Semi-Structured Interviews

Semi-structured interviews were the chosen data collection method for paper one, and were used in conjunction with a checklist in paper two. In this section I will outline the advantages of used semi-structured interviews, potential disadvantages of using this method, the appropriateness of this data collection method with the sample in this study, plus alternatives that were considered.

4.1.1 Advantages

A semi-structured interview, as opposed to a structured interview, allows the interviewer flexibility and freedom to explore any issues that may arise as a result of one of the pre-planned core questions. Therefore, any additional information of interest, which comes to light in the interview, can be explored.

Interviews also enable rapport to be built between the participant and the interviewer, therefore putting participants at ease. It is therefore a useful format to discuss sensitive topics.

A semi-structured interview as opposed to an unstructured interview provides enough structure to allow comparisons to be made between individual participants.

123 4.1.2 Potential disadvantages and sources of bias

A disadvantage of this method is the possibility of interviewer bias. As the interviewer, I may inadvertently bias information obtained in a number of ways.

My presence in itself may elicit certain responses that would not be the case with a different interviewer.

The interviewer‟s tone of voice when asking questions may influence responses.

A „response effect‟ can arise, out of the eagerness of the respondent to please the interviewer (known as demand characteristics), or from a tendency by the interviewer to seek out answers that support preconceived notions, and to dismiss certain responses.

Timing and venue for an interview can also lead to bias.

Although many of these potential biases are unavoidable, some measures can be taken to minimise this, such as tape recording interviews, and being a reflective interviewer (Herbert, 1990).

Potential disadvantages of this method are that interviewing skills are required. When choosing this method, I considered that over the course of my training as an Educational Psychologist, that at I have developed adequate skills to be able to orchestrate an effective interview.

I made the decision to pilot my interview questions, to ensure that the language used was accessible to the age group of the participants.

A further consideration of using this data collection method is the analysis of the resulting data, which can often be complex to analyse. I have made the decision to analyse the resulting data using computer assisted qualitative data analysis software. I have also followed a specific data analysis technique so that I analyse my data in a systematic and rigorous way.

124 4.1.3 Appropriateness of a conversational method

Having considered the conversational skills of the young people and how I can overcome any resistance or difficulty with engaging in conversation. I devised the following plan:

 Pilot the interview questions – to ensure that they make sense, that the language used is assessable, and that they are not too challenging.

 Question order – needs to be carefully considered to ensure that the questions flow on from one another, starting with the less sensitive questions at the beginning and gradually moving on to more sensitive issues.

 Rapport building – Establish a plan of how to build rapport. Use of music was piloted but disregarded. Use of pictures was also considered but disregarded, as rapport was built without these elements.

 Use of prompt questions – Plan a number of prompt questions and „probes‟.

 Questioning techniques – The use of personal construct style questioning could be used to elicit a deeper level of response from the participants.

125 4.1.4 Alternative data collection methods

An individual data collection method was chosen over a group based data collection method for a variety of reasons. Group based data collection methods such as focus groups were considered, as focus groups may encourage others to speak, may be a safer environment for participants to speak, and is also a more time efficient way of collecting data in terms of the time demands made on the school to release pupils (Buckley, Holt and Whelan, 2007). However, in focus groups louder characters may dominate, and it may be perceived as a threatening environment for some participants. I also have my personal safety to consider, plus the views and opinions of the young people may be influenced by „group think‟ in a focus group situation (MacDougall, 1997).

Alternative data collection methods to conversational methods that were considered included the use of drawings. I considered using the kinetic family drawing (Burns & Kaufman, 1972) to explore family dynamics, however I did not want to directly focus on personal family issues, but rather allow the young person to talk about other factors such as their family life if they chose to do so. This technique would not provide me with the data required to answer my research questions.

I also considered the personal construct psychology technique of drawing the ideal self (Moran, 2001). This would provide me with information about the individual‟s self-concept, but again would not address other research questions.

Finally, I considered the use of rich pictures (Checkland, 1981). I felt that with this technique I could have potential difficulties with engaging the participants in such a drawing exercise. This technique would also still require a conversational element in explaining and exploring the picture, and I questioned how useful this technique would be in gaining information about attitudes and beliefs.

126 4.2 Concept Map

I drew up the following concept map for both papers 1 and 2 to assist me in formulating my interview questions.

PROGRAMME AIMS