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Odak Grup Tartışmaları için Zor Konular Tekniğinin Kullanımına İlişkin Yöntemsel Tartışmalar

Year 2023, , 195 - 204, 14.08.2023
https://doi.org/10.5961/higheredusci.1226736

Abstract

Bu çalışma nitel araştırmalarda veri toplama yöntemi olarak Zor Konular Tekniği’nin odak grup görüşmelerinde kullanımını incelemektedir.
Bu yöntem çalışması, Psikolojik Danışma ve Rehberlik programında son sınıf öğrencisi olan 23 öğrencinin çevrimiçi psikolojik danışma
deneyimlerine ilişkin bakış açılarının incelendiği iki aşamalı bir keşif çalışmasından çıkarılmıştır. Orijinal çalışmanın verileri, odak grup
toplantılarında Zor Konular Tekniği kullanılarak erişilen derinlemesine konuşmaları içermektedir. Toplanan veri setleri MAXQDA 2022
veri analizi programı kullanılarak tematik olarak analiz edilmiştir. Zor Konular Tekniği; zorluklar, etik konular ve olası çözüm önerileri
gibi eşik kavramları içeren, katılımcılara ve araştırma ekibine çalışma hakkında daha fazla düşünme zamanı tanıyan bir keşif sürecidir.
Bu teknikle yürütülen çalışmalarda her katılımcı odak grup sırasında ele alınan konuyu incelerken ve analiz ederken konuyu diğerlerinin
görüşlerinin üstüne ekleme yaparak geliştirir. Bu çalışmada, katılımcılar odak grup çalışmalarında Zor Konular Tekniği’ni kullanarak, bir
kavramı derinlemesine anlamalarını önleyen engelleri de keşfetme fırsatı bulmuşlardır. Katılımcılar bireysel olarak çevrimiçi psikolojik
danışma ile ilgili deneyimlerinde daha aktif ve etkili olmalarını engelleyen durumları belirlerken, diğerlerinin de zorlandığını, tereddüt
ettiğini ve duraksadığını görmüş, bu paylaşım yoluyla cesaretlenmiş, motive olmuşlardır. Bu çalışma, odak grup görüşmelerinde kullanılan
Zor Konular Tekniği’ne ilişkin metodolojik çıkarımlar önermektedir. Zor Konular Tekniği odak grup araştırmalarında kullanıldığında
katılımcıların her birine kendisi dışındaki katılımcıların tartışma konularına nasıl tepki verdiklerini analiz etmeleri için ek süre sağlar. Bu
çalışmada, katılımcılar, çevrimiçi danışmanlık uygulamalarını güçlendirmek için işbirlikçi söylemlere katılmış ve birlikte pratik yöntemler
oluşturmuşlardır. Bu etkileşimler Psikolojik Danışma ve Rehberlik öğrencilerinde çevrimiçi danışmanlık algılarının gelişmesine zemin
hazırlamıştır. Bu çalışma, odak grup görüşmelerinde zor konular tekniğini benimsemenin olası faydalarını, bu tekniği kullanmanın verilerin
derinliğine ulaşma açısından önemini açıklamaktadır. Elde edilen sonuçların farklı alanlarda benzer sorunları araştırmayı hedefleyen
çalışmalara nasıl yol gösterebileceği de ayrıca tartışılmıştır.

Supporting Institution

TED Üniversitesi

Project Number

T-21-B2010-90083

Thanks

Bu çalışma TED Üniversitesi Bilimsel Araştırma Projeleri Desteği ile gerçekleştirilmiştir.

