Use of activity-oriented questions in qualitative focus group discussions to explore youth violence in Sindh, Pakistan
,
Abstract
This paper reports the use of activity-oriented focus group discussions in a study that aimed to explore perceptions of youth violence among school-age adolescents of grade 6 to 8 in Pakistan. To engage students in active participation during focus group discussions, questions were asked in the form of activities like free listing, ranking, role-playing, and drawing. This paper explains how activity-oriented methods can help in the process of asking questions and retrieving information from adolescents to best energize the participants for optimum information. Furthermore, we explain the method of merging data from the activity-oriented questions for analysis and optimum understanding of participants’ perspectives.
1. Krueger RA, Casey MA. Focus groups: A practical guide for applied research: Sage publications; 2014.
2. Morgan DL, Krueger RA, King J. The focus group kit. Vols 1-6. Thousand Oaks, CA: Sage; 1998.
3. Colucci E. “Focus groups can be fun”: The use of activity-oriented questions in focus group discussions. Qualitative health research. 2007;17(10):1422-33.
4. Kyegombe N, Banks LM, Kelly S, Kuper H, Devries KM. How to conduct good quality research on violence against children with disabilities: key ethical, measurement, and research principles. BMC public health. 2019;19(1):1-14.
5. Schrauf RW, Sanchez J. Using freelisting to identify, assess, and characterize age differences in shared cultural domains. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences. 2008;63(6):S385-S93.
6. Johnson JC, Weller SC, Brewer DD. Systematic data collection and analysis. Field Methods. 2002;14(1):3-5.
7. Onwuegbuzie AJ, Leech NL, Collins KM. Innovative data collection strategies in qualitative research. The qualitative report. 2010;15(3):696-726.
8. Jack B. Giving them a voice: the value of qualitative research. Nurse researcher. 2010;17(3):4-7.
9. East L, Jackson D, O’Brien L, Peters K. Storytelling: an approach that can help to develop resilience. Nurse researcher. 2010;17(3).
10. Deacon SA. Creativity within qualitative research on families. Emergent methods in social research. 2006:95-107.
2. Morgan DL, Krueger RA, King J. The focus group kit. Vols 1-6. Thousand Oaks, CA: Sage; 1998.
3. Colucci E. “Focus groups can be fun”: The use of activity-oriented questions in focus group discussions. Qualitative health research. 2007;17(10):1422-33.
4. Kyegombe N, Banks LM, Kelly S, Kuper H, Devries KM. How to conduct good quality research on violence against children with disabilities: key ethical, measurement, and research principles. BMC public health. 2019;19(1):1-14.
5. Schrauf RW, Sanchez J. Using freelisting to identify, assess, and characterize age differences in shared cultural domains. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences. 2008;63(6):S385-S93.
6. Johnson JC, Weller SC, Brewer DD. Systematic data collection and analysis. Field Methods. 2002;14(1):3-5.
7. Onwuegbuzie AJ, Leech NL, Collins KM. Innovative data collection strategies in qualitative research. The qualitative report. 2010;15(3):696-726.
8. Jack B. Giving them a voice: the value of qualitative research. Nurse researcher. 2010;17(3):4-7.
9. East L, Jackson D, O’Brien L, Peters K. Storytelling: an approach that can help to develop resilience. Nurse researcher. 2010;17(3).
10. Deacon SA. Creativity within qualitative research on families. Emergent methods in social research. 2006:95-107.
| Files | ||
| Issue | Vol 6 No 4 (2019): Autumn | |
| Section | Editorial(s) | |
| DOI | https://doi.org/10.18502/npt.v6i4.1938 | |
| Keywords | ||
| No keywords### | ||
| Rights and permissions | |
|
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
How to Cite
1.
Khuwaja H, Karmaliani R, McFarlane J, Jewkes R. Use of activity-oriented questions in qualitative focus group discussions to explore youth violence in Sindh, Pakistan. NPT. 2019;6(4):162-166.
