After the pilot study was completed, I began to collect data from the schools which I had contacted and where the discussions would be held. The individual semi-structured interviews were held at different locations at the school, at my office or at the offices of – the various expert participants who were part of the research. I will now examine the research method of the Interview in some detail. 3.4.1. The Interview Kvale (2008) likens the qualitative interview to a with the interviewee. ‘wandering together’ He sees the interviewer a travelling companion of the interviewee, trying to elicit his/her ‘as stories of the lived (p.4). He goes on to state that we genuinely want to hear, to world’ ‘if understand an individual we must provide a way for him/her to speak in a genuine voice’ (p.7). To elicit this I conducted one-on-one meetings (at my office in TT ‘genuine voice’. and at my home in NYC) with students who were not part of the FGDs and who were sister’s able to give their personal views about how parental death affected them. These participants were asked the same questions as were asked of the participants in the focus group discussions. I chose to include individual interviews as I wanted to hear the adolescent’s voice, in a private space apart from other voices, for two reasons. Firstly, to compare the narratives with the adolescents in the focus groups and secondly, to determine if the viewpoints were similar, in a setting (my office) where he/she was not adolescent’s by other voices. ‘influenced’ In my research, as the FGD progressed, I thought it necessary to also include ‘key in the process (family and sibling interviews). These interviews were included informants’ to give more clarity to the analysis in light of the research questions that were asked, and the narratives as told by the students. Denscombe (2007) suggests that group interviews such as these, can be added to the research process, as a broader spectrum of persons are covered by
After the pilot study was completed, I began to collect data from the schools which I had contacted and where the discussions would be held. The individual semi-structured interviews were held at different locations – at the school, at my office or at the offices of the various expert participants who were part of the research. I will now examine the research method of the Interview in some detail. 3.4.1. The Interview Kvale (2008) likens the qualitative interview to a ‘wandering together’ with the interviewee. He sees the interviewer ‘as a travelling companion of the interviewee, trying to elicit his/her stories of the lived world’ (p.4). He goes on to state that ‘if we genuinely want to hear, to understand an individual we must provide a way for him/her to speak in a genuine voice’ (p.7). To elicit this ‘genuine voice’. I conducted one-on-one meetings (at my office in TT and at my sister’s home in NYC) with students who were not part of the FGDs and who were able to give their personal views about how parental death affected them. These participants were asked the same questions as were asked of the participants in the focus group discussions. I chose to include individual interviews as I wanted to hear the adolescent’s voice, in a private space apart from other voices, for two reasons. Firstly, to compare the narratives with the adolescents in the focus groups and secondly, to determine if the adolescent’s viewpoints were similar, in a setting (my office) where he/she was not ‘influenced’ by other voices. In my research, as the FGD progressed, I thought it necessary to also include ‘key informants’ in the process (family and sibling interviews). These interviews were included to give more clarity to the analysis in light of the research questions that were asked, and the narratives as told by the students. Denscombe (2007) suggests that group interviews such as these, can be added to the research process, as a broader spectrum of persons are covered by
Final%20Submission%20June%2C%202017%20-The%20University%20of%20Sheffield%20-%20Submission%20of%20the%20Dissertation.%20Ed.D%20-%20%28Caribbean%29.docx