References

  • Arnout, A. B., Al-Dabbagh, Z. S., Al Eid, N. A., Al Eid, M. A., Al- Musaibeh, S. S., Al-Miqtiq, M. N., ... & Al-Zeyad, G. M. (2020). The effects of coronavirus (COVID-19) outbreak on the individuals’ mental health and on the decision makers: A comparative epidemiological study. International Journal of Medical Research & Health Sciences, 9(3), 26-47.
  • Aslan, Ş., Akşab, G., Korkmaz, K., Türk, F. & Hamamcı, Z. (2021). Çevrimiçi grupla psikolojik danışmada yaşanan güçlükler ve çözüm önerileri. Milli Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(2), 207-239.
  • Baştemur, S., & Baştemur, E. (2015). Technology based counseling: Perspectives of Turkish counselors. Procedia-Social and Behavioral Sciences, 176(2015), 431-438.
  • Boechler, V., Neufeld, A., & McKim, R. (2002). Evaluation of client satisfaction in a community health centre: Selection of a tool. The Canadian Journal of Program Evaluation, 17(1), 97-117.
  • Burgess-Allen, J., & Owen-Smith, V. (2010). Using mind mapping techniques for rapid qualitative data analysis in public participation processes. Health Expectations, 13(4), 406-415.
  • Caillaud, S., & Flick, U. (2017). Focus groups in triangulation contexts. In R. S. Barbour & D. L. Morgan (Eds.), A new era in focus group research (pp. 155-177). London: Palgrave Macmillan.
  • Colucci, E. (2007). “Focus groups can be fun”: The use of activityoriented questions in focus group discussions. Qualitative Health Research, 17(10), 1422-1433.
  • Cruz, S., Lencastre, J. A., Coutinho, C., Clough, G., & Adams, A. (2016). Threshold concepts vs. tricky topics-exploring the causes of student’s misunderstandings with the problem distiller tool. In Proceedings of CSEDU 2016, 8th International Conference on Computer Supported Education (Vol. 1, pp. 205- 215). SCITEPRESS–Science and Technology Publications. Rome.
  • Erzen, E. (2021). COVID-19 salgını sürecinde psikolojik danışmanlık. Milli Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(2), 332-374.
  • Kitzinger, J. (1995). Qualitative research: introducing focus groups. Bmj, 311(7000), 299-302.
  • Kiye, S. (2021). Dijitalleşme sürecinde çevrimiçi psikolojik danışma. Sosyal Bilimlerde Uluslararası Dijital Dönüşüm Konferansı Tam Metin Bildiri Kitabı, 2, 226-234.
  • Koçyiğit Özyiğit, M. K., & Erkan Atik, Z. (2021). COVID-19 sürecinde psikolojik danışma ve süpervizyon:# evdekal deneyimi. Başkent University Journal of Education, 8(1), 253-274.
  • Kress, V. E. & Shoffner, M. F. (2007). Focus Groups: A practical and applied research approach for counselors. Journal of Counseling & Development, 85(2), 189-195.
  • Krueger, R. A. (2014). Focus groups: A practical guide for applied research. Minnesota: Sage Publications.
  • Liebrenz, M., Bhugra, D., Buadze, A., & Schleifer, R. (2020). Caring for persons in detention suffering with mental illness during the COVID-19 outbreak. Forensic Science International: Mind and Law 1, 100013.
  • Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines (pp. 412-424). Edinburgh: University of Edinburgh.
  • Morgan, D. L. (1997). Qualitative research methods: Focus groups as qualitative research. Thousand Oaks, CA: SAGE Publications, Inc.
  • Nyumba, T. O., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20– 32.
  • Race, K. E. H., Hotch, D. F., & Packer, T. (1994). Rehabilitation program evaluation: Use of focus groups to empower clients. Evaluation Review, 18(6), 730–740.
  • Seal, D. W., Bogart, L. M., & Ehrhardt, A. A. (1998). Small group dynamics: The utility of focus group discussions as a research method. Group Dynamics: Theory, Research, and Practice, 2(4), 253–266.
  • Situmorang, D. D. B. (2020). Online/cyber counseling services in the COVID-19 outbreak: Are they really new?. Journal of Pastoral Care & Counseling, 74(3), 166-174.
  • Stewart, D. W., & Shamdasani, P. N. (2014). Focus groups: Theory and practice (Vol. 20). Sage publications. Tanrıkulu, İ. (2009). Counselors-in-training students’ attitudes towards online counseling. Procedia-Social and Behavioral Sciences, 1(1), 785-788.
  • Tausch, A. P., & Menold, N. (2016). Methodological aspects of focus groups in health research: Results of qualitative interviews with focus group moderators. Global Qualitative Nursing Research, 3, 1-12.
  • Tomlin, E. B. (2021). The lived experiences of counselors-in-training transitioning to clinical video teleconferencing (CVT) during Covid-19: An interpretive phenomenological analysis (Doctoral dissertation, Adams State University).
  • Urkmez, B., Pinkney, C., Amparbeng, D. B., Gunawan, N., Isiko, J. O., Tomlinson, B., & Bhat, C. S. (2021). Experience of graduate counseling students during COVID-19: Application for group counseling training. Professional Counselor, 11(4), 475-492.
  • Varga-Atkins, T., McIsaac, J., & Willis, I. (2017). Focus group meets nominal group technique: An effective combination for student evaluation?. Innovations in Education and Teaching International, 54(4), 289-300.
  • Williams, A., & Katz, L. (2001). The use of focus group methodology in education: Some theoretical and practical considerations. IEJLL: International Electronic Journal for Leadership in Learning, 5(3).
  • Zeren, Ş. G. (2017). Therapeutic alliance in face-to-face and online counseling: Opinions of counselor candidates. Journal of Human Sciences, 14(3), 2278-2307.

Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions

Year 2023, , 195 - 204, 14.08.2023
https://doi.org/10.5961/higheredusci.1226736

Abstract

This paper examines the use of the Tricky Topics (TTs) technique in focus groups as a data collection method in qualitative research.
This methodological study originated from a two-phase exploratory study that explored the perspectives of 23 senior Psychological
Counseling and Guidance students on their online psychological counseling experiences. The data of the original study comprised indepth
conversations via focus group meetings using the TTs technique. The collected data sets were analyzed through thematic analysis
using MAXQDA 2022. During the data collection with the TTs technique, each participant builds on the opinions of others as they
investigate and analyze the issues covered during the focus group. The experiences of the senior Psychological Counseling and Guidance
program students on the use of the TTs technique indicated that using this technique helped them explore the barriers that stop them from
understanding a concept in greater depth. The TTs technique encouraged and motivated participants to further explore the issues of online
counseling when they observed others struggling, hesitating, and pausing to conceptualize what prevented them from being more active
and effective in their practices and learning. This study suggests methodological implications for the TTs technique. When used in focus
group research, the TTs technique provides participants with additional time to analyze how others reacted to the main discussion points.
In this study, participants engaged in collaborative discourse and co-created practical measures to strengthen online counseling practices.
These interactions resulted in the enhancement of Psychological Counseling and Guidance students’ perceptions of online counseling.
This study explains the possible benefits of adopting the TTs technique in focus group interviews in terms of revealing the depth of the
data. The implications of this methodology are further discussed, including how the findings could inform other studies that investigate
specific concerns within a profession.

