Using Q Methodology in Qualitative Interviews

Shemmings, David; Ellingsen, Ingunn T.

doi:10.4135/9781452218403.n29

Cited by 13 publications

(24 citation statements)

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“…Its potential to identify commonalities and divergences within groups (Donner 2001) and to include children in research (Ellingsen et al . 2010; Thorsen & Størksen 2010; Shemmings & Ellingsen in press) makes it well suited to this study. Participants in a Q study are asked to sort (or rank order) a set of statements into a Q‐sort grid in accordance with instructions provided that help the participants decide whether or not they identify with the different statements.…”

Section: Research Methods and Designmentioning

confidence: 99%

“…Such comments are valuable, especially for the interpretation of the results, as they add richness and provide a better understanding of the overall configuration of statements and of the particular value of a given statement (Ellingsen et al . 2010; Shemmings & Ellingsen in press). Most of the participants allowed the sorting procedure to be recorded digitally.…”

Section: Research Methods and Designmentioning

confidence: 99%

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Congruence and incongruence in the perception of ‘family’ among foster parents, birth parents and their adolescent (foster) children

Ellingsen¹,

Stephens²,

Størksen

2011

Child & Family Social Work

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Over recent decades, listening to children's voices and viewing children as competent actors has gathered momentum in research as well as in practice. Acknowledging children's perspectives requires sensitive listeners who are willing, deliberately and as realistically as possible, to reconstruct children's ways of seeing. In our study, based in Norway, we investigated the views of 22 adolescents in long‐term foster care and 15 of their birth parents and 21 of their foster parents. Using Q methodology, we explored congruence and incongruence in the perception of ‘family’ among foster parents, birth parents and their adolescent (foster) children. We found three family perspectives among the adolescents. Within two of these perspectives, there seem to be more congruent understandings of the children's perspectives among the parent groups. We discuss some main implications in light of these findings. In Norway, as in many other countries, the policy of child welfare is that children first and foremost should grow up with their birth family. When out‐of‐home placements are necessary, a basic principle is that children should remain in contact with their birth family.

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Section: Research Methods and Designmentioning

confidence: 99%

Section: Research Methods and Designmentioning

confidence: 99%

Congruence and incongruence in the perception of ‘family’ among foster parents, birth parents and their adolescent (foster) children

Ellingsen¹,

Stephens²,

Størksen

2011

Child & Family Social Work

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“…Q methodology is designed to explore and investigate patterns of subjectivity such as shared views, attitudes, beliefs, opinions, and other subjective aspects of social life [8,25]. The methodology was introduced by William Stephenson in the 1930s [7] and is gaining grounds as researchers become more and more aware of the advantages of Q methodology.…”

Section: Q Methodologymentioning

confidence: 99%

“…The essence is that the total number of statements must make it possible to elicit different perspectives through the point of the participants' self-reference [28]. The complexity and number of the statements will depend on the cognitive and developmental level of the participants, but the final sample of statements normally consists of between 20 and 50 statements [25,29].…”

Section: Q Methodologymentioning

confidence: 99%

Revealing Children's Experiences and Emotions through Q Methodology

Ellingsen

Thorsen

Størksen

2014

Child Development Research

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Over the last two decades, there has been a greater readiness to view children as competent contributors to our understanding of children's lives and experiences. As a consequence of this, we have witnessed an increased focus on including children in research. When research aims at revealing children's perspectives, experiences, and emotions, we need to employ methods that are easy-touse means for obtaining their stories. In this paper, we argue that Q methodology is particularly suitable for facilitating children's participation in research. We will give a brief presentation of the methodology and demonstrate its relevance for research with children. We do so by presenting two research examples aiming at revealing children's experiences and emotions in challenging life circumstances. In the first example, Q methodology was used with five-year-old children where the research topic was divorce. The second example is a study on family perceptions among adolescents in foster home care.

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“…Combining the ranking pattern across a sample of participants, Q-method reveals a small number of sorting profiles. These profiles, their defining characteristics, and what they reveal about stakeholder involvement Chapter 5: Study 2 Method Shemmings and Ellingsen (2012) have presented Q-Method and the Q-Sorting Task as a six-step procedure. Details on how these steps were carried out in the present research and the results that emerged as a result of their application are outlined next.…”

Section: Overview Of Studymentioning

confidence: 99%

Why Get Involved in Program Evaluations?: Toward a Model of Stakeholder Involvement Motives

Thompson¹

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It is generally recognized that for any evaluation to be successful there needs to be a significant amount of involvement from program staff and other stakeholders who are invested in the program. Ideally, these individuals would be highly engaged in the evaluation process; however, in practice this ideal is rarely met. Two research studies were undertaken to explore different stakeholder motives for involvement in program evaluations and their relative importance in involvement decisions. In Study 1, stakeholder views of their own involvement (or lack thereof) in recent program evaluations were analyzed qualitatively using a thematic analysis approach. The findings revealed diverse stakeholder motives for evaluation involvement that include personal/human factors (e.g., opportunity for personal advancement), evaluation factors (e.g., clarity of evaluation goals) and organizational factors (e.g., funding implications). A second study looked more closely at these motives to determine their relative importance to evaluation involvement decision-making. Using the Q-sort method, three involvement profiles were identified which revealed different pathways to involvement based on individual concerns for program funding, learning opportunities, and evaluation quality. A preliminary model of stakeholder involvement motives is proposed in which the value and relevance of the evaluation are determined by expected outcomes of the evaluation. Stakeholder Evaluation Involvement Motivesiii Dedication It has been said many times that all a child needs to succeed is one teacher who really cares about them and their future. In my life I have been blessed with such a gift three times over. And it is to them that this thesis is dedicated.To my sixth grade teacher, the late Mr. Don Kusyk… Thank you for teaching me how to love learning. I carried the lessons you taught and the confidence you had in me through three post-secondary degrees. I am sorry I did not get to tell you in person how much you meant to me, and how much of this paper I owe to you. To my parents, Casey and Marie Rocznik, two dedicated public school teachers…Thank you for instilling in me the value and worth of an education, for never questioning my educational choices, and for cheering me on through it all. I could not have -would not have -done any of this without your guidance, love, and support. Stakeholder Evaluation Involvement Motives iv AcknowledgementsIt is odd to call this an independent research project when its existence relied on so many other people. To all my family, friends, coworkers, and colleagues, thank you for your support, guidance, and friendship over the last seven years.Sincere and heartfelt thanks to my supervisor, Bernadette Campbell, for your tireless effort guiding, shaping, and editing this document. I so appreciate all the work you put in to help make this project the best it could be. I would like to thank all of my committee members, Isabelle Bourgeois, Connie Kristiansen, Karen Schwartz, and Warren Thorngate for their helpful questi...

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Using Q Methodology in Qualitative Interviews

Cited by 13 publications

References 0 publications

Congruence and incongruence in the perception of ‘family’ among foster parents, birth parents and their adolescent (foster) children

Congruence and incongruence in the perception of ‘family’ among foster parents, birth parents and their adolescent (foster) children

Revealing Children's Experiences and Emotions through Q Methodology

Why Get Involved in Program Evaluations?: Toward a Model of Stakeholder Involvement Motives

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