http://library.um.ac.id/free-contents/downloadpdf.php/buku/focus-groups-as-qualitative-research-by-morgan-david-l-11476.pdf

Qualitative research in practice. Stories from the Field 2nd Edition

Focus groups as qualitative research / by Morgan, David L.

Loss – the experience of having lost something, as well as the subjective experience of missing out on something desired or expected – is a common experience in children’s lives. Many Australian children will experience the loss of a parent through divorce, separation, or death. The consequences of such losses can be severe and long lasting, affecting children’s health and wellbeing throughout their lives. Children from families facing complex challenges and change – such as family violence, abuse, neglect, mental illness, disability, substance abuse, homelessness, poverty, and social isolation – appear to be particularly at risk. These children commonly experience multiple losses of significant relationships and possessions and are at an increased risk of negative outcomes as a result of these losses. Despite the significant impact of loss in these children’s lives, understandings of childhood loss remain limited and contested. In addition, loss is afforded little attention in the Australian child and family service system. Current understandings primarily draw on adult perspectives of children’s responses to parental death, and we are yet to fully understand how children perceive and experience loss. This thesis aims to fill this gap by drawing on theory and techniques from childhood studies to explore how children, from families facing complex challenges and change, perceive and experience loss. A participatory qualitative approach was adopted to better understand children’s experiences. A children’s reference group provided advice and guidance throughout the study and 22 children, aged 6-12, participated in in-depth interviews. All children were recruited from the child and family service system in Canberra, Australia. Data was analysed using Interpretative Phenomenological Analysis (IPA). This method ensured the findings remained grounded in, and reflective of, children’s perspectives and experiences. Many common themes emerged across the diverse range of losses discussed by children. The children understood loss to be an inevitable part of life, often characterised by negative feelings associated with missing, or missing out on, valued family (including pets), friends and fun. The absence of these important people or things invoked a great depth and breadth of emotions, which were ever present and sometimes overwhelming for children. Sadness was evident in all the children’s experiences of loss, and many spoke of feeling left out and lonely. Children’s interactions with others were also inextricably linked to their experiences of loss. Silence, isolation, powerlessness, and an overriding complexity often governed children’s interactions with others and caused, complicated and compounded their loss experiences. Children used many strategies to cope with their losses, including: fun, play and laughter; focusing on the positives; and, remembering and maintaining connections with lost people. Children also identified the need for adults to: just listen; include them and give them a say; provide information; and offer comfort, care, and support for them and their families. In exploring children’s own understandings and experiences of loss, this study extends and challenges dominant understandings of childhood grief and builds knowledge of the supports required for children to cope and thrive in the wake of loss. This thesis makes an essential contribution to the development of explicit, appropriate, and sensitive practice within child and family welfare that can better respond to the diverse losses experienced by children. Further, this thesis provides a platform to strengthen the links between the currently distinct fields of childhood studies, grief and loss, and trauma.

background

“I just keep my tears all inside”: Experiences of loss from children whose families face complex challenges and change

This study focused on the language socialization experiences non-mainstream Indigenous Buriat youth from the Republic of Buriatia, Russian Federation, encountered as they attended a bilingual school in Hohhot, Inner Mongolia, China. They migrated in order to start language studies which would eventually allow them to study alternative Mongolian medicine in Hohhot, Inner Mongolia. Both the Russian Federation and the Republic of China are countries in transition. The Russian educational and economic systems have made dramatic changes after the fall of the Soviet Union in December 1991; currently, the economy and educational opportunities are in decline and there is a widening economic and social gap concerning educational and other resources. China, in contrast, began booming economically in the early 1980s, and the Chinese are keen to keep harmonious relations with their ethnic minorities. Consequently, bilingual education in Inner Mongolia and other minority autonomous regions are given national and state funds. This ethnographic study explored the language socialization practices four Buriat youth experienced at school in China, and followed some focal children to Buriatia, to document the language socialization

/pdf/words-flying-on-the-wind-buriat-mongolian-children-in-a-1nszdbjike.pdf

Words Flying on the Wind: Buriat Mongolian Children in a Chinese Bilingual School

This paper provides a behind-the-scenes view of how a qualitative research project was conducted. It is therefore a paper about the process of qualitative research from the point of view of a researcher, rather than a qualitative research paper about an organization. Its approach is both theoretical and reflective rather than being a description or analysis of what went on in the organization. Because the focus of the paper is personal rather than organizational, it does not offer "findings" about the way in which accounting is practised, but rather reflections and insights about the way research was conducted, from getting into the organization (getting in), conducting the research (getting on) and finally exiting the organization (getting out). Even though this paper represents the reflections of one researcher conducting a qualitative study (and another coaching from the sidelines) in one unique organization, the experiences shared emphasize the need for flexibility, reflection and reflexivity in any qualitative research project. The intention of the authors is that this paper should be informative, but they do not view it as a manual of practice. It is hoped that it may help to prepare new researchers for what they may face as they conduct a qualitative research project, while at the same time providing resonances for experienced researchers. While much qualitative research has been undertaken within the discipline of accounting, little or no attention has been paid to the way in which that research has been conducted. This paper addresses that gap, in the hope that it will enlighten both experienced and new qualitative researchers.

Qualitative research in practice. Stories from the Field 2nd Edition

Citations

Focus groups as qualitative research / by Morgan, David L.

“I just keep my tears all inside”: Experiences of loss from children whose families face complex challenges and change

Words Flying on the Wind: Buriat Mongolian Children in a Chinese Bilingual School

Getting in, getting on and getting out: reflections on a qualitative research project

How secondary school Libyan teachers assess students' oral communication

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