Project Number

T-21-B2010-90083

References

  • Arnout, A. B., Al-Dabbagh, Z. S., Al Eid, N. A., Al Eid, M. A., Al- Musaibeh, S. S., Al-Miqtiq, M. N., ... & Al-Zeyad, G. M. (2020). The effects of coronavirus (COVID-19) outbreak on the individuals’ mental health and on the decision makers: A comparative epidemiological study. International Journal of Medical Research & Health Sciences, 9(3), 26-47.
  • Aslan, Ş., Akşab, G., Korkmaz, K., Türk, F. & Hamamcı, Z. (2021). Çevrimiçi grupla psikolojik danışmada yaşanan güçlükler ve çözüm önerileri. Milli Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(2), 207-239.
  • Baştemur, S., & Baştemur, E. (2015). Technology based counseling: Perspectives of Turkish counselors. Procedia-Social and Behavioral Sciences, 176(2015), 431-438.
  • Boechler, V., Neufeld, A., & McKim, R. (2002). Evaluation of client satisfaction in a community health centre: Selection of a tool. The Canadian Journal of Program Evaluation, 17(1), 97-117.
  • Burgess-Allen, J., & Owen-Smith, V. (2010). Using mind mapping techniques for rapid qualitative data analysis in public participation processes. Health Expectations, 13(4), 406-415.
  • Caillaud, S., & Flick, U. (2017). Focus groups in triangulation contexts. In R. S. Barbour & D. L. Morgan (Eds.), A new era in focus group research (pp. 155-177). London: Palgrave Macmillan.
  • Colucci, E. (2007). “Focus groups can be fun”: The use of activityoriented questions in focus group discussions. Qualitative Health Research, 17(10), 1422-1433.
  • Cruz, S., Lencastre, J. A., Coutinho, C., Clough, G., & Adams, A. (2016). Threshold concepts vs. tricky topics-exploring the causes of student’s misunderstandings with the problem distiller tool. In Proceedings of CSEDU 2016, 8th International Conference on Computer Supported Education (Vol. 1, pp. 205- 215). SCITEPRESS–Science and Technology Publications. Rome.
  • Erzen, E. (2021). COVID-19 salgını sürecinde psikolojik danışmanlık. Milli Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(2), 332-374.
  • Kitzinger, J. (1995). Qualitative research: introducing focus groups. Bmj, 311(7000), 299-302.
  • Kiye, S. (2021). Dijitalleşme sürecinde çevrimiçi psikolojik danışma. Sosyal Bilimlerde Uluslararası Dijital Dönüşüm Konferansı Tam Metin Bildiri Kitabı, 2, 226-234.
  • Koçyiğit Özyiğit, M. K., & Erkan Atik, Z. (2021). COVID-19 sürecinde psikolojik danışma ve süpervizyon:# evdekal deneyimi. Başkent University Journal of Education, 8(1), 253-274.
  • Kress, V. E. & Shoffner, M. F. (2007). Focus Groups: A practical and applied research approach for counselors. Journal of Counseling & Development, 85(2), 189-195.
  • Krueger, R. A. (2014). Focus groups: A practical guide for applied research. Minnesota: Sage Publications.
  • Liebrenz, M., Bhugra, D., Buadze, A., & Schleifer, R. (2020). Caring for persons in detention suffering with mental illness during the COVID-19 outbreak. Forensic Science International: Mind and Law 1, 100013.
  • Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines (pp. 412-424). Edinburgh: University of Edinburgh.
  • Morgan, D. L. (1997). Qualitative research methods: Focus groups as qualitative research. Thousand Oaks, CA: SAGE Publications, Inc.
  • Nyumba, T. O., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20– 32.
  • Race, K. E. H., Hotch, D. F., & Packer, T. (1994). Rehabilitation program evaluation: Use of focus groups to empower clients. Evaluation Review, 18(6), 730–740.
  • Seal, D. W., Bogart, L. M., & Ehrhardt, A. A. (1998). Small group dynamics: The utility of focus group discussions as a research method. Group Dynamics: Theory, Research, and Practice, 2(4), 253–266.
  • Situmorang, D. D. B. (2020). Online/cyber counseling services in the COVID-19 outbreak: Are they really new?. Journal of Pastoral Care & Counseling, 74(3), 166-174.
  • Stewart, D. W., & Shamdasani, P. N. (2014). Focus groups: Theory and practice (Vol. 20). Sage publications. Tanrıkulu, İ. (2009). Counselors-in-training students’ attitudes towards online counseling. Procedia-Social and Behavioral Sciences, 1(1), 785-788.
  • Tausch, A. P., & Menold, N. (2016). Methodological aspects of focus groups in health research: Results of qualitative interviews with focus group moderators. Global Qualitative Nursing Research, 3, 1-12.
  • Tomlin, E. B. (2021). The lived experiences of counselors-in-training transitioning to clinical video teleconferencing (CVT) during Covid-19: An interpretive phenomenological analysis (Doctoral dissertation, Adams State University).
  • Urkmez, B., Pinkney, C., Amparbeng, D. B., Gunawan, N., Isiko, J. O., Tomlinson, B., & Bhat, C. S. (2021). Experience of graduate counseling students during COVID-19: Application for group counseling training. Professional Counselor, 11(4), 475-492.
  • Varga-Atkins, T., McIsaac, J., & Willis, I. (2017). Focus group meets nominal group technique: An effective combination for student evaluation?. Innovations in Education and Teaching International, 54(4), 289-300.
  • Williams, A., & Katz, L. (2001). The use of focus group methodology in education: Some theoretical and practical considerations. IEJLL: International Electronic Journal for Leadership in Learning, 5(3).
  • Zeren, Ş. G. (2017). Therapeutic alliance in face-to-face and online counseling: Opinions of counselor candidates. Journal of Human Sciences, 14(3), 2278-2307.
There are 28 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Ozlem Erden-basaran 0000-0002-0374-1942

