk 224 pages
AU$72.00 NZ$73.04
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This practical book shows practicing social scientists and graduate students how to account for cultural factors when developing and evaluating psychological and educational interventions using mixed methods research. Providing a methodological basis for handling cultural influences when engaged in intervention and/or evaluation work, the book covers a range of topics, including mixed methods research, programme evaluation, ethnography, and intervention design. Throughout the book, the authors integrate illustrative examples to make more abstract content accessible.
• Conceptual, methodological, and procedural guidelines help researchers and practitioners think through culture applying mixed methods research to intervention and evaluation work.
• Multiple examples of how mixed methods research can be applied based on the authors’ experience enhances reader understanding.
• Models are presented as figures that readers can adapt to their own work.
• An overview of challenges that can arise when developing culturally relevant interventions and evaluations is provided to inform future research agendas.

Chapter 1: Introduction: The Role of Culture and Context in Developing Intervention and Prevention Programs Introduction Why Should We Attend To Culture And Context? Implementation Science and Translational Research Limitations of Standard Research Approaches and Potential Contributions of Mixed Methods Research Overview of The Bookas Content and StructureChapter 2: Conceptual Models for Mixed Methods and Culture-Specific Intervention Development Introduction Conceptual Models for Intervention Development Mixed Methods Research (MMR) Models for Program DevelopmentChapter 3: Use of MMR to Understand Context and Guide Program Design Introduction Qualitative Techniques and Associated Best Practices for Cultural Study: Special Considerations in Needs Assessment and Program Development An Example ConclusionChapter 4: Use of MMR to Guide Implementation and Adaptation Introduction Conceptual and Procedural Foundations Monitoring Program Implementation Program Adaptation An Illustration ConclusionChapter 5: Use of MMR to Guide Program Evaluation Introduction Conceptual and Procedural Considerations Outcomes Sampling, External Validity, and Transferability Consideration Pulling it All Together: An Example ConclusionChapter 6: MMR Model Application: A Full Example Introduction Contextual and Cultural Considerations Program Design Program Implementation and Adaptation Program Evaluation Promoting Sustainability Program Translation Lessons Learned ConclusionsChapter 7: Strategies for Addressing Implementation and Evaluation Challenges Introduction: Common Challenges in Program Implementation and Evaluation Establishing and Maintaining Partnerships Forming Sustainable Decision Making Teams Gaining and Maintaining Stakeholder Commitment Resource Acquisition and Allocation Addressing Staff Development Needs Dealing with Changes in System Priorities and Structure Making Decisions about the Scope of the Intervention Creating vs. Adapting Existing Evidence-Based Interventions Deciding What and When to Evaluate Ensuring Sustainability ConclusionChapter 8: Future Directions Introduction Limitations of existing models Implications for model development Implications for extending mixed methodology Applications across diverse settings, populations, and disciplines Inter-disciplinary, trans-disciplinary and participatory approaches Research and evaluation for social change: Potential contributions of MMR Conclusions

and ldquo;It is very clear that the authors have an extensive experience applying mixed research methodologies to a variety of interventions in multiple contexts. he main strength in what I have read is that they are very successful in connecting these real-life experiences with the theories that they present in the text; this combination brings new life to the text and help readers to easily identify with the content. and rdquo; Sebastian Galindo, University of Florida and ldquo;This text is different than other books in the field becauseit covers material that is not commonly found in other program evaluation (PE) and performance measurement (PM) texts and mdash;especially to this level of detail. It may be more common for other PE and PM books to discuss culture-specific interventions or cultural competency in a part of one chapter, but not have it be the primary focus of the text. and rdquo; Marc K. Fudge, California State University San Bernardino and ldquo;I see a lot of value in the consilient approach to methodology the authors are encouraging. I think they have done a nice job selecting and defining important practical approaches. and rdquo; Jeral R. Kirwan, Ashford University
Bonnie Kaul Nastasi, Ph.D. (Kent State University, 1986, School Psychology and Early Childhood Education) is a Professor in the Department of Psychology, School of Science and Engineering, at Tulane University, New Orleans, Louisiana, USA.Dr. Nastasi co-directs a trauma specialization in the School Psychology PhD Program at Tulane. Dr. Nastasias research focuses on the use of mixed methods designs to develop and evaluate culturally appropriate assessment and intervention approaches for promoting mental health and reducing health risks such as sexually transmitted infections (STIs) and HIV, both within the US and internationally. She has worked in Sri Lanka since 1995 on development of school-based programs to promote psychological well-being and directed a multi-country study of psychological well-being of children and adolescents with research partners in 12 countries from 2008-2013. She was one of the principal investigators of an interdisciplinary public health research program to prevent STIs among married men and women living in the slums of Mumbai, India from 2002-2013. Most recently she has been engaged in development of culturally and contextually relevant school-based mental health services in New Orleans as part of the redevelopment of public education following the 2005 Hurricane Katrina, working with community stakeholders and a team of Tulane University students. She is active in promotion of child rights and social justice within the profession of school psychology and has directed the development of a curriculum for training school psychologists internationally on child rights, a joint effort of International School Psychology Association, International Institute of Child Rights and Development, Division 16 of the American Psychological Association (APA), and Tulane Universityas School Psychology Program. Dr. Nastasi is a past-president of APAas Division 16 and past Co-Chair of APAas Committee on International Relations in Psychology. John H. Hitchcock, Ph.D. (University at Albany, State University of New York, 2003, Educational Psychology) is an associate professor of Instructional Systems Technology within Indiana Universityas School of Education, Bloomington, Indiana, USA. He is also the Director of the Center for Evaluation and Education Policy. Dr. Hitchcockas research focus is on the use of mixed methods and other types of designs to evaluate interventions and policies that focus on helping students with specialized learning needs. He has served as a principal investigator, methodological lead and content expert for the What Works Clearinghouse (WWC) at the Institute of Education Sciences (IES) at the U.S. Department of Education, to complete a systematic review of interventions designed for children with emotional-behavioral disorders. He also served on a panel that drafted standards for assessing the causal-validity of Single-Case Design studies for the WWC. Dr. Hitchcock has served as a co-principal investigator of two large scale randomized controlled trials to assess the impact of reading and math curricula. He has contributed to efforts to develop programs that promote psychological well-being in Sri Lanka since 1998, and he is currently an Associate Editor for School Psychology Review.