qualitative research design & interviewing instructor: julian hasford teaching assistant: keith...

55
Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January 27, 2009

Upload: joshua-johnson

Post on 18-Jan-2016

214 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Qualitative Research Design &

Interviewing

Qualitative Research Design &

InterviewingInstructor: Julian Hasford

Teaching Assistant: Keith AdamsonPS398 Qualitative Methods in Psychology

January 27, 2009

Page 2: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

AgendaAgenda

• Feedback on Formative Evaluation• Review…• Lecture

– Grounded Theory– Research Design

• Glossaries: Extreme Case Sampling and Theoretical Sampling

– Qualitative Research Interviews

• Exercise• Form Partners and Informed Consent

Page 3: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Formative Evaluation Feedback

Formative Evaluation Feedback

• Like so far…Like so far…– Guest lectures– Real life examples, video clips– Group work, discussions– TA involvement– Student presentations– Slides are clear, posted in advance– Learn other ways of doing research/psychology– Check in

Page 4: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Formative Evaluation Feedback

Formative Evaluation Feedback

• Concerns…Concerns…– Work load (readings, memos)– Many concepts/theories (especially paradigms)– More details on assignments– WebCT– More time to take notes, a lot of slides, too fast– “Blocking my view!”– More visual aids– Better access to slides

Page 5: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Formative Evaluation Feedback

Formative Evaluation Feedback

• InstructorInstructor– Instructor and TA enthusiasm– Personable, approachable, engaging– Informative, easy to understand– Interactive– Less review…more review– Genuinely interest

Page 6: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Learning ObjectivesLearning Objectives

• By the end of this session, By the end of this session, students should be able tostudents should be able to– Identify key considerations in qualitative

research design– Develop a research question– Develop an interview guide

Page 7: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

ReviewReview

• Questions?Questions?– Philosophy of Science– Theoretical Traditions– Assignments

Page 8: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Grounded TheoryGrounded Theory

• Foundational questionFoundational question– What theory emerges from systematic,

comparative, and grounded analysis?

• Disciplinary originsDisciplinary origins– Sociology (Glaser and Strauss, 1967)

• Symbolic Interactionism

– Most influential tradition in qualitative research

Page 9: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Grounded TheoryGrounded Theory

• Philosophical assumptionsPhilosophical assumptions – Used in various paradigms

• Constructivist and objectivist approaches

– Knowledge created through inquiry that is grounded in the empirical world

– Emphasizes rigorous, systematic, inductive/abductive methodology

Page 10: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Grounded TheoryGrounded Theory

• Methodological approachesMethodological approaches– Coding procedures to build theory, rather than

test theory– Inductive analysis (Glaser)– Abduction (Strauss)

• Analysis through inductive and deductive procedures– Constant comparative method– Theoretical sampling– Testing emergent concepts with additional fieldwork

– Memoing

Page 11: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Research DesignResearch Design

• DefinitionDefinition– Research design is a plan for collecting

and analyzing evidence that will make it possible for the investigator to answer whatever questions he or she has posed (Ragin, 1994, p.191 as cited in Flick, 2006, p.135)

Page 12: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Research DesignResearch Design

• Key Design QuestionsKey Design Questions – What is the purpose/goal of the study? – What is the main research question(s)?– What are the units of analysis?

• What is the conceptual/sensitizing framework?

– What will be the sampling strategy?– What type/degree of control will be used?

• Experimental vs. naturalistic• Standardization vs. emergence

Page 13: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Research DesignResearch Design

• Key Design QuestionsKey Design Questions– What types of data will be collected?– What analytic approach will be used?– How will validity and rigor be

addressed?– How will ethical issues be handled?

