Eliciting rich dialogue through the use of activity-oriented interviews

Winstone, Naomi; Huntington, Corinne; Goldsack, Lisa; Kyrou, Elli; Millward, Lynne J.

doi:10.1177/0907568213491771

Cited by 34 publications

(57 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…MacLeod, Lewis, and Robertson 2013) or activity-oriented interview methods as a means to encourage openness in children less able to respond to the interview setting (e.g. Winstone et al 2014). Activity-oriented interview methods were not employed in this study since all girls in the sample were capable of offering detailed accounts of their experiences through semi-structured interviews alone.…”

Section: Discussionmentioning

confidence: 99%

Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings

Cook

Ogden

Winstone

2017

European Journal of Special Needs Education

Self Cite

123

133

View full text Add to dashboard Cite

To date little is known about the experiences of girls with autism, or how they live with and manage their autism. This qualitative study explored experiences of learning, friendships and bullying of girls with autism. Semi-structured interviews were conducted with 11 girls with autism, aged 11-17 years, and one parent of each girl. Thematic analysis identified key themes relating to motivation to have friends, challenges for girls with autism and the notion that many girls tend to mask their autism, which had both positive and negative consequences. Overall, the girls were motivated to have friends, but often encountered social difficulties and were sometimes targeted for bullying. Findings pointed to the need for interventions such as staff training and programmes to support the social interaction of girls with autism based on their specific perceptions of friendship.

show abstract

Section: Discussionmentioning

confidence: 99%

Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings

Cook

Ogden

Winstone

2017

European Journal of Special Needs Education

Self Cite

123

133

View full text Add to dashboard Cite

show abstract

“…This may have been due, in part, to the expertise of the researcher, who was also able to draw upon a range of prompts and skills to adapt the interview situation to each participant's abilities in order to elicit responses. Further research might benefit from using participatory research models (for example, MacLeod et al, ) or activity‐oriented interview methods as a means to encourage openness in children less able to respond in an interview setting (for example, Winstone et al, ).…”

Section: Discussionmentioning

confidence: 99%

The experiences of learning, friendship and bullying of boys with autism in mainstream and special settings: a qualitative study

Cook¹,

Ogden²,

Winstone³

2016

British J Special Edu

Self Cite

View full text Add to dashboard Cite

This study aimed to explore experiences of learning, friendships and bullying of boys with autism attending specialist and mainstream schools, and those of their parents. Semi-structured interviews were conducted with 11 boys with autism, aged 11 to 17 years, and nine of their mothers. Thematic analysis identified four key themes relating to experiences of friendships and bullying, risk factors, protective factors and outcomes. Overall, the findings indicated that five of the 11 participants had been subjected to bullying, particularly those in mainstream schools (four out of six). Further, if risk factors relating to autism or the school culture were not mediated by protective factors such as selfesteem or supportive friends, various negative outcomes were identified as more likely, including mental health issues and effects on learning and relationships. Therefore, although not inevitable, mainstream settings may increase the likelihood of negative experiences, as they have fewer resources to protect children against the risk of bullying.

show abstract

“…Activity-oriented focus groups are known to support participants in expressing their perspectives, and can elicit richer dialogue compared to questioning alone (Colucci 2007;Winstone et al 2014). In this style of focus groups the activities themselves may often produce interesting task-related data, but their primary purpose is to stimulate discussion (Colucci 2007).…”

Section: Materials and Proceduresmentioning

confidence: 99%

‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience

Winstone

Nash

Rowntree

et al. 2016

Studies in Higher Education

280

158

View full text Add to dashboard Cite

For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students' use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students' difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: awareness, cognisance, agency, and volition. We argue that these processes should be considered when designing interventions to encourage students' engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require-or would at least benefit froma sharing of responsibility between teacher and student. The data highlight the importance of training students to be proactive receivers of feedback.

show abstract

Eliciting rich dialogue through the use of activity-oriented interviews

Cited by 34 publications

References 34 publications

Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings

Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings

The experiences of learning, friendship and bullying of boys with autism in mainstream and special settings: a qualitative study

‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience

Contact Info

Product

Resources

About