1. Review Time: Management of Learning (MOL)
Talkie Time: Research worth Sharing

2. Lesson 12, Competency : The learner
Plans data collection technique-
Focus Group Discussion
CS_RS11-IVa-c-3

3. Activity: Watch the video and answer the following questions. 1
Activity: Watch the video and answer the following questions? 1. What is the method used in the video? II. How was the investigation presented? III. How is the data gathered? IV. What is the qualitative design used? V. How is this different to the Participant Observation and In-Depth Interview?

4. Triangulation Theories Investigators Sources Methods
-We need to remember that focus group are just one method of getting information. We should seek to triangulate information to ensure its accuracy and validity.

5. Why do we do Focus Groups?
Listening and Learning
Qualitative, not Quantitative, Method
Uses
Listening and learning
--To hear what the participants have to say
--Both researchers and participants are interested in the topic
--This is not a passive process
Qualitative method
--Guided group discussion
--As opposed to quantitative methods, this will get you words rather than numbers
--Generates a rich understanding of participants’ experiences and beliefs
--Often leads to more in-depth understanding of the situation/topic
Uses
-Continue to next slide

6. SAMHSA’s Strategic Prevention Framework Supports Accountability, Capacity, and Effectiveness
Assessment
Profile population needs, resources, and readiness to address needs and gaps
Capacity
Mobilize and/or build capacity to address needs
Planning
Develop a Comprehensive Strategic Plan
-Focus groups could be used in any step of the SPF. They are a way to get information for data-driven decision making.
-Right now, you are focused on Assessment. Focus Groups are relevant now, and they may be relevant for you as you continue your prevention efforts.
-Assessment - defining the problem, why is it happening, understanding populations’ needs
-Capacity - what is in place already, what additional capacity is needed.
-Planning - what is the participants’ perspective on the goal and plan.
-Implementation - Fine-tuning the plan, how are things working out
-Evaluation - what is working, how can things be improved, what do people know about the project
Implementation
Implement evidence-based prevention programs and activities
Evaluation
Monitor, evaluate, sustain, and improve or replace those that fail

7. Characteristics of Focus Groups
Participants
Have something in common
5-12 people per group
Carefully consider demographics of participants
Repeat each demographic group 3-4 times for comparison
First name only on name tags for each person
Participants
--This is a carefully recruited group of people who have something in common (e.g. single moms, attended a seminar)
people is ideal
--Similar people should be in groups together (e.g. single moms, single dads, supervisors, junior high kids, senior high kids). It is not advisable to put supervisors with employees (power relationships), spouses, boys and girls, teenage cliques in the same group
--In order to assure that you have heard all you can, repeating the same demographic group 3-4 times is recommended
--Name tags will assist the moderator if someone is unusually quiet or vocal

8. Elements that Affect Intercultural Interaction
Language
Nonverbal behavior
Communication style
Values
-We’ll find different languages, meaning of words.
-Nonverbal: Gestures, expressions: Mention a couple of examples from experience
-Different style of communication
-Values differ in each culture or even location.

9. Tips for Communicating Across Languages
Speak slowly and finish your words and sentences
Learn basics of your foreign native language and culture (verbal and non-verbal)
Avoid using idioms and or slangs
Avoid statements such as “You aren’t making yourself clear”
Summarize your ideas periodically
-The idea is to have the best results as possible.
-Here are some straight forward tips to improve communication.

10. Tips for Communicating cont.
Avoid interrupting your counterpart if she or he is speaking
Try to have materials translated into your counterpart’s language
Use qualified interpreters to avoid costly misunderstandings
-If participants have a different primary language, it is recommended to have materials in their language.
-Translation is also a vital part for this focus group for the obvious reasons

11. Characteristics of Focus Groups
Environment
Comfortable atmosphere
Circle seating
Tape recording is optional
Atmosphere
--Should be quiet with minimal opportunity for interruption.
--Holding a focus group in a gym after school is probably not the best location.
--A community room at a local library might be ideal.
Seating
--Want participants to be able to see each other and the moderator and assistant moderator need to see everyone as well
Tape recording
--This is optional. Transition to next slide.