Merih Uğurel Kamışlı 0000-0001-8434-1678

Hilal Seda Yıldız 0000-0001-6680-1597

S. Burcu Üçok 0000-0001-7464-6136

Zehra Yeler 0000-0002-8192-6504

Project Number T-21-B2010-90083
Publication Date August 14, 2023
Published in Issue Year 2023

Cite

APA Erden-basaran, O., Uğurel Kamışlı, M., Yıldız, H. S., Üçok, S. B., et al. (2023). Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions. Yükseköğretim Ve Bilim Dergisi, 13(2), 195-204. https://doi.org/10.5961/higheredusci.1226736
AMA Erden-basaran O, Uğurel Kamışlı M, Yıldız HS, Üçok SB, Yeler Z. Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions. J Higher Edu Sci. August 2023;13(2):195-204. doi:10.5961/higheredusci.1226736
Chicago Erden-basaran, Ozlem, Merih Uğurel Kamışlı, Hilal Seda Yıldız, S. Burcu Üçok, and Zehra Yeler. “Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions”. Yükseköğretim Ve Bilim Dergisi 13, no. 2 (August 2023): 195-204. https://doi.org/10.5961/higheredusci.1226736.
EndNote Erden-basaran O, Uğurel Kamışlı M, Yıldız HS, Üçok SB, Yeler Z (August 1, 2023) Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions. Yükseköğretim ve Bilim Dergisi 13 2 195–204.
IEEE O. Erden-basaran, M. Uğurel Kamışlı, H. S. Yıldız, S. B. Üçok, and Z. Yeler, “Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions”, J Higher Edu Sci, vol. 13, no. 2, pp. 195–204, 2023, doi: 10.5961/higheredusci.1226736.
ISNAD Erden-basaran, Ozlem et al. “Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions”. Yükseköğretim ve Bilim Dergisi 13/2 (August 2023), 195-204. https://doi.org/10.5961/higheredusci.1226736.
JAMA Erden-basaran O, Uğurel Kamışlı M, Yıldız HS, Üçok SB, Yeler Z. Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions. J Higher Edu Sci. 2023;13:195–204.
MLA Erden-basaran, Ozlem et al. “Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions”. Yükseköğretim Ve Bilim Dergisi, vol. 13, no. 2, 2023, pp. 195-04, doi:10.5961/higheredusci.1226736.
Vancouver Erden-basaran O, Uğurel Kamışlı M, Yıldız HS, Üçok SB, Yeler Z. Methodological Discussions on the Use of Tricky Topics Technique for the Focus Group Discussions. J Higher Edu Sci. 2023;13(2):195-204.