Interview-Group+2-+Sarah,+Hae-In,+Sol-A


 * Qualitative Research- Interviews **
 * ~ Term ||~ Definition ||
 * Interviewer effect || effects caused by the presence of a particular interviewer ||
 * Verbatim || a method of traditional transcription where the data of the interview is recorded word by word ||

=1. Evaluate semi-structured, focus, and narrative interviews =

 in qualitative research
 * ~ **//Semi-structured interviews //** ||
 * **Definition ** || **Strengths ** || **Limitations ** ||
 *  ü The most widely used method of data collection

 ü Often appear to be information and rather conversational

 ü Can be analyzed using several theoretical approaches

 ü Uses closed, open-ended, non-directive questions

 ü To get insight into people’s personal experience  of the phenomenon under investigation

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 18pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"> ü Involves the preparation of an interview guide


 * Interview guide:

<span style="font-family: Calibri,sans-serif;">- Serves as a checklist

<span style="font-family: Calibri,sans-serif;">- helps to ensure that the same information is obtained from all the participants in the study

<span style="font-family: Calibri,sans-serif;">- allows the interviewer to pursue questions on the list in more dept

<span style="font-family: Calibri,sans-serif;">- A great deal of flexibility in that the order of the questions and the actual wording of the questions are not determined in advance. || <span style="line-height: normal; margin-bottom: 0cm; margin-left: 8.75pt; margin-right: 0cm; margin-top: 0cm; text-indent: -7.1pt;"> ü Better for acquiring data

" Researcher can ask the interviewee to elaborate on his/her answers

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 8.75pt; margin-right: 0cm; margin-top: 0cm; text-indent: -7.1pt;"> ü Less biased by the researcher’s preconceptions.

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 8.75pt; margin-right: 0cm; margin-top: 0cm; text-indent: -7.1pt;"> ü Has the flexibility of open-ended approaches <span style="line-height: normal; margin-bottom: 0cm; margin-left: 8.75pt; margin-right: 0cm; margin-top: 0cm; text-indent: -7.1pt;"> and the advantages of a structural approach

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 15.85pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Analysis in a variety of ways

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 15.85pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> || <span style="line-height: normal; margin-bottom: 0cm; margin-left: 15.85pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"> ü One-to-one situation is artificial <span style="line-height: normal; margin-bottom: 0cm; margin-left: 15.85pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;">(→ ecological validity? )

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 15.85pt; margin-right: 0cm; margin-top: 0cm; text-indent: -18pt;"> ü Data analysis is very time- consuming

||


 * ~ **//<span style="color: red; font-family: Calibri,sans-serif; font-size: 16pt; line-height: 115%;">Focus Groups //** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 12pt; line-height: 115%;">Definition ** || **<span style="font-family: Calibri,sans-serif; font-size: 12pt; line-height: 115%;">Strengths ** || **<span style="font-family: Calibri,sans-serif; font-size: 12pt; line-height: 115%;">Limitations ** ||
 * <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Gaining popularity in health psychology

(ex. people’s experiences of disease and health service)

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü To explore and clarify people’s views in way <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">that would be difficult to achieve in one-to-one interviews

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Group-discussions are suitable → Participants can talk freely

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Consists of 6-10 people <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">(common characteristic, <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">relevant for the topic of investigation)

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Participants interact with each other as <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">they would do outside of the research

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Participants respond to and comment <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">on each other’s contribution to the discussion

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Participants use everyday interpersonal communication patterns (ex. arguments / jokes) || <span style="line-height: normal; margin-bottom: 0cm; margin-left: 22.95pt; margin-right: 0cm; margin-top: 0cm; text-indent: -20pt;"> ü A quick and convenient way to collect <span style="line-height: normal; margin-bottom: 0cm; margin-left: 22.95pt; margin-right: 0cm; margin-top: 0cm; text-indent: -20pt;">data from several individuals simultaneously

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 22.95pt; margin-right: 0cm; margin-top: 0cm; text-indent: -20pt;"> ü Provides a natural setting → higher ecological validity!