12. Tape Recording: Considerations
Need for Completely Accurate Transcript
Availability of Resources
Ability To Get Consent
Affect on Participation
-Many people avoid recording focus groups.
-Weigh the pros and cons before deciding to record.
Considerations:
-If you want or need verbatim transcripts you will need to record. Good note-takers can usually do a good job of capturing the essence and key points of the group
-If you decide to record, you need to plan for a large amount of time transcribing the tapes.
-You may have additional consent burden (written versus verbal) if you plan to record.
-Recording may cause anxiety or decrease participation.

13. Question Development Everyone is involved in development
Use open-ended questions
Avoid dichotomous (yes/no) questions
“Why?” is rarely asked
Use “think back” questions
Avoid jargon
Use questions that get participants involved
Make a list
Fill in the blank
Drawing
Choices
-Crafting good interview questions is critical to obtaining useful information.
-Why would the moderator be involved in developing the protocol? Ass’t Moderator? Host agency?
-Open-ended: --What do you think of the program? How did you feel about the conference? --Where do you get new information? What do you like best about the proposed program?
-Dichotomous--These questions can be answered with a “yes” or “no” and rarely lead to in depth information. Can be used if done thoughtfully.
-“Why?” questions--Instead ask about characteristics or features of the topic
-Think back”--Take people back to an experience and not forward to the future where they will just be guessing
-Jargon: Use language that your participants will easily understand
- Questions that involve participants: This might get people thinking outside the box and depending upon the method chosen will give you some written information from each participant (e.g. make a list or draw a picture)

14. Probes Asks question or solicits information Focuses your question
Determine common probes ahead of time
May add impromptu probes to pursue a relevant thread
-Probes are follow up questions that may need to be asked if the group doesn’t raise them on their own.
-For some questions you want to start with broad response options to see if participants offer information unaided or need to be focused on your specific topic.
-Example from “Question” worksheet. “What interested you in joining this class (Probe: location, price, recommendation.)”
-Deciding on them prior to implementation ensures that the same set of probes are used with each group. Makes sure your key topics are addresses.
-But it is OK to add more probes if the group goes on a relevant tangent that you want to explore.

15. Question Sequence Questions are typically sequenced like a funnel
Opening question
Introductory questions
Transition questions
Key questions
Broad
-Your question sequence should look like a funnel, where the more broad questions are asked at the beginning and the specific ones are asked at the end. This sequence will build trust in the group - participant-to-participants and moderator-to-participant.
-Be careful not to have your question list be so long that you run out of time or are rushed to get your key questions answered.
-Opening: Typically a round robin, get acquainted question
-Introductory: Broad, yet specific to the topic of the group
-Transition: Segue to key questions
-Key: Driving questions of the group
Specific

16. Ending Question Reflects the entire discussion
“Of all the things we discussed, what is the most important to you?”
-This will give you a group “summary” of what just occurred during the session. You can go back later and determine if you agree or disagree with what the group shares here.
-Participants have sample protocols in their packets.

17. Finally…
After the series of questions have been created, read them aloud. Listen for appropriate sequencing and wording for each question.
This is a very informal method of testing your questions. When reading out loud, you are more likely to hear cumbersome wording, bad grammar or understand that the sequencing could use some tweaking.

18. Role of the Moderator Is mentally prepared Uses purposeful small talk
Provides a smooth introduction of 3-5 minutes
Uses pauses and probes
Controls his/her reactions
Uses subtle group control
Uses appropriate conclusion
Helps the Assistant Moderator get notes
Mentally prepared
--Alert and free from distraction Good listener
--Familiar with questions “Be a sponge”
Small Talk
--Creates warm and friendly environment prior to group starting
Introduction
--Welcome, overview of the topic, ground rules and opening question
Pauses and probes
--5 second pauses are normal - allow them to happen.
--Probes include: Would you explain that further? Would you give an example?
Controls reactions
--Both verbal and nonverbal, head nodding Remain neutral
--Avoid saying “that’s good” or “excellent”
Group control
--Keeps the “experts”, dominant talkers and ramblers from overtaking the conversation
--Draws out the shy participants
Conclusion
--Reviews the purpose of the group, Asks is anything has been missed, Says thank you
Help Assistant Moderator
--Be aware of quiet or fast talking participants. Repeat important quotes. Repeat quotes to allow note-taker to catch up. Watch if note-taker is confused.

