The Value of Groupwork Knowledge and Skills in Focus Group Research: A Focus Group Approach With Marginalized Teens Regarding Access to Third-Level Education

Abstract

This article explores the value of applying groupwork expertise and skills in conducting focus group research. It identifies and provides an analysis of comparisons between the arenas of focus group moderation and social groupwork facilitation drawing from literature from both fields. In addition, the article discusses key skills needed by focus group moderators highlighting how these are also foundational social groupwork competencies. The article draws from the authors' experiences of designing and facilitating focus groups with teenagers as part of a 2-year research study examining the perceptions and experiences of young people from marginalized communities in relation to accessing third-level education. In light of this analysis, the authors assert that some developments in focus group research methodology have resulted in a greater degree of alignment between these two spheres and that focus group moderation is enhanced and rendered increasingly effective when groupwork skills, knowledge, and insights are employed.

Researching Adverse Childhood Experiences in a Domestic Violence service: The role of co-operative inquiry groups in practice development and change

“…This article explores how groupwork processes can enable an organisation to understand and apply knowledge about ACEs. Groupwork can provide the opportunity for rich generative emotional and relational experiences (Jenkinson et al, 2019) and evaluating such processes is crucial to understanding change (Patterson & Goulter, 2015). Within this project, structure and safety were deemed key for effective groupwork functioning (Caplan, 2006), but perhaps emphasised to a point where content risked becoming repetitive for some participants.…”

“…At the same time, differences emerged between the groupwork and practice skills of the participants in the domestic violence practitioner group and the IMH inter-agency group when it came to the level of comfort in discussing portions of the ACEs routine enquiry topics -particularly those that centered around childhood sexual abuse. Implications arise for researchers if groupwork skills and familiarity are not present or enacted (Jenkinson et al, 2019), and participant groupwork knowledge and familiarity aided practice change in this case. Indeed, previous action research processes within the same organisation, when groupwork knowledge was not as embedded, were not as successful (Donnelly & Morton, 2019).…”

“…This brings into question the relational aspects that underpin any groupwork-based research process. Eschewing a traditional 'objective' stance (Garrett & Cohen, 1999), the researchers and key staff sought to negotiate different roles and relational positioning that ensured the work was completed, but with a sense of collaboration and shared expertise (Jenkinson et al, 2019). Wright's (2004 concept of relational distance may be useful here.…”

“…The use of groupwork is often overlooked when exploring opportunities for mapping and supporting such change, growth and development, particularly in the social work and wider social care fields (Trevithick, 2005). It has been argued that there is a shared skill base required to facilitate both research and social work group processes which can enhance research group enactment (Jenkinson et al, 2019). Practitioner groupwork may also be key in ACEs incorporation into trauma informed care given concerns that implementation may fail to distinguish between potential individual-level impacts and group or population-level applicationwhere structural changes need to be targeted (Kelly-Irving & Delpierre, 2019).…”

Enhancing Digitally-Mediated Human-Centred Design With Digitally-Mediated Community Based Participatory Research Approaches for the Development of a Digital Access-to-Justice Platform for Military Veterans and Their Families

“…We employed an interactive focus group model which notably deviates from conventional focus-group methodology in the following ways. First, participants knew one another; second, there was a reduction in the power differential between moderators and participants because academic partners also contributed their views and experiences to the process of the group (Jenkinson et al, 2019). The fact that focus group participants were asked questions in an interactive setting and were encouraged to discuss their thoughts freely with other participants was instrumental in generating ideas Enhancing Digitally-Mediated Human-Centred Design With Digitally-Mediated Community Based Participatory Research...…”