Page 14: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Research DesignResearch Design

• What is the purpose of the study? – Basic Research– Applied Research– Formative/Summative Evaluation– Action Research

Page 15: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Research DesignResearch Design

• Types of Designs– Case studies– Comparative– Retrospective– Longitudinal

Page 16: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Research DesignResearch Design

• What is the research question?– Theoretical orientation – Sensitizing framework (conceptual

model)Empowering Workplace

Characteristics

Youth Empowerment Outcomes

Adversity

Individual Characteristics

(Gender)

Page 17: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Research DesignResearch Design

• Sample research questions• How does adversity limit opportunities for empowerment through

the workplace? • What are the workplace organizational characteristics that Black

Canadian youth find empowering? • How does gender influence young Black Canadian men and

women’s experiences of empowerment through the workplace?

Empowering Workplace

Characteristics

Youth Empowerment Outcomes

Adversity

Individual Characteristics

(Gender)

Page 18: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Research DesignResearch Design

• What is our research question?

Page 19: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Research DesignResearch Design

• What sampling strategy will be used?– Random Probability – Purposeful

• Convenience – Snowball/chain

• Stratified purposeful• Maximum variation• Critical case• Extreme case/Intensity• Theoretical

Page 20: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Extreme Case Sampling

Nicole Dimech and Jenny White

Page 21: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Definition

Extreme case sampling is: A type of purposeful sampling generally used in qualitative

research Singles out cases that are unusual or outstanding as

opposed to simply focusing on the central tendencies of quantitative data Such as distinctive successes or notable failures (Patton,

2002) Allows for information rich data as the chosen subjects are

assumed to provide a depth of information to the topic at hand (Haynes-Lawrence, 2008)

Page 22: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Theoretical and Methodological Significance

Page 23: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Examples from Patton (2002) Text

Covey’s (1990) Seven Habits of Highly Effective People

Brown’s (1987) When Battered Women Kill

Peter & Waterman’s (1982) Eight Attributes of Excellent Companies

Page 24: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Purpose

To examine the ways in which parents have successfully facilitated friendships for their sons and daughters with a disability with friends who do not have a disability

Page 25: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Design and Methodology Participatory Action Research (PAR) was used to define

the research focus as well as throughout the entire research process

Eleven children were identified as having successful relationships Children/youth varied in terms of disability

classification and disabilities Ages ranged between five years old and 19

These children were identified as a result of extensive examination on literature concerning social networks and friendships among children without disabilities

Page 26: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Successful relationships were recognized by: Minimum 6 month on-going relationship Both children initiate activities They share experiences in at least two settings No more than 18 months separate them

Individual and group interviews of the children’s parents were done to collect data

Interviews were transcribed, coded and comprehensively analyzed for themes and patterns

Design and Methodology Continued

Page 27: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Findings

Turnbull, Pereira and Blue-Banning (1999) classified four parent facilitating themes: Foundational Theme –based on accepting the

child unconditionally Creating Opportunities – advocating for inclusion

in neighbourhood schools, supporting participation in community activities, initiation and facilitating a circle of friends, and setting sibling-consistent expectations

Page 28: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Findings Continued

Making Interpretations – encouraging others to accept the child by addressing strength and ensuring that the child has an attractive appearance in terms of grooming and clothing

Making accommodations – advocating for partial participation in community activities

Page 29: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

References

Haynes-Lawrence, D. (2008). Home visitors' perceptions of teen mothers: Using qualitative research to explore labeling theory. Children and Youth Services Review, 30(12), 1386-1394.

Patton, M.Q. (2002). Qualitative Research & Evaluation Methods (3rd Ed.). Thousand Oaks: Sage Publications.

Robles-Pina, R. A., Defrance, E., & Cox, D. L. (2008). Self-concept, early childhood depression and school retention as predictors of adolescent depression in urban hispanic adolescents. School Psychology International, 29(4), 426-441.

Page 30: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

References

Turnbull, Ann, Lourdes Pereira, and Martha Blue-Banning. "Parents' Facilitation of Friendships Between Their Children With a Disability and Friends Without a Disability." Research and Practice for Persons with Severe Disabilities 24.2 (1999): 85-99.

