The value of groupwork knowledge and skills in focus group research: A focus group approach with marginalized teens regarding access to third-level education

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dc.contributor.authorJenkinson, Hilary
dc.contributor.authorLeahy, Pat
dc.contributor.authorScanlon, Margaret
dc.contributor.authorPowell, Fred
dc.contributor.authorByrne, Olive
dc.contributor.funderIrish Research Councilen
dc.date.accessioned2019-12-03T11:52:08Z
dc.date.available2019-12-03T11:52:08Z
dc.date.issued2019-10-17
dc.description.abstractThis 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.en
dc.description.sponsorshipIrish Research Council (IRCRFPS/2015/12)en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.articleid1609406919881853en
dc.identifier.citationJenkinson, H., Leahy, P., Scanlon, M., Powell, F. and Byrne, O. (2019) 'The Value of Groupwork Knowledge and Skills in Focus Group Research: A Focus Group Approach With Marginalized Teens Regarding Access to Third-Level Education', International Journal of Qualitative Methods, 18, 1609406919881853. (11pp.) doi: 10.1177/1609406919881853en
dc.identifier.doi10.1177/1609406919881853en
dc.identifier.eissn1609-4069
dc.identifier.endpage11en
dc.identifier.journaltitleInternational Journal of Qualitative Methodsen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/9298
dc.identifier.volume18en
dc.language.isoenen
dc.publisherSageen
dc.rights© The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).en
dc.rights.urihttp://www.creativecommons.org/licenses/by-nc/4.0/en
dc.subjectMethods in qualitative inquiryen
dc.subjectFocus groupsen
dc.subjectCommunity-based researchen
dc.subjectSocial justiceen
dc.subjectMixed methodsen
dc.titleThe value of groupwork knowledge and skills in focus group research: A focus group approach with marginalized teens regarding access to third-level educationen
dc.typeArticle (peer-reviewed)en
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