Focus Group Interviews in Child, Youth, and Parent Research: An Integrative Literature Review

Adler, Kristin; Salanterä, Sanna; Zumstein‐Shaha, Maya

doi:10.1177/1609406919887274

Cited by 141 publications

(108 citation statements)

References 108 publications

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“…Focus groups, consisting of groups of 3–4 youth participants, were organised by age (e.g. 15-year-old participants were grouped together) to promote group familiarity and comfort [ 41 ] while online interviews were conducted with adult stakeholders to support participation in convenient conditions and enable ease of access [ 42 ]. These considerations were important aspects of the overall research design given the impact of the pandemic on the lives of the participants.…”

Section: Methodsmentioning

confidence: 99%

Understanding the impact of COVID-19 on youth sport in Australia and consequences for future participation and retention

et al. 2021

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Background COVID-19 continues to represent the single biggest challenge to contemporary community sport globally. Compliance with social distancing policies, strict return-to-play protocols, and COVID-19 specific training has, perhaps, forever changed the way that children and young people engage in organised sport. Within this context, and while many children and families seek to re-engage with community sport, we (researchers and sport practitioners) have an obligation to ask questions about how the pandemic has impacted youth sport, understand the short- and long-term consequences, and explore what (if any) opportunities can be seized to assist and improve future participation and retention. The aim of this paper was to present an in-depth exploration of the impact of COVID-19 on youth sport in South Australia. Methods Within an interpretive descriptive methodology, this qualitative investigation draws on rich, individual interview and focus group data with 39 youth (ages 15–18), parents, coaches, and sport administrators. A reflexive thematic analysis was undertaken, leading to the development of four substantive themes. Results We conceptualised the ‘4 Rs’ to advance theoretical understandings about the pandemic’s impact on youth sport, including the themes ‘recognising struggle’, ‘reconnection’, ‘re-engaging after restrictions, and ‘reimagining sport’. The themes captured insights about a decline in mental wellbeing and physical activity, an increase in family connectedness, the challenge for sports to attract volunteers and participants back into sport, and the opportunities to reset values and philosophies underpinning the provision of youth sport. Conclusion The findings provide valuable insight into the youth sport setting as a result of the global pandemic and suggest that families, sporting clubs and sporting organisations require additional resources and tools (for example, support for parents to facilitate their children’s training at home during lockdown) to aid recovery efforts and to ensure the survival and prosperity of youth sport into the future.

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Section: Methodsmentioning

confidence: 99%

Understanding the impact of COVID-19 on youth sport in Australia and consequences for future participation and retention

et al. 2021

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“…Literature on focus groups advises clustering children and youth per age group, allowing a discussion among peers. Teens show an increased ability in abstract reasoning, problem solving and decision making [ 12 ].Thus focus groups were with children from 10 to 18 years old. In addition we asked the adults to reflect on their youth in order to gain further information about the younger age groups.…”

Section: Methodsmentioning

confidence: 99%

A standard set of outcome measures for the comprehensive assessment of osteogenesis imperfecta

Nijhuis

Franken

Ayers

et al. 2021

Orphanet J Rare Dis

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Background Osteogenesis Imperfecta (OI) is a genetic disorder also known as ‘brittle bone disease’. The clinical manifestation of OI shows a wide variation. Therefore, care for patients with OI requires an interdisciplinary approach. The effectiveness of particular interventions and treatment protocols of interdisciplinary teams is not clear due to a non-standardized and wide variation of patient outcomes thus making the comparison of outcome measures available in the literature difficult. It is only by agreeing on a common, standard set of outcome measures for the comprehensive appraisal of OI that comparisons across interdisciplinary treatment centers for OI will be possible in the future. Methods The Key4OI international interdisciplinary working group of 27 members used a consensus-driven modified Delphi approach to develop a set of global outcome measures for patients with OI. The International Classification of Functioning, Disability and Health (ICF), was used to define domains and organize the outcomes from the literature search. After reviewing the outcomes extracted from the literature, trials and registries, the working group agreed on a final selection of domains and their definition (ICF definition as well as a lay description). These domains were then presented to the focus groups who prioritized the outcome domains by taking into account the items important to the OI community. All content was collected and analyzed and final domains were determined. A consensus of appropriate measuring instruments for each domain was reached with Delphi rounds. The entire approach was in line with the International Consortium for Health Outcomes Measurement ICHOM methodology. Results More than 400 different outcome measures were identified in our literature search. After three Delphi rounds, 24 domains were selected. After the focus group sessions, the number of domains were reduced to 15. A consensus was reached on the measuring instruments to cover these domains for both children and adults. Conclusion The Key4OI project resulted in standard set of outcome measures focused on the needs and wishes of individuals with OI and their families. This outcome set will enable healthcare teams and systems to compare and to improve their care pathways and quality of care worldwide. Further studies are needed to evaluate the implementation of this standardized outcome set.

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“…Qualitative data from the focus group sessions were analyzed using content analysis (Adler et al, 2019). ATLAS.ti software version 8 was used for this purpose.…”

Section: Data Analysesmentioning

confidence: 99%

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Miravet

Alegre

2020

Front. Psychol.

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In this research the effects of reciprocal peer tutoring on students' mathematics anxiety levels were examined. A pretest posttest with control group design was used at a public middle school in Spain. A total of 420 students in 7th, 8th, and 9th grades participated in the study, of which 215 were female and 205 were male. Students were randomly assigned and equally distributed by course grade (140 in each course grade) and experimental condition (210 in the experimental group and 210 in the control group). Quantitative data were gathered using the Mathematics Anxiety Scale developed by Chiu and Henry (1990). Qualitative information was gathered during eight focus group sessions that were held with students. Two main factors were analyzed using the quantitative and qualitative information: mathematics learning anxiety and mathematics evaluation anxiety. Results were analyzed by gender and course grade. Statistically significant improvements were reported for both male and female students in the experimental group and for each course grade for both factors. No statistically significant differences were reported for students in the control group in any case. A moderate effect size was reported for mathematics evaluation anxiety (Hedge's g = 0.42), and a large effect size was reported for mathematics learning anxiety (Hedge's g = 0.84). Information obtained from the focus groups was consistent with the reported quantitative results. The main conclusion is that peer tutoring may be very beneficial for reducing middle school students' mathematics anxiety, regardless of their gender or grade.

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Focus Group Interviews in Child, Youth, and Parent Research: An Integrative Literature Review

Cited by 141 publications

References 108 publications

Understanding the impact of COVID-19 on youth sport in Australia and consequences for future participation and retention

Understanding the impact of COVID-19 on youth sport in Australia and consequences for future participation and retention

A standard set of outcome measures for the comprehensive assessment of osteogenesis imperfecta

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

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