Group Child Interviews as a Research Tool

Lewis, Ann

doi:10.1080/0141192920180407

Cited by 176 publications

(141 citation statements)

References 9 publications

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“…This is by no means specific to research with children as respondents of any age may find it difficult to provide spontaneous examples to illustrate particular issues which emerge during the course of an interview. It also partly explains why some children in this study found the group interview easier as something one of the others said might spark off a memory of particular incidences (Lewis, 1992). It was not only difficult for some children to think of examples of their sibship interactions but some also found it hard to express the ambivalence of their love/hate relationships:…”

Section: Task-based Interview Toolsmentioning

confidence: 96%

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‘I Felt they were Ganging up on me’: Interviewing Siblings at Home

Punch¹

2007

Children's Geographies

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The paper explores the methodological implications and some of the intergenerational and intra-generational power relations involved when carrying out research with children at home. It draws on data from individual and group interviews about children's experiences of sibling relationships and birth order. The study was conducted with 90 children between the ages of 5 and 17, from 30 families of mixed socio-economic backgrounds in central Scotland with three siblings within this age range. The paper discusses some task-based interview techniques as well as the advantages and disadvantages of interviewing siblings individually and in groups within the home setting.

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Section: Task-based Interview Toolsmentioning

confidence: 96%

“…There was slightly less pressure in the group situation, "Didn't have to think all yourself" (GM), as ideas could be shared and sparked off each other (see also Lewis, 1992;Punch 2002b):…”

Section: Comparing Group and Individual Interviewsmentioning

confidence: 99%

‘I Felt they were Ganging up on me’: Interviewing Siblings at Home

Punch¹

2007

Children's Geographies

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“…First, focus groups provide descriptions about perceptions of the program participants and they are not useful for testing hypotheses in the traditional experimental design. Second, although the group interaction is generally seen as an advantage of focus groups, Lewis [44] argued that there is always the possibility that intimidation within the group setting may inhibit interaction. Another obstacle is not encountered in individual interviews is scheduling a time and location convenient to all participants.…”

Section: Discussionmentioning

confidence: 99%

Qualitative evaluation of the Project P.A.T.H.S.: Findings based on focus groups with student participants

Shek

Lee²

2008

International Journal of Adolescent Medicine and Health

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This paper reports a qualitative evaluation study conducted to explore the perceptions of students joining the Tier 1 Program of the P.A.T.H.S. Project. A total of 92 students were randomly selected to participate in ten focus groups, which provided qualitative data for the study. With specific focus on how the informants described the program, the descriptors used were primarily positive; the metaphors named by the informants that could stand for the program were basically positive. Program participants also perceived the program to be beneficial in different psychosocial domains. The present study lends further support to the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. in promoting holistic development in Chinese adolescents. KEYWORDS: focus groups, adolescents, qualitative evaluation, positive youth development program INTRODUCTIONWith an origin in marketing and social science, focus groups have emerged as a popular tool for generating qualitative data and are used across a wide variety of disciplines and applied research areas [1]. The mushrooming use of focus groups is evident in the number of citations of focus groups particularly in health research since 1980s [2]. In addition, Morgan[3], in his review of online databases, reported that focus groups appeared in 100 academic journal articles per year throughout the decade and he also provided instances of focus groups being utilized as a primary data source, as supplementary to survey data, and in multi-method studies combining with other methods. Given the breadth of possible applications of focus groups and its extensive use, much has been written about what focus groups are. A very straightforward definition of focus groups by Morgan and Spanish[4] is 'as a qualitative method for gathering data, focus groups bring together several participants to discuss a topic of mutual interest to themselves and the researcher ' (p.253). Similarly, Basch[5] defined the focus groups as 'a qualitative research technique used to obtain data about feelings and opinions of small group of participants about a given problem, experience, service or other phenomenon ' (p.414). Expanding on these definitions, Morgan and Krueger [6] added that focus group is a 'carefully planned series of discussions designed to obtain perceptions on a defined area of interest in a permissive, nonthreatening environment ' (p.18). Their definition highlighted that focus groups require This is the Pre-Published Version.thorough planning in advance and the importance of non-threatening settings as well as free participation of the participants in the group context. Along the same line, Heary and Hennessy [7] also defined focus groups as thoroughly planned discussions among participants that enable the moderator to obtain individuals' perceptions in a permissive, non-threatening environment. The definition underscores the importance of the moderator who is commonly the main instrument to elicit the information in a focus group interview.As argued by Morgan and Krueger[8], the dec...

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“…So the data necessary for the research as well as the outcomes emerge from the interaction of the group participants. The reason of choosing this alternative of the personal inquiry was the fact, that a group interview can generate a wider range of responses than it is generated in individual interviews (Lewis, 1992) and can be useful for gaining an insight into what might be pursued in subsequent individual interviews (Bogdan, & Biklen, 1992).…”

Section: Methodsmentioning

confidence: 99%

Analysis of Technology Education Development at Schools in Slovakia

Hašková¹,

Dvorjakova²

2016

The European Proceedings of Social and Behavioural Sciences

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Between 2008 and 2013 Slovakia went through a curricular reform. The impact of the reform on technology education at lower level of secondary education was evaluated from 2013 to 2015. The need to reinforce some qualitative aspects of this analysis led in 2015 to a decision to carry out an additional research based on a personal inquiry, particularly on focus group interviews. The aim of the additional research was to find out how the teachers teaching the subject Technology (which before the curricular reform was known as Technical education), either as qualified or unqualified to teach it, evaluate impact of the curricular reform on teaching Technology as well as on technology education in general. The main intention of the research was to find out both positive and negative facts caused by the curricular reform in teaching Technology at the lower level of secondary schools and to evaluate whether the introduced changes supported quality assurance of technology education. The paper describes research methodology of the carried out focus groups interviews and the main results of the research.

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Group Child Interviews as a Research Tool

Cited by 176 publications

References 9 publications

‘I Felt they were Ganging up on me’: Interviewing Siblings at Home

‘I Felt they were Ganging up on me’: Interviewing Siblings at Home

Qualitative evaluation of the Project P.A.T.H.S.: Findings based on focus groups with student participants

Analysis of Technology Education Development at Schools in Slovakia

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