focus groups

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Jonathan HallettEvidence + Effectiveness in Health PromotionINTRO TO FOCUS GROUPS


Workshop Objectives

Describe focus groups and when they are appropriate

Identify focus group components

Develop interview schedule

Critique example focus groups

Evidence and Effectiveness in Health Promotion


What are focus groups?



What are focus groups?

Semi-structured interviews

Small group of participants

Exploratory discussion

Run by a facilitator (ideally with minimal input)

Qualitative research method



Why use focus groups?

Provide insight and understanding of beliefs and attitudes that underlie behaviour

Obtain feelings, opinions, attitudes about given issue/s, experience, service, resources, price etc.

Capture the views of multiple people at once

Clarify the ideas and opinions of a group of people

Data enriched through group interaction

Unexpected findings from free flowing discussion

Can be used in conjunction with quantitative data

Not always appropriate to use structured/formal methods


When do we use focus groups?

Exploratory stage (project planning)Fact finding

Hypothesis development

Pre-test messages (review materials or ideas)Message development

Assess resources

Consumer response (participant follow-up)Post implementation

Media campaign


Advantages

Focus groups:• can be inexpensive

• be time efficient

• discuss ideas in depth

• clarify ambiguous issues

• can reduce distance between target group and researchers

• create new ideas through interaction and brainstorming



Disadvantages

Focus groups:• can be expensive

• are not able to generalise

• the responses may be influenced (group think, inhibition)

• can be misused through poor facilitation and the misinterpretation of data



Focus group guide/schedule

Each item should be specific to the aim of the project

Should provide well developed cues for discussion

General first then more specific, sensitive last

Introduction needs to create rapport

Can use icebreaker



Focus group guide/schedule

Use prompts to set up real life scenariose.g. ‘thinking about the last time you…’

Open-ended questions only (not quant.)elicits genuine feelings and attitudes

don’t ask leading questions

Can be flexible but remain ‘on task’ can expand on points raised

takes practice to known when to allow discussion to flow and when to refocus



Asking the right questions

Open ended

Use appropriate language

To what extent…

Tell me about…

What did you like about…

How often…

Why…


ACTIVITY – Reword to open-ended

1. Do you find the resources attractive?

2. Do you eat a lot of fat?

3. Are you feeling depressed this week?

4. Do you know the consequences of binge drinking?


ACTIVITY – Develop schedule

Get into trios

Develop a brief focus group schedule:Introduction to topic/study (overview – 3 sentences)

5 x questions

Remember:General to specific

Sensitive topics go last



Role of facilitator

To guide discussion – DON’T LEAD!

learned art

know your limitations - not everyone can

Create a non-threatening atmosphere

Non-judgmental

Active listener – pick up cues

Use explanatory probing questions

‘Why is that? What do you mean? Can you expand on that point?’

Avoid yes/no responses


What makes a good facilitator?

Attributes?


What makes a good facilitator? Practice/experience

Active listening skills

Informed on issue

Empathetic

Supportive and encouraging

Articulate – able to express feelings, thoughts

Intuitive – able to probe, expand

Receptive and flexible

Assertive

Happy/positive


Dealing with difficult participants Dominant

Interrupting

Quiet/Shy

Asking for answers

Talkative

Aggressive

Crying

Tired

Contradicting themselves


ACTIVITY – FG Critique

View example focus groups

Take note of:1. Environment

2. Facilitation and questioning method

3. Participant engagement

4. Quality of discussion



Planning

Define problem and TG

Develop focus group guide and questions

Recruit participants

Train facilitator and observer

Find and book appropriate venue

Arrange recording equipment (have back up batteries/equipment etc.)

Note taking materials

Information sheets and consent forms

Name card materials for participants

Refreshments for participants (if applicable)

Incentives for participants (if applicable)


Setting up a focus group

Size 6-12 ideal

Composition Homogenous, pre-screened, ‘virgins’

Setting Accessible, relaxed, quiet, private, comfortable, informal, neutral,

Duration 1 hour ideal (can be up to 3 hrs)Age/target group dependent

Recording Audio and/or video, observation

Number At least four and until no new info



Number of groups

Depends on: • Nature of issue

• Number of distinct market segments/sub groups

• Number of new ideas/info generated by each successive group

• Time and cost



Recruitment

Brief synopsis – not too detailed

Over recruit 15-20 per group

Incentives (tickets, food, drink, costs)

Timing paramount (e.g. farmers, parents)

Process (telephone, mail, fax)

Beware ‘focus group junkies’

Random, convenience, lists, snowball



Sample + group construction

Representative of target population - Define precisely age, gender, SES, culture, sub-groups, etc.

Homogenous group recruitmentEach focus group should be homogenous

Can include sub-groups – define them

by cognition – e.g. contemplative vs action group

behavioural status – safe vs hazardous drinkers

demographics – m/f, SES, new or experienced

UNLESS focus is on interaction amidst diversityEvidence and Effectiveness in Health Promotion


Conducting a focus group

Check and set-up venue early

Double check recording equipment (plus spare)

Provide name tags (first name only)

Can distribute short quantitative questionnaire demographic info

questions relating to FG discussion – don’t influence

one A4 page maximum

active permission to audio/video tape session

Seating in circle or semi-circle around table



Ethical Issues

Informed consentUsually written

Understand purpose of study

Agreement to recording and reporting process

Can withdraw any time

ConfidentialityRemoval of identifying information

Data management and storage

Group guidelines


Group guidelines

Make clear everyone’s opinion is welcome

Be interested in opinions

Ok to disagree – not ok to argue

No right or wrong answers

Answer honestly from personal perspective

One person speaking at time



Role of observer

Provide support to facilitator

Assist in welcoming FG members

Assist in setting up venue

Responsible for equipment and recording

Provides written record of group

Plays vital role in establishing themes



Making field notes

Observer takes notes during the focus group

Records non-verbal cues

Group dynamics

Head nodding, shaking

Emotion in responses – anger, fright, apprehension

Shorthand later expanded on

Take notes strategically

May record participant identifiers

Write summary of discussion

Immediately after each focus group

Facilitator and observer - independently

Confer within 24 hours if possible



Transcription

Written version of audio recordingIncluding slang and incorrect sentence structure

Studied in greater detail

Comparison with field notes

Ideally someone present at FG

Check against recording



Analysis

Read each transcription

Listen to recordings

Organise into themes/categories

Highlight with actual quotes in any report



Analysis

Evaluate/compare differences/similarities between FG’s

If no patterns/themes – need more FG’s

Data is descriptive NOT generalisable



Analysis

Inductive Derived from data

Develop new theories/models

DeductiveUses existing theories/models as framework



Analysis

Highlighting key words or statements

Assigning ‘codes’ or ‘themes’

Exploring the relationships

Can be done by hand (paper, highlighters, scissors, post-its)

Software e.g. NVivo



Next week

Hazel Leong - AHPA Scholarship Recipient

Interviewing techniques


focus groups

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