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Focus groups are described as interactions between researcher and participants for the purpose of collecting data on a specific topic (Krueger, 1994, Krueger & Casey, 2009). Focus groups are able to provide views on a range of issues (Carey, 1994; Asbury, 1995; Coté Arsenault & Morrison Beedy, 1999). They were initially selected as development tools for questionnaires, as part of the mixed methods approach. However on reflection, when I saw how well focus groups were able to gather data, I felt they would be more valuable than

questionnaires as a research tool.

Focus groups were selected so that participants could discuss their views on together in a safe environment, which Carey (1994) advocates. In addition, the process would allow me to understand their views more fully, by joining in with their discussions. Interaction is central to focus group data (Ashbury, 1995; Sim,

1998; Webb & Kevern, 2001). Through participants’ interactions large data sources are encouraged (Stewart & Shamdasani, 1990). A disadvantage of this method however, is that evidence cannot be projected onto the population as a whole (Nyamathi & Shuler, 1990). But this was not necessary as the research was simply exploring participants' perspectives.

There are different ways questioning can be undertaken in focus groups. Krueger (1998a) suggests using questions in two ways, either through the

template format or the topic guide format. Both formats were used within focus groups, to help me learn about different ways of undertaking them. Ideas on question content for parents’ focus groups were developed from my own observations, reading around children’s use of mobile / internet devices, and parents’ concerns. As a parent myself and the context I was in at the time, a mother of an eight year old child, influenced this. At the school she attended (the school which features within this research) there was a sense of great interest from children about these devices and many questions from parents. Parents were happy to allow their children to have mobile phones, particularly for reasons of safety, but beyond this they seemed to understand very little about children's use of them; generating concern.

Initially, a template format was selected for parents’ focus groups. With this format questions come up in conversation, providing an informal approach to focus group discussion. The questions are set within conversational sentences (Krueger, 1998a). Parents were asked what they thought about children's use of mobile / internet devices. Table 3.6 provides an example of some of the

questions.

The actual design of the template required careful thought. Krueger (1998a) suggests early questions should put participants at their ease. The template was divided into several sections – opening, introduction, key questions and

concluding items, as suggested by Krueger (1998a). The purpose of this format

and that the most important questions came early on, so no important questions were missed. A final question was called anything missed? The purpose of this question was to allow participants to raise any points that had not been

mentioned, which they might feel needed discussing.

Table 3.6

Parents' focus group questions (template format).

Introductory questions  General question

 What are your experiences of children using email?

 What are your thoughts about children using mobile phones? Key questions

 What advice do you think parents need to be giving their children about use of mobile phones? (safety)

 What issues do parents need to be thinking about regarding children's use of the internet? (internet / email / Facebook)

 What questions could I ask children about their mobile phone and internet use?  Any points I need to consider in relation to encouraging children's interest in this

research? Closure

 Of all the things that we have discussed, what would you say is the most important in relation to children's use of mobile phones and the internet?  Have we left anything major out (anything missed)?

 Thank you.

All these questions were set within conversations undertaken within the focus groups. Prompts are in brackets. Probes – ask for examples, details, and clarification, as needed.

Prior to use the template was checked by two other researchers. They

was necessary to reduce the number of questions used. A pilot group with four parents was undertaken. They were asked not only to respond to questions included in the template, but comment on the focus group process. As the moderator of the focus group, I wanted to ensure that this process was undertaken appropriately. Krueger (1998b) maintains the role of moderator helps to ensure that group processes come together, which I worked hard to achieve. Pilot group parents reported they found the process informative and felt that children's use of mobile / internet devices was a very topical subject for UK parents at this time. One parent commented that more details needed to be provided about the research itself. These comments were duly noted for future reference.

Reflecting on parent focus groups, promptswere useful to help ensure that discussions did not go off focus. I wanted parents to talk about what mattered to them, but at the same time I was aware that when parents get together they can talk about all sort of things. In the event prompts helped, particularly within one parent focus group where a mother insisted on dominating the

conversation. The use of prompts enabled the group to get back on track, and provide other mothers with the opportunity to talk.

After undertaking three parent research focus groups the format was changed. The template format was not used; instead the topic guide format was selected. The purpose of this was for me to become familiar with using an even more informal approach to questioning. Now that I was becoming more confident with focus group processes and knowledgeable about children’s devices, I felt I could be more flexible in my interview technique. The topic guide approach seemed a more favourable option at this stage (Table 3.7). Krueger (1998a) describes the topic guide as simply a list of topics to be discussed. The template format in comparison was more structured; using set questions. The more relaxed approach of the topic guide format worked well and was applied to young people's / young adults' focus groups and children's focus groups too, allowing more flexibility by not using set questions in a fixed format.

Table 3.7

Parents' focus group questions (topic guide format).

Introduction to the research

 Experiences of their children using mobile phones.

 Experiences of their children using the internet. (Any worries?)

 Advice parents need to be giving their children about these devices?

 Factors important regarding children having access to – mobile phones, email, internet, social networking sites? (Safety)

 Summarized points

 Most significant issue discussed (individual)  Anything forgotten / Anything wish to add  Thank you

Prompts are in brackets. Probes – ask for examples, details, and clarification, where relevant.

The topic guide format, used within young people's focus groups, consisted of a schedule with points about their use of mobile / internet devices and also what they thought about children's current use of these devices. Table 3.8 provides an example of a schedule used. Epistemologically, it was also going to be

important to consider theoretical perspectives on young people’s / young adults’ use, as discussed in chapter 2 (section 2.2), which would need to be carefully integrated within the findings.

Table 3.8

Young people's / young adults' focus group schedule.

 Introduction to the research (children’s current use)

 Thinking about your first mobile phone, how old were you when it was first bought?

 Why did you get the mobile phone and what did you use it for?  How does your use now compare with your use then?

 When did you first start using the internet?

 How does your use of the internet now compare with your use then?  Children's use – what do you think about children using mobile phones

and the internet?  Anything missed?

 Conclusion – summary and thanks.

Prompts are in brackets. Probes – ask for examples, details, and clarification, where relevant.

The young people’s schedule was seen by two other researchers for comment before use; no changes were required. However, in line with comments

received from the ethics committee, all documentation was amended to

include the term young adults, as well as young people. A pilot focus group was undertaken with young people, where they were asked about the focus group process. They commented that sensitivity was shown towards the different situations they described.

Within the young people’s / young adults’ focus groups prompts were particularly useful too. On reflection, for example in the young adults’ focus group, participants’ were slow to start talking initially, even though they all knew each other. To help generate thinking and talking, I provided them with insights into some current perspectives on how children and their parents interact with

mobile / internet devices. I asked them to think back to their use as young

people. At which point they eagerly made comparisons and identified their own thoughts about children’s behaviours with devices currently. The prompting had been helpful.