Page 31: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Theoretical SamplingTheoretical Sampling

Lindsay FloodLindsay Flood

Sherry DemeesterSherry Demeester

Page 32: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

DefinitionDefinition

Purposeful Sampling:Purposeful Sampling:

““When information-rich cases are When information-rich cases are selected for in depth study. You can selected for in depth study. You can learn a great deal of issues of central learn a great deal of issues of central importance.” (Patton, 2002)importance.” (Patton, 2002)

Page 33: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

DefinitionDefinition

Theoretical Sampling:Theoretical Sampling:

““Sampling on the basis of the Sampling on the basis of the emerging concepts, with the aim emerging concepts, with the aim being to explore the dimensional being to explore the dimensional range or varied conditions along range or varied conditions along which the properties of concepts which the properties of concepts vary” (Patton, 2002)vary” (Patton, 2002)

Page 34: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Theoretical and Methodological Theoretical and Methodological SignificanceSignificance

Page 35: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

ExampleExample

Roles and functions of community mental health Roles and functions of community mental health nurses caring for people with schizophrenia in nurses caring for people with schizophrenia in TaiwanTaiwan

by: Huang et Al. by: Huang et Al. • Community nurses make more home visits to Community nurses make more home visits to

schizophrenics than any other health care schizophrenics than any other health care professional.professional.

• AIM: The study aimed to understand the nursing AIM: The study aimed to understand the nursing roles and functions of public health nurses and home roles and functions of public health nurses and home health nurses in Taiwan and the factors that affect health nurses in Taiwan and the factors that affect nursing roles and functions of nurses that provide nursing roles and functions of nurses that provide community mental health home visiting services.community mental health home visiting services.

Page 36: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Example con’tExample con’t

Design/MethodDesign/Method• 29 community nurses (18 public health nurses and 29 community nurses (18 public health nurses and

11 home health nurses) that did home visits11 home health nurses) that did home visits• Group one comprised PHNs and HHNs. Group two Group one comprised PHNs and HHNs. Group two

included clients with schizophrenia and their included clients with schizophrenia and their caretakers (16 carers and 16 clients).caretakers (16 carers and 16 clients).

• Participants were selected using theoretical samplingParticipants were selected using theoretical sampling• Data were collected using semi-structured face-to-Data were collected using semi-structured face-to-

face in-depth interviews and unstructured non-face in-depth interviews and unstructured non-participant observations.participant observations.

• The constant comparative analysis continued during The constant comparative analysis continued during the three selective coding process until data was the three selective coding process until data was completecomplete

Page 37: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Example Con’tExample Con’t

ResultsResults• Fourteen nursing roles were identified. These roles included Fourteen nursing roles were identified. These roles included

assessor, supporter, educator, consultant, counselor, assessor, supporter, educator, consultant, counselor, negotiator, harmoniser, collaborator, advocate, placement negotiator, harmoniser, collaborator, advocate, placement coordinator, resource provider, care provider, case manager coordinator, resource provider, care provider, case manager and case finder.and case finder.

• Negative factors that affect nursing roles: lack of Negative factors that affect nursing roles: lack of knowledge, high work-load, low training and low financingknowledge, high work-load, low training and low financing

Relevance: Relevance: findings of this research can be used as a guide to improve findings of this research can be used as a guide to improve psychiatric home visiting services to community-dwelling psychiatric home visiting services to community-dwelling clients with schizophrenia and mental health nursesclients with schizophrenia and mental health nurses

Page 38: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

ReferencesReferences

Huang,X., Ma, W., Shih, H., and, Li, H. Huang,X., Ma, W., Shih, H., and, Li, H. (2008). Roles and fuctions of community (2008). Roles and fuctions of community mental health nurses caring for people mental health nurses caring for people with schizophrenia in Taiwan. with schizophrenia in Taiwan. Journal of Journal of Clinical Nursing, 17Clinical Nursing, 17, 3030–3040., 3030–3040.

