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Related Concept Videos

The Scientific Method02:40

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Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.
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The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...
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Conducting school-based focus groups: lessons learned from the CATS project.

June Andrews Horowitz1, Judith A Vessey, Karen L Carlson

  • 1University of New Mexico, College of Nursing, Albuquerque, NM, USA. june.horwitz@bc.edu

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Summary

Conducting focus groups with children in schools offers valuable qualitative data but presents unique challenges. This study details lessons learned for effective school-based focus group research with young participants.

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Area of Science:

  • Child psychology
  • Qualitative research methods
  • Educational research

Background:

  • Focus groups are effective for gathering children's perspectives.
  • School-based focus groups face unique logistical and ethical challenges.
  • Limited research addresses the specificities of conducting focus groups with children in educational settings.

Purpose of the Study:

  • To examine the challenges and best practices for conducting school-based focus groups with children.
  • To provide practical guidance for researchers aiming to elicit children's views in educational contexts.
  • To share lessons learned from the Child-Adolescent Teasing Scale (CATS) project.

Main Methods:

  • Qualitative analysis of experiences from conducting school-based focus groups.
  • Application of lessons learned from the Child-Adolescent Teasing Scale (CATS) project.
  • Examination of key issues including school access, consent, confidentiality, child development, and group safety.

Main Results:

  • Successful school-based focus groups require careful planning and adaptation to the school environment.
  • Addressing children's cognitive development and ensuring safety are crucial for data quality.
  • Ethical considerations like informed consent and confidentiality need specific strategies for child participants.

Conclusions:

  • School-based focus groups are a feasible and valuable method for researching children's experiences.
  • Effective implementation hinges on understanding and mitigating challenges related to the school setting and child participants.
  • This research offers practical insights for enhancing the quality and ethical conduct of child-focused qualitative research in schools.