ü Useful for exploring people’s knowledge into //what// they think, //how// they think, and <span style="line-height: normal; margin-bottom: 0cm; margin-left: 22.95pt; margin-right: 0cm; margin-top: 0cm; text-indent: -20pt;"> //why// they think that way

<span style="line-height: 0px; margin-bottom: 0cm; margin-left: 22.95pt; margin-right: 0cm; margin-top: 0cm; overflow-x: hidden; overflow-y: hidden; text-indent: -20pt;"> || <span style="line-height: normal; margin-bottom: 0cm; margin-left: 15.9pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Not appropriate for all research questions

(ex. sensitive question, will they disclose information?)

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 15.9pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü The presence of other participants = conformity

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 15.9pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü A problem when the participants are not free (ex. in nursing homes/ prisons)

||


 * ~ **//<span style="color: red; font-family: Calibri,sans-serif; font-size: 16pt; line-height: 115%;">Narrative interviews //** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 12pt; line-height: 115%;">Definition ** || **<span style="font-family: Calibri,sans-serif; font-size: 12pt; line-height: 115%;">Strengths ** || **<span style="font-family: Calibri,sans-serif; font-size: 12pt; line-height: 115%;">Limitations ** ||
 * <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Assumption:

//“Human beings are storytellers, and that the researcher’s task is to explore the different stories being told.”//

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Narrative = the self constructs a story <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> of identity in relation to other people

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü People’s minds are shaped to the patterns <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">of daily life

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Narratives = sometimes are constructed <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">like real stories (opening, middle, ending)

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü To see how people impose a kind of order <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">on their experiences so as to make sense <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">of events in their lives

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Representations of an individual’s life (facts + interpretations)

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Help in understanding how individual lives <span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;">relate to the historical/cultural context

<span style="line-height: normal; margin-bottom: 0cm; margin-left: 14.2pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.2pt;"> ü Can take different forms <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 115%;"> (ex. the life-story interview) || ü Valuable means of exploring the complexity of individual experiences + how these relate to wider social and cultural contexts

ü Can be used with all people <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 13px;"> (they can use everyday language and talk freely)

|| <span style="line-height: normal; margin-bottom: 0cm; margin-left: 15.85pt; margin-right: 0cm; margin-top: 0cm; text-indent: -14.15pt;"> ü Results in an enormous amount of data

<span style="font-family: '맑은 고딕'; font-size: 11pt; line-height: 115%;"> ü <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 115%;">Can be time-consuming to transcribe and analyze

||

<span style="color: #0025ff; font-family: arial,helvetica,sans-serif; font-size: 20px; line-height: 19px;">2. Discuss considerations involved before, during, and after an interview
===<span style="color: #0025ff; font-family: arial,helvetica,sans-serif; font-size: 20px; line-height: 19px;">(E.g. sampling method, data recording, traditional versus postmodern transcription, debriefing) ===