Patton, M. Q. (2002). Patton, M. Q. (2002). Qualitative research Qualitative research and evaluation methodsand evaluation methods (3 (3rdrd ed.). ed.). Thousand Oaks, CA: Sage Publications. Thousand Oaks, CA: Sage Publications.

Page 39: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Qualitative Research Interviewing - Developing Interview Guides

Page 40: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Types of Qualitative Research InterviewsTypes of Qualitative Research Interviews

• Structured (Standardized Open-Ended)

• Semi-Structured (Interview Guide)• Informal Conversational • Depth• Combined

Page 41: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Interview Question Options

Interview Question Options

• Focus of Questions– Experience and Behaviour – Opinion and Values– Feeling– Knowledge– Sensory– Background/Demographic

Page 42: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Interview Question Options

Interview Question Options

• Question Time Frame• Sequencing Questions

– Closing Questions

• Wording Questions– Open ended– Non-dichotomous– Singular– Clarity

Page 43: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Interview Question Options

Interview Question Options

• Wording Questions cont…– Avoiding “why” questions– Non-leading– Non-loaded– Sensitizing concepts

Page 44: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Interview Question Options

Interview Question Options

• Asking Questions– Probes

• Detail-oriented, Elaboration, Clarification, Contrast

– Illustrative Examples– Role-Playing and Simulation Questions– Prefatory Statements/Announcements

Page 45: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Semi-Structured InterviewSemi-Structured Interview

By: Jennifer Newman & Ashley JohnsBy: Jennifer Newman & Ashley Johns

Page 46: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Semi-Structured InterviewSemi-Structured Interview

DefinitionDefinition- Process by which an interviewer can gather factual Process by which an interviewer can gather factual

information about people’s circumstances (Drever, information about people’s circumstances (Drever, 1995).1995).

- Collecting statements of people’s preferences and Collecting statements of people’s preferences and opinions while exploring in some depth their opinions while exploring in some depth their experiences, motivations and reasoning (Drever, 1995).experiences, motivations and reasoning (Drever, 1995).

- A general structure is set up by the interviewer where A general structure is set up by the interviewer where structured questions are drawn to increase optimal structured questions are drawn to increase optimal amount of desired information that can be gathered from amount of desired information that can be gathered from interviewee through the use of prompts, probes and interviewee through the use of prompts, probes and follow up questions. (Drever, 1995). follow up questions. (Drever, 1995).

Page 47: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Semi-Structured InterviewSemi-Structured Interview

Theoretical and Methodological SignificanceTheoretical and Methodological Significance

Page 48: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Semi-Structured InterviewSemi-Structured Interview

Example: “Example: “A semi-structured interview to assess visual A semi-structured interview to assess visual hallucinations in older people” (Mosimann, et. Al, 2008)hallucinations in older people” (Mosimann, et. Al, 2008)

--Background: Background: - Objective was to develop a reliable, valid, semi-structured interview

for identifying and assessing visual hallucinations in older people with eye disease and cognitive impairment.

- Concern that visual hallucinations were underreported by patients and are not discovered by health professionals.

- Sample included 80 older people with visual and/or cognitive impairment, 40 older people without known risks (control group)

Page 49: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Semi-Structured InterviewSemi-Structured InterviewExample (Mosimann, et. Al., 2008).Example (Mosimann, et. Al., 2008).

--Design:Design:Section 1) Section 1)

- Participants were administered the North East Visual Hallucinations Interview - Participants were administered the North East Visual Hallucinations Interview (NEVHI). (NEVHI).

- - Three preliminary open-ended screening questions for hallucinations Three preliminary open-ended screening questions for hallucinations

- Detailed descriptions of phenomenology.- Detailed descriptions of phenomenology.

Section 2) Section 2)

- Participants given four multiple choice questions to assess the time - Participants given four multiple choice questions to assess the time contstraints of the hallucination (start, course, duration). contstraints of the hallucination (start, course, duration).