19. Role of the Moderator
Above all else, the moderator should make eye contact and be respectful.
These build trust and the belief that input from the group is valued.

20. Role of the Assistant Moderator
Welcomes participants
Operate recording equipment (if used)
Takes notes
Observes participants
Does not usually participate in discussion
Debriefs with moderator after session
Gives feedback or assists with data analysis and reporting
-The key role of the assistant moderator is note taker and group observer.
-The logistics role may be given to a Room Warmer or Logistics Coordinator.
-The Moderator will develop the strongest rapport with participants, but Ass’t Moderator should help put participants at ease.
-Decide on format and expectations for note-taking ahead of time.
-Observes: Notes on both verbal and non-verbal information.

21. Data Analysis Immediately after the group
Draw a diagram of the seating arrangement and note key characteristics of participants (e.g. hair color, gender,clothing)
Moderator and assistant moderator should debrief the session noting themes, hunches and ideas
Compare and contrast this group with others that have already been conducted
-Seating diagram can be extremely helpful to M and AM during debrief and analysis.
-Much detail and memory can be lost with any delay in debriefing.

22. Data Analysis Within hours of the group
If used, have tape recording transcribed
Review notes and fill in any gaps
Prepare a brief report of this group in a question-by-question format
Ask for feedback from assistant moderator
-Transcription is most helpful if you have quick turnaround.
-Combine notes: identify any differences and seek clarification, consensus
-Identify things that went well and what could be improved

23. Reporting
It is important to think in the beginning of the project about how the information will be reported and used by stakeholders.
Use a reporting style that will be useful to the client and meets expectations
Narrative vs. bulleted format
Question-by-question vs. theme
Inclusion of other data sources
-Don’t save your reporting plan to the end. Reporting should be discussed in initial planning of groups.
-There may be multiple reports developed from your focus groups depending on the needs of your multiple audiences. A school board may want different information or in a different style than your coordinating council.
-Focus group data doesn’t exist in a vacuum. Connect it to other data (surveys, epidemiological data, etc.). Example, “Youth consistently reported that communication with their parents about substance use was ‘awkward’, ‘unproductive,’ and ‘painful,’ which may help explain youth survey results that show communication decreasing as youth get older.”

24. Reporting Provide new insights on the topic
Limit the number of key points so they will be remembered
Always verify findings with other staff
Oral reports should be brief, clear and concise

25. Steps to Planning Focus Groups
Conceptualization
Steps to Planning
Focus Groups
Design
Protocol
Develop Questions
Recruitment
Moderation
Focus Group(s)
Debriefing
-We have now covered the major aspects of planning and conducting focus groups.
-The flow chart visually lays out the steps in the process.
Data Analysis
Follow-Up
Reporting
Source: Conducting Professional Interviews. Dr. Janet Mancini Bilson and Dr. Norman T.London
Group Dimensions International

26. Application: Simulation
Perform an FGD on the topic: What are the criteria/factors in choosing a BF/GF? Choose 3 students, 1 moderator and 1 assistant moderator.

27. Application: Simulation
TRANSCRIPT
Subject 1:
Age:
Sex:
Date:
Time Start:
Location:
Time End:
Question 1
Verbatim Response:
Key Words:
Emotions:
Body language
Analysis
Educational Research 2e: Creswell

28. Application: Simulation
TRANSCRIPT
Subject 2:
Age:
Sex:
Date:
Time Start:
Location:
Time End:
Question 1
Verbatim Response:
Key Words:
Emotions:
Body language
Analysis
Educational Research 2e: Creswell

29. Application: Simulation
TRANSCRIPT
Subject 3:
Age:
Sex:
Date:
Time Start:
Location:
Time End:
Question 1
Verbatim Response:
Key Words:
Emotions:
Body language
Analysis
Educational Research 2e: Creswell