Sampling Method || - small samples are used - sample will often have particular characteristics in common - Purposive sampling: adequate || - we used purposive sampling as we had a target group of foreign teachers - we had a small sample of only six participants - all of our participants were foreign teachers in working in Thailand || Training of the interviewer || - important to avoid **interviewer effects**//:// effects caused by the presence of a particular interviewer - People are good at reading non-verbal signs: can have a profound effect on the way they respond - Unconscious non-verbal sign: (ex. interviewer frowning) can make participants change their answers or upset them - Interviewers must be trained: not react in ways that may intimidate the participants and jeopardize the interview || - we had no prior interview prior to our study - our presence could have caused the interviewer effect as we are students and we would be using their answers for psychology class - we did not frown, instead we sometimes nodded in response to their answers. || Choice of interviewer || - People are known to respond differently to male/female interviewers: counterbalance the interviewer effect by varying age, gender, and ethnicity || - we were all girls in 11th grade psychology class - however, we had a mix of nationality as we had two Korean and one Swiss interviewer || Interview Guide || - a kind of script for how to conduct the interview: based on previous literature in the field and the aims of the actual research - carefully consider ethical issues: particularly if the research is about sensitive topics - in qualitative research, it should be used flexibly: include a relatively small number of open-ended questions that allows the researcher to identify the respondent's own ideas and terms in the interview - Questions can be descriptive, structural, contrast, and evaluative || - we did not have a script on how to conduct the interview, we did however have a set of fixed questions we would ask the particpants - we considered ethical issues which might arise when discrimination is addressed - our interview consisted of open-ended questions which allowed the participant to answer in any way they want, whether it is positive or negative || Data Recoding || - must be considered in the preparation of the interview- Taking notes during the interview: can interfere with eye contact and non-verbal communication but may sometimes be the only solution - Taping or video recording the interview: participants may feel uncomfortable about being recorded therefore, it is important to ask them in advance and explain why and how it is used, - it is a good idea to offer them a copy of the transcript of the interview: should be part of the briefing that takes place before the interview || - we did not take any notes during the interview - we videotaped the interview which might have resulted in the participant feeling uncomfortable, but we did inform the prior to the interview that they would be filmed - we did not offer them a copy of the transcript as we only showed the them the questions prior to the interview || Traditional Transcription || - how to change the interview into a written text that can be used for analysis: should be decided in advance - time-consuming job - most qualitative methods: transcribed **verbatim** (ex. word by word) || - we did not have any written text based on our interview because we simply recorded the interview || Postmodern Transcription || - Transcriptions which include features such as pauses, interruptions, intonation, volume of speech, incomplete sentences, false starts, and laughter - involves interviewers in multitasking: they need to ask questions, record the answers and also note down the body language or non verbal communication of the response, be aware of body language, and sometimes to seek confirmation of their own interpretation - complex task that requires substantial practice to become proficient - Data produced can produce transcripts that are much more informative and richer in content than words alone || - we did not have any written text based on our interview because we simply recorded the interview, which also captured features such as pauses, interruptions, intonation, volume of speech, incomplete sentences, false starts, laughter, body language, and non verbal communication of the participants. || Briefing || - Researcher should inform the participant about the research - ask participant to sign an informed consent before the research begins - should be extensive - should include the goal of the study, method used, and any inconvenience that may occur || - we informed the participants about the research before the interview - the participants were not asked to sign an informed consent before the research begins because they were asked verbally ||
 * ~ __Consideration__ ||~ __Description__ ||~ __Research Based__ ||
 * ~ [[image:http://clarkandchase.com/images/focusgroup.jpg width="195" height="145"]]
 * ~ [[image:http://www.buzzle.com/img/articleImages/378396-24314-38.jpg width="233" height="176"]]
 * ~ [[image:http://bu-interviews.co.cc/i/good-job-interviewer.jpg width="243" height="147"]]
 * ~ [[image:http://www.beautyangleshop.com/Article/UploadFiles/201101/Interview-Guide-the-proposal-from-the-executive-search-firm.jpg width="244" height="185"]]
 * ~ [[image:http://blog.doostang.com/wp-content/uploads/2010/07/tough-interview-questions.jpg width="251" height="201"]]
 * ~ [[image:http://www.diabetesmine.com/wp-content/uploads/2010/12/words-words-words.jpg width="246" height="198"]]
 * ~ [[image:http://www.babellerecruitmentsolutions.com/uploads/6/3/9/8/6398153/885816095.jpg?647 width="271" height="79"]]
 * ~ [[image:http://www.impactednurse.com/pics4/debrief.jpg width="246" height="93"]]

==<span style="color: #0000ff; font-family: arial,helvetica,sans-serif; font-size: 20px; line-height: 19px;">3. Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts. ==

<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Data analysis: interpretative phenomenological analysis (IPA) <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Goal of IPA: to gain insight into how a n individual perceives and explains a phenomenon. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">-The researcher produces notes about initial thoughts and observations that could be useful for analysis <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">(e.g. key phrases, preliminary interpretations, connections, contradictions, language use, summary statement || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">-can be noted in the right-hand margin. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">-The researcher may or may not use psychological terminology at this point. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">-Emerging themes from this first reading: “raw data theme” || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">-Clusters are then give labels that ccapture the essence of the theme <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">-These could be in vivo terms used by the participants, brief quotations, or descriptive labels. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">(e.g. “child cluster”- relationship with friends, relationship with family) ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Stages as analytic strategy in IPA (Willig, 2001) **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">1. ****__<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Reading and rereading of the transcripts __** ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">-Aim: to become familiar with each participant’s account
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">2. ****__<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Identification of emergent themes __** ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">-Theme: spring out of the text and are assumed to capture something essential about it.
 * 3. **__<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Structuring emergent themes __** ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">-list all the emergent themes and see if it is related to each other in clusters and hierarchies
 * ** 4. ** **__<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Summary table of the structures themes and relevant quotations that illustrate each theme. __** ||