LESSON 11:
In-depth Interview -
An in-depth interview is an open-ended,
discovery-oriented method that is well suited
for describing both program processes and
outcomes from the perspective of the target
audience or key stakeholder.
The goal of the interview is to deeply explore
the respondent's point of view, feelings and
perspectives.
Key features of in-depth interviews:
Open-ended Questions - Questions should be
worded so that respondents cannot simply
answer yes or no, but must expound on the
topic.
What form do interview data take?
Interview data consist of tape recordings, typed
transcripts of tape recordings, and the inter-
viewer’s notes and if warranted, the video
recording. Notes may document observations
about the interview content, the participant,
and the context.
Semi-structured Format:
 Although you should have some pre-
planned questions to ask during the
interview, you must also allow
questions to flow naturally, based on
information provided by the
respondent. You should not insist upon
asking specific questions in a specific
order.
Seek understanding and interpretation:
 You should try to interpret what you are
hearing, as well as seek clarity and a
deeper understanding from the
respondent throughout the interview.
(Interpret the answer and clarify)
Conversational:
 You should be conversational, but your
role is primarily that of a listener. There
should be smooth transitions from one
topic to the next.
Recording responses:
 The responses are recorded, typically
with audiotape and written notes (i.e.,
field notes)
 Record observations:
You observe and record non-verbal behaviors
on the field notes as they occur.
In essence, in-depth interviews involve not only
asking questions, but the systematic recording
and documenting of responses coupled with
intense probing for deeper meaning and
understanding of the responses.
STAGES OF IN-DEPTH INTERVIEWS
1. Thematizing: the first stage of the process
whereby you clarify the purpose of the
interviews and determine what you want to find
out. Make an Outline of the questions and sub
questions.
2. Designing:
After you determine what you want to
know, you must design a way to find it out. A
key part of this process is designing an interview
guide. An interview guide is a list of questions
and probing follow-ups that guide you through
the interview. As you prepare this guide, you
should anticipate and organize the issues you
plan to explore. However, if the discussion
warrants it, you must be willing to transition or
change directions during the interview.
3. Interviewing:
The actual interview consists of three
main parts.
a. The first part involves introducing
yourself and the study. It is critical that you
establish a good rapport with the respondent.
Say something about the confidentiality issue
and if its ok to tae own notes or record.
b. Ask an ease question: How are you
today. How's schooling? How’s your family.
c. Get down to the prepared questions
and probing.
GENERAL STRATEGIES :
 Active listening. Listen and rephrase
what was said to insure that you
completely understand the meaning
the respondent intends.
 Patience. Do not rush the respondent
and allow him/her to speak freely
while guiding the conversation to cover
important issues.
 Flexibility. Be open to slight deviations
from the topic, which may require
rearranging/reordering the questions
or coming up with new questions. If
the respondent deviates too far from
the topic, then carefully return him or
her to the topic at hand.
 Audio recording. When possible,
audiotape the interview for later
reference and increased accuracy.
Always ask permission of the
interviewee before audio recording.
Some researchers even videotape
interviews in order to capture both the
verbal responses and nonverbal cues --
after receiving the interviewers
permission, of course.
4. Transcribing:
Transcribing involves creating a written
text of the interviews. This step involves
bringing together all of your information-
gathering approaches into one written form.
Thus, you would write out each question
and response (verbatim) from the interview
using your recorded audiotape and notes
including your side notes (observations,
feelings and reflections). The side notes are
differentiated from the respondent's notes,
typically by highlighted text. Study and
review the transcription, then denote the
important information related to the study.
5. Analyzing/Clarifying:
This important step involves
determining the meaning in the information
gathered in relation to the purpose of the
study.
If more questions are raised that need
clarity in order to serve the purpose of the
study, then another in-depth interview is
warranted to examine the issue more
thoroughly.
6. Verifying:
Verifying involves checking the
credibility and validity of the information
gathered. A method called triangulation is
used as a means of checks and balances.
Basically, one type of triangulation would
be to use multiple perspectives to interpret
a single set of information
Another simple way to triangulate would
be to have a colleague read the transcripts
to see if she he/she came away with the
same overall meaning.
7. Reporting:
 The final step of the process is to share
what you have learned from the in-depth
interviews with other internal and external
stakeholders. Some reporting could be in
the form of a formal written report such as
the Report of Accomplishment or published
Needs Assessment findings.
LESSON 12: (FGD)
SAMHSA’s
Strategic Prevention Framework
Supports Accountability, Capacity, and
Effectiveness
Assessment
Profile population needs, resources, and
readiness to address needs and gaps
Capacity
Mobilize and/or build capacity to address
needs
Planning
Develop a Comprehensive Strategic Plan
Implementation
Implement evidence-based prevention
programs and activities
Evaluation
Monitor, evaluate, sustain, and improve or
replace those that fail
 CHARACTERISTICS OF FOCUS GROUPS:
1. Participants
 Have something in common
 5-12 people per group
 Carefully consider
demographics of participants
 Repeat each demographic
group 3-4 times for comparison
 First name only on name tags
for each person
Elements that Affect
Intercultural Interaction
 Language
 Nonverbal behavior
 Communication style
 Values
Tips for Communicating Across Languages
 Speak slowly and finish your words and
sentences
 Learn basics of your foreign native
language and culture (verbal and non-
verbal)
 Avoid using idioms and or slangs
 Avoid statements such as “You aren’t
making yourself clear”
 Summarize your ideas periodically
Avoid interrupting your counterpart if
she or he is speaking
 Try to have materials translated into
your counterpart’s language
 Use qualified interpreters to avoid
costly misunderstandings
2. Environment
 – Comfortable atmosphere
– Circle seating
– Tape recording is optional
Role of the Moderator
 Is mentally prepared
 Uses purposeful small talk
 Provides a smooth introduction of 3-5
minutes
 Uses pauses and probes
 Controls his/her reactions
 Uses subtle group control
 Uses appropriate conclusion
 Helps the Assistant Moderator get notes
 Above all else, the moderator should
make eye contact and be respectful.
 These build trust and the belief that
input from the group is valued.
Role of the Assistant Moderator
 Welcomes participants
 Operate recording equipment (if used)
 Takes notes
 Observes participants
 Does not usually participate in
discussion
 Debriefs with moderator after session
 Gives feedback or assists with data
analysis and reporting
Reporting:
 It is important to think in the beginning
of the project about how the
information will be reported and used
by stakeholders.
 Use a reporting style that will be useful
to the client and meets expectations
– Narrative vs. bulleted format
– Question-by-question vs.
theme
– Inclusion of other data sources
 Provide new insights on the topic
 Limit the number of key points so they
will be remembered
 Always verify findings with other staff
 Oral reports should be brief, clear and
concise
FOCUS IN FGD:
Themes – key answers then allow them
to discuss and expound
LESSON 13:
I. The Research Designs
• Research Design is a systematic plan of
a research.
• It explains the variables/or concept of
the study
• For Qualitative Design it focuses on –
Descriptive Research Method
• Presents the type of Qualitative designs:
Biography, Ethnography,
Phenomenology, Grounded Theory or
Case Study
• It also explains the Data Collection
Techniques: Participant Observation; In-
depth Interview and Focus Group
Discussion
• And the possible output of the study
II. The Research Environment • This part of the research report
describes the tools for data collection.

