LESSON 11: (Interpret the answer and clarify)

In-depth Interview - Conversational:

 You should be conversational, but your

An in-depth interview is an open-ended,
role is primarily that of a listener. There
discovery-oriented method that is well suited
should be smooth transitions from one
for describing both program processes and
topic to the next.
outcomes from the perspective of the target
audience or key stakeholder. Recording responses:

The goal of the interview is to deeply explore  The responses are recorded, typically
the respondent's point of view, feelings and with audiotape and written notes (i.e.,
perspectives. field notes)

Key features of in-depth interviews:

 Record observations:
Open-ended Questions - Questions should be You observe and record non-verbal behaviors
worded so that respondents cannot simply on the field notes as they occur.
answer yes or no, but must expound on the
topic. In essence, in-depth interviews involve not only
What form do interview data take? asking questions, but the systematic recording
and documenting of responses coupled with
Interview data consist of tape recordings, typed intense probing for deeper meaning and
transcripts of tape recordings, and the inter- understanding of the responses.
viewer’s notes and if warranted, the video
recording. Notes may document observations STAGES OF IN-DEPTH INTERVIEWS
about the interview content, the participant,
and the context. 1. Thematizing: the first stage of the process
whereby you clarify the purpose of the
Semi-structured Format: interviews and determine what you want to find
out. Make an Outline of the questions and sub
 Although you should have some pre- questions.
planned questions to ask during the
interview, you must also allow 2. Designing:
questions to flow naturally, based on After you determine what you want to
information provided by the know, you must design a way to find it out. A
respondent. You should not insist upon key part of this process is designing an interview
asking specific questions in a specific guide. An interview guide is a list of questions
order. and probing follow-ups that guide you through
Seek understanding and interpretation: the interview. As you prepare this guide, you
 You should try to interpret what you are should anticipate and organize the issues you
hearing, as well as seek clarity and a plan to explore. However, if the discussion
deeper understanding from the warrants it, you must be willing to transition or
respondent throughout the interview. change directions during the interview.
3. Interviewing: 4. Transcribing:
The actual interview consists of three
Transcribing involves creating a written
main parts.
text of the interviews. This step involves
a. The first part involves introducing bringing together all of your information-
yourself and the study. It is critical that you gathering approaches into one written form.
establish a good rapport with the respondent. Thus, you would write out each question
Say something about the confidentiality issue and response (verbatim) from the interview
and if its ok to tae own notes or record. using your recorded audiotape and notes
including your side notes (observations,
b. Ask an ease question: How are you feelings and reflections). The side notes are
today. How's schooling? How’s your family. differentiated from the respondent's notes,
c. Get down to the prepared questions typically by highlighted text. Study and
and probing. review the transcription, then denote the
important information related to the study.

GENERAL STRATEGIES : 5. Analyzing/Clarifying:

 Active listening. Listen and rephrase This important step involves
what was said to insure that you determining the meaning in the information
completely understand the meaning gathered in relation to the purpose of the
the respondent intends. study.
 Patience. Do not rush the respondent If more questions are raised that need
and allow him/her to speak freely clarity in order to serve the purpose of the
while guiding the conversation to cover study, then another in-depth interview is
important issues. warranted to examine the issue more
thoroughly.
 Flexibility. Be open to slight deviations
from the topic, which may require 6. Verifying:
rearranging/reordering the questions
Verifying involves checking the
or coming up with new questions. If
credibility and validity of the information
the respondent deviates too far from
gathered. A method called triangulation is
the topic, then carefully return him or
used as a means of checks and balances.
her to the topic at hand.
Basically, one type of triangulation would
 Audio recording. When possible,
be to use multiple perspectives to interpret
audiotape the interview for later
a single set of information
reference and increased accuracy.
Always ask permission of the
interviewee before audio recording.
Some researchers even videotape Another simple way to triangulate would
interviews in order to capture both the be to have a colleague read the transcripts
verbal responses and nonverbal cues -- to see if she he/she came away with the
after receiving the interviewers same overall meaning.
permission, of course. 7. Reporting:
 The final step of the process is to share  Have something in common
what you have learned from the in-depth
 5-12 people per group
interviews with other internal and external
stakeholders. Some reporting could be in  Carefully consider
the form of a formal written report such as demographics of participants
the Report of Accomplishment or published
Needs Assessment findings.  Repeat each demographic
group 3-4 times for comparison

