Focus Groups for Kids

Originally a market research tool, the focus group interview has spread to a variety of organizations interested in the opinions of clientele about programming. Extension's use of it has also increased. The quality of results obtained from focus groups has been impressive. They have helped Extension faculty identify ineffective programs as well as determine how potential participants will respond to a program.1

Focus group use in Extension has been limited to adult or teenager participants. Since youth development is one of the primary issues for Extension programming, it also seems appropriate to gather data directly from youth through this technique.

This discussion is limited to focus groups for youth between the ages of six and 12. Experience has shown that most children under the age of six aren't sufficiently articulate to be able to relate their feelings to a moderator.2

Typically, focus groups are useful for identifying needs and constraints that might be missed through other methods of assessment. Specifically, a set of focus group interviews for children might be used in Extension education to:

• Gain insight into the reactions of children about a new learning tool.
• Expose a concept to determine how it might be used.
• Gain insight into appeal of a program relative to other similar items.
• Generate new program ideas from children based on their wants, needs, and desires.
• Generate language about a new program.2

least three interviews, each with six to nine participants, discussing a topic for up to two hours. The groups work best when the moderator, as well as the participants, aren't acquainted before the interview. The goal is to provide an open opportunity for people with a common interest to talk together so the researchers can determine their attitudes and opinions on the topic.

However, when conducting focus group interviews for children, the approach must be modified:

1. Questions should be appropriate to the age level, but still unstructured.
2. Youth who know each other can participate.
3. Total time for the a group interview should be 40-60 minutes.
4. Each group should have five or six participants.
5. Determine whether the topic being discussed might produce different responses from boys versus girls. When in doubt, have groups of all girls or all boys.
6. All participants of each group should be the same age.
7. When possible, incorporate things to touch, do, or respond to.3
8. Avoid dichotomous questions.4
9. The moderator should have experience in working with youth. Moderators for focus groups with children must exude trust, respect, tolerance, humor, and a willingness to listen.

Focus groups provide a way to get input for Extension 4-H and other youth programming needs directly from children, rather than through their perceived needs based on adult responses. Cooperating with school officials makes it easier to identify participants for focus groups. A teacher, principal, or guidance counselor can be contacted to assemble a group, and the 40-60 minute time frame is compatible with most school schedules. Extension youth development personnel or elementary teachers, assuming they have been adequately trained, make excellent moderators for focus group interviews with children.

1. Julia A. Gamon, "Focus Groups-A Needs Assessment Tool," Journal of Extension, XXX (Spring 1992), 39-40.

2. Thomas L. Greenbaum, The Practical Handbook and Guide to Focus Group Research (Lexington, Massachusetts: D. C. Heath and Company, 1988), 151-68.

3. David W. Stewart and Prem N. Shamdasani, Focus Groups-Theory and Practice, Applied Social Research Methods Series, Volume 20 (Beverly Hills, California: Sage Publications, 1990), 98-99.

4. Richard A. Krueger, Focus Groups-A Practical Guide for Applied Research (Beverly Hills, California: Sage Publications, 1988), 167-68.

This article is online at http://www.joe.org/joe/1993spring/tt2.html.

Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org.