Conducting a qualitative child interview: methodological considerations

Kortesluoma, Riitta-Liisa; Hentinen, Maija; Nikkonen, Merja

doi:10.1046/j.1365-2648.2003.02643.x

Cited by 148 publications

(165 citation statements)

References 21 publications

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“…The following issues were taken into account in the design of these interviews: (1) participants must fully understand what taking part in a study means, (2) the participants themselves must provide active consent, and (3) the study design must include techniques and methods which reflect the students' mental ages, to facilitate optimal conversation and student engagement (Charlop-Christy et al 2002;Kirk 2007;Kortesluoma, Hentinen, and Nikkonen 2003;Messiou 2012;Rose and Asher 2004).…”

Section: Designmentioning

confidence: 99%

Student voices on social exclusion in general primary schools

Leeuw

Boer

Minnaert

2018

European Journal of Special Needs Education

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Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general (N = 6) and segregated special (N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred different approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students' voices are emphasised.

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Section: Designmentioning

confidence: 99%

Student voices on social exclusion in general primary schools

Leeuw

Boer

Minnaert

2018

European Journal of Special Needs Education

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“…Rapport building opening questions included allowing the child to discuss some of their favorite subjects, foods, and/or hobbies. Encouraging play or drawing also enhanced the comfort level of the child in hopes of easing the storytelling process to gain credible data (Irwin & Johnson;Kortesluoma et al, 2003). Some of the younger children were encouraged to draw a picture of their favorite physical activity and describe it to the researcher to illicit further description.…”

Section: Interviewingmentioning

confidence: 99%

Perceptions of Exercise Among School-Aged Children With Asthma

Shaw

2011

Journal of Asthma & Allergy Educators

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This grounded theory-driven study explored the predominant categories and concepts involved with perceptions of exercise among school-aged children with asthma. Data came from 13 in-depth interviews with 10 children. Five boys and 5 girls, ages 8 to 12 years, with varying asthma disease severity, participated. In addition, 9 parents completed a health history questionnaire. The process of creating perceptions of exercise was the grounded theory that emerged from the data. The ongoing creation of perceptions of exercise was influenced by 4 predominant categories: perceived benefits, striving for normalcy, exercise influences, and asthma's influence. Because process is an ongoing occurrence, the 4 predominant categories may influence the creation of exercise perceptions simultaneously, or at different times and in various ways dependent upon the characteristics of the child and his or her unique situations and experiences. Perceived benefits, striving for normalcy, exercise influences, and asthma's influence were identified categories involved with the interactions, actions, and consequences interwoven throughout the creation of perceptions of exercise process. These categories help explain how exercise perceptions are developed from the participants' perspective. The process of creating perceptions of exercise is a continuous, circular happening with the consequences leading to the development of exercise perceptions. The context may change but the overall process retains applicability to creating perceptions of exercise. The subjective insight gained through the development of this theory gives light to numerous areas for future nursing research and implications for practice to improve the overall quality of life among school-aged children with asthma.

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“…However, within this paper 'home' refers to the place where children normally live, with people they call their family [Whall, 1993] Interviews are often undertaken with children in their family home as it is perceived to be the child's home territory; a safe and secure place which avoids some of the difficulties and tensions that may occur in health, school or other settings. Despite the plethora of papers about interviewing children and young people (Kortesluoma et al 2003) there is little critical debate in the literature about interviewing in the homes of children and young people (MacDonald andGreggans 2008, Mayall 2008). This is intriguing as there are numerous ethical and methodological issues (Carter 2009) that need to be considered before a researcher enters the child's home, while they are there and when they leave.…”

Section: Introductionmentioning

confidence: 99%

Be my guest! Challenges and practical solutions of undertaking interviews with children in the home setting

Coad

Gibson

Horstman

et al. 2014

J Child Health Care

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This article aims to share critical debate around undertaking interviews with children in the home setting and draws on the authors' extensive research fieldwork. The paper focuses on three key processes: planning entry to the child's home, conducting the interviews and exiting the field. In planning entry, we include children's engagement and issues of researcher gender.In conducting the interviews, we consider issues such as the balance of power, the importance of building a rapport, the voluntary nature of consent and the need for a flexible interview structure. Finally, we address exiting from the child's home with sensitivity at the end of the interview and/or research study. Whilst undertaking research in the child's home provides a more known and familiar territory for the child, it does mean that the researcher faces a number of challenges, that require solutions while they are a guest in a child's home.

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Conducting a qualitative child interview: methodological considerations

Cited by 148 publications

References 21 publications

Student voices on social exclusion in general primary schools

Student voices on social exclusion in general primary schools

Perceptions of Exercise Among School-Aged Children With Asthma

Be my guest! Challenges and practical solutions of undertaking interviews with children in the home setting

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