Section 3) Section 3)

- Evaluate cognitive aspects of hallucinations using a five point scale. - Evaluate cognitive aspects of hallucinations using a five point scale.

- Nine questions- Nine questions

Page 50: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Semi-Structured InterviewSemi-Structured Interview

Example Example (Mosimann, et. Al., 2008).(Mosimann, et. Al., 2008).

--Findings: Findings: - The criterion, face and content validities were good and the internal

consistency of screening questions for hallucinations was high (Cronbach alpha: 0.71).

- NEVHI is a comprehensive assessment tool, helpful to identify the presence of visual hallucinations and to quantify cognitions, emotions and behaviours associated with hallucinations

Page 51: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Semi-Structured InterviewSemi-Structured InterviewInterview Guide:Some people see things that other people can not see. Please respond to the following questions with ‘yes’

or ‘no’.

1. Do you feel like your eyes ever play tricks on you? yes no

2. Have you ever seen something (or things) that other people could not see? yes no

3. Have you ever had visual hallucinations? yes no

4. Have you ever had other visual experiences? yes no

Instructions for the interviewer:1. For every ‘yes’ answer please encourage the participant to describe in detail what he/she has seen.

When the description ends, prompt and by asking whether the participant remembers, the colour, form, shape and whether it was moving. Please document all the participant is telling you.

2. Then rate the descriptions (multiple ratings are possible): Does the description refer to visual hallucinations? yes no-To simple hallucinations? yes no- To complex hallucinations? yes no

3. Explain to participants with (simple, complex) hallucinations that you will refer to them as hallucinations in the subsequent section.

If this term is rejected use another term, e.g. visions, visual experiences. The interview ends here for participants without any hallucinations.

Page 52: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Semi-Structured InterviewSemi-Structured Interview

ReferencesReferences

Drever, E. (1995). Drever, E. (1995). Using semi-structured interviews in Using semi-structured interviews in small-scale research: A teacher’s guide.small-scale research: A teacher’s guide. Edinburgh: Edinburgh: Scottish Council for Research in Education. Scottish Council for Research in Education.

Mosimann, P. U., Collerton, D., Dudley, R., Meyer, T. D., Mosimann, P. U., Collerton, D., Dudley, R., Meyer, T. D., Graham, G., Dean, J. L. et. Al. (2008). A semi-structured Graham, G., Dean, J. L. et. Al. (2008). A semi-structured interview to assess visual hallucinations in older people. interview to assess visual hallucinations in older people. International Journal of Geriatric Psychiatry 23,International Journal of Geriatric Psychiatry 23, 712-718. 712-718.

Wengraf, T. (2001). Wengraf, T. (2001). Qualitative research interviewing: Qualitative research interviewing: biographic narrative and semi-structured methodsbiographic narrative and semi-structured methods. New . New York: SAGE Publications.York: SAGE Publications.

Page 53: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Sample Interview GuideSample Interview Guide

• Sample Sensitizing Framework

Empowering Workplace

Characteristics

Youth Empowerment Outcomes

Adversity

Individual Characteristics

(Gender)

Page 54: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

Sample Interview GuideSample Interview Guide• Tell me about your work environment

– Probes:• Belief system, culture, and values?• Opportunities for participation?• Leadership?

• What barriers have you experienced in finding meaningful employment?– Probe:

• How did those barriers affect you?

• How do you think your status as a male/female has affected your work experiences?– Probes:

• Adversity or barriers to work• Experiences within the workplace• Empowerment outcomes

Page 55: Qualitative Research Design & Interviewing Instructor: Julian Hasford Teaching Assistant: Keith Adamson PS398 Qualitative Methods in Psychology January

ExerciseExercise

• Developing an Interview Guide– Brainstorm a sensitizing framework– Develop an interview guide with 5 or 6

major questions– Consider

• Focus of questions• Question sequence • Wording of questions

– Exchange with partner and evaluate– Revise and submit by 5pm, Wed. Feb. 28