• Tools refer to the questionnaire or data

• The research environment is the place
gathering instrument to be constructed,
where the study is conducted.
validated and administered.
• Other authors call this as the research
• Tools can also be interview guide and/
locale.
or checklist.
• This portion in the research report
• The instrument to be used should be
proposal provides necessary
appended (except for standardized).
information about the place or the
environment where the researcher • The qualities of a good research
conducts his/her study. instrument are (1) validity, (2) reliability,
and (3) usability.
• It will include a brief description about
the place, geographical location,
population and other important
V. The Research Procedure
information about the place.

• includes a map, if necessary

• Research procedure is a step by step
III. The Research Participants / Subjects
presentation of the different stages of
the research.

• This section in a research report • Particularly in the administration and

describes the population or samples of retrieval of research instrument.
the study.
• Research procedure also traces the data
• This will indicate the characteristics of collection data, data processing,
the elements from which the samples analysis and interpretation.
will be taken. This elaborates how the
• Presents the Calendar of Schedules
samples will be chosen.
(NOTE: Understand how to do this and how to
Research Subjects are the elements
apply this kay sa Lesson 13 there will be an
being studied.
activity where we apply all this info’s that we’ve
learned with our research groups)

Research participants refer to the

elements involved in the study.

KEY INFORMANTS – common terms used in

Qualitative Study

IV. The Research Instruments