Conducting school-based focus groups: lessons learned from the CATS project

Participation of children in focus groups has received scant attention despite the effectiveness of group interviews in eliciting children’s views. Focus groups are a valuable approach for generating qualitative data from children; however, conducting school-based focus groups involves challenges sp...

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Veröffentlicht in:	Journal of pediatric nursing 2003-10, Vol.18 (5), p.321-331
Hauptverfasser:	Horowitz, June Andrews, Vessey, Judith A, Carlson, Karen L, Bradley, Joan F, Montoya, Carolyn, McCullough, Bill
Format:	Artikel
Sprache:	eng
Schlagworte:	Child Cognition Confidentiality Focus Groups Humans Informed Consent Nursing Schools
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description	Participation of children in focus groups has received scant attention despite the effectiveness of group interviews in eliciting children’s views. Focus groups are a valuable approach for generating qualitative data from children; however, conducting school-based focus groups involves challenges specific to the school milieu and the ages and development of the participants. Lessons learned from conducting school-based focus groups during the Child-Adolescent Teasing Scale (CATS) project are applied to examination of key issues including entry to schools, informed consent and confidentiality, students’ cognitive development, safety within the group, and appropriate procedures.
doi_str_mv	10.1016/S0882-5963(03)00104-0
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subjects	Child Cognition Confidentiality Focus Groups Humans Informed Consent Nursing Schools
title	Conducting school-based focus groups: lessons learned from the CATS project
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