 First name only on name tags

LESSON 12: (FGD) for each person

SAMHSA’s Elements that Affect

Strategic Prevention Framework Intercultural Interaction
Supports Accountability, Capacity, and  Language
Effectiveness
 Nonverbal behavior

 Communication style
Assessment  Values
Profile population needs, resources, and
readiness to address needs and gaps Tips for Communicating Across Languages

Capacity  Speak slowly and finish your words and

sentences
Mobilize and/or build capacity to address
needs  Learn basics of your foreign native
language and culture (verbal and non-
Planning verbal)

Develop a Comprehensive Strategic Plan  Avoid using idioms and or slangs

 Avoid statements such as “You aren’t

Implementation
making yourself clear”
Implement evidence-based prevention
 Summarize your ideas periodically
programs and activities
Avoid interrupting your counterpart if
Evaluation she or he is speaking

Monitor, evaluate, sustain, and improve or  Try to have materials translated into
replace those that fail your counterpart’s language

 Use qualified interpreters to avoid

 CHARACTERISTICS OF FOCUS GROUPS: costly misunderstandings

1. Participants
2. Environment
 – Comfortable atmosphere  Use a reporting style that will be useful
to the client and meets expectations
– Circle seating
– Narrative vs. bulleted format
– Tape recording is optional
– Question-by-question vs.
Role of the Moderator
theme
 Is mentally prepared
– Inclusion of other data sources
 Uses purposeful small talk
 Provide new insights on the topic
 Provides a smooth introduction of 3-5
 Limit the number of key points so they
minutes
will be remembered
 Uses pauses and probes
 Always verify findings with other staff
 Controls his/her reactions
 Oral reports should be brief, clear and
 Uses subtle group control concise

 Uses appropriate conclusion

 Helps the Assistant Moderator get notes FOCUS IN FGD:

Themes – key answers then allow them
 Above all else, the moderator should to discuss and expound
make eye contact and be respectful.
LESSON 13:
 These build trust and the belief that
input from the group is valued. I. The Research Designs
Role of the Assistant Moderator • Research Design is a systematic plan of
 Welcomes participants a research.

 Operate recording equipment (if used) • It explains the variables/or concept of

the study
 Takes notes
• For Qualitative Design it focuses on –
 Observes participants Descriptive Research Method
 Does not usually participate in • Presents the type of Qualitative designs:
discussion Biography, Ethnography,
 Debriefs with moderator after session Phenomenology, Grounded Theory or
Case Study
 Gives feedback or assists with data
analysis and reporting • It also explains the Data Collection
Techniques: Participant Observation; In-
Reporting: depth Interview and Focus Group
Discussion
 It is important to think in the beginning
of the project about how the • And the possible output of the study
information will be reported and used
by stakeholders.
II. The Research Environment • This part of the research report
describes the tools for data collection.

• Tools refer to the questionnaire or data

• The research environment is the place
gathering instrument to be constructed,
where the study is conducted.
validated and administered.
• Other authors call this as the research
• Tools can also be interview guide and/
locale.
or checklist.
• This portion in the research report
• The instrument to be used should be
proposal provides necessary
appended (except for standardized).
information about the place or the
environment where the researcher • The qualities of a good research
conducts his/her study. instrument are (1) validity, (2) reliability,
and (3) usability.
• It will include a brief description about
the place, geographical location,
population and other important
V. The Research Procedure
information about the place.

• includes a map, if necessary

• Research procedure is a step by step
III. The Research Participants / Subjects
presentation of the different stages of
the research.

• This section in a research report • Particularly in the administration and

describes the population or samples of retrieval of research instrument.
the study.
• Research procedure also traces the data
• This will indicate the characteristics of collection data, data processing,
the elements from which the samples analysis and interpretation.
will be taken. This elaborates how the
• Presents the Calendar of Schedules
samples will be chosen.
(NOTE: Understand how to do this and how to
Research Subjects are the elements
apply this kay sa Lesson 13 there will be an
being studied.
activity where we apply all this info’s that we’ve
learned with our research groups)

Research participants refer to the

elements involved in the study.

KEY INFORMANTS – common terms used in

Qualitative Study

IV. The Research Instruments