Preparing and Organizing Data for Analysis The focus groups were transcribed by the third author and a thematic and semantic analysis was conducted (Berne, Frisén, & Kling, 2014). The transcription process allows the authors to be able to look at all the data for analysis.
Exploring and Coding the Data The researchers conducted repeated readings of the transcripts, reviewed the transcripts to identify meaningful segments of data, collated and grouped potential themes and sub-themes, and reviewed and continuously compared themes and sub-themes to the transcripts to ensure they remained true to the data (Berne, Frisén, & Kling, 2014). This process was effective because it helped to ensure that the authors previous understanding of information did not influence the process (Berne, Frisén, & Kling, 2014). Further, this process effectively allows the researchers to identify themes and group information (Sheperis, Young, & Daniels, 2010).
Using Codes to Build Description and Themes
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The first author then read through all the themes and subthemes to determine if they were present in every focus group, the inter-rater agreement was excellent and substantial (Berne, Frisén, & Kling,2014). A disagreement with one focus group lead to the substantial rating and a modification of the names of two sub-themes occurred (Berne, Frisén, & Kling,2014). This was effective because it made sure that the themes and subthemes were accurate and the use of three researchers strengthened the credibility of the
The first, focus groups, interviews conducted with 8 to 10 people with a trained moderator following an interview guide, a common useful approach for acquiring health care information. Also, useful in examining a wide range of sensitive health care issues. Second, probability sampling, units selected by chance, the sample’s reliability, and does not require detailed information about the population surveyed. The third option, mail surveys, inexpensive way to contact individuals over a large geographical area, provide anonymity to the respondent, and eliminate interviewer bias.
Cyberbullying has become a widespread problem. The more people have been using the internet, the more the number of cyberbullying incidents increase. According to document A, 25.1% of girls and 16.6% of boys reported being bullied in their lifetime. In addition to this, document A also
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
Describe the differences in the results between the groups in the study and support your description with examples from the study
The act of bullying has been present in children’s life throughout time. It has been seen in movies, books, and even real life situations. In recent years there has been in increase in the use of technology and the Internet. As a result a new type of bullying has been introduced to today’s generation of teenagers. This new type of bullying is known as cyberbullying. Cyberbullying has a negative impact on the lives of the teenagers that experience it.
...the data did not involve member checking thus reducing its robustness and enable to exclude researcher’s bias. Although a constant comparative method was evident in the discussion which improved the plausibility of the final findings. Themes identified were well corroborated but not declared was anytime a point of theoretical saturation Thus, the published report was found to be particularly strong in the area of believability and dependability; less strong in the area of transferability; and is weak in the area of credibility and confirmability, although, editorial limitations can be a barrier in providing a detailed account (Craig & Smyth, 2007; Ryan, Coughlan, & Cronin, 2007).
...ipants were the students with Shanghai background, who studied abroad. Group study room in the Leicester’s library was a good choice for focus group. It was a competitive formal focus group.
Vandebosch, Heidi, and Katrien Van Cleemput. "Cyber Bullying Among oungsters." Conference Papers -- International Communication Association (2007): 1.Communication & Mass Media Complete. Web. 29 Nov. 2013.
...survey, field notes of observations, documents and interviews. Using open coding, axial coding, and selective coding will allow for the interpretation of the results. Threats to the quality of the study were monitored by the using three strategies: (1) triangulation, (2) member checking and (3) peer debriefing.
Technology has given individuals the opportunity to change the game of bullying. Cyber-bullying is one of the most common forms of bullying as of today. The Internet has no boundaries so the public has access to endless and countless number of things. Cyber-bully is the electronic posting of mean-spirited messages about a person (as a student) often done anonymously according to Merriam-Webster dictionary. While traditionally bullying and cyber-bullying are very comparable in forms of technique that also have many differences. Cyber-bullying gives the bully the benefit of hiding their identity behind a screen. This makes it easier to tear people down because they do not have to come in contact with anyone. It’s the easiest form of bullying. These can happen in text messages, chat rooms, email, websites, excluding people from certain online activities, digital photos, and social media. Cyber bullies have unlimited supplies of ways to hurt someone. It is difficult to conduct a study on cyber-bullying because the majority of people will not confess or admit to it. Instead, in the article “Cyber-bullying among adolescents: Measures in search of a construct.” Researchers sit and listen through the grapevine on what is going on inside of schools. They found out that cyber-bullying is more dealt with within adolescents than traditional interaction bullying. (Mehari, K. R., Farrell, A. D., & Le, A. H.) Cyber-bullying can cause more
During Phase II of the study, I will collect qualitative data via focus groups. The data collected
Because cyberbullying is a relatively new phenomenon, there is some degree of variance in its definition. In its early inception, cyberbullying was thought to be limited to the internet. However, the rapid creation of new technology tolls has expanded the boundaries to include cell phones, instant messaging, chat rooms, and email (Campfield, 2006). Campfield (2006) conducted a study of middle school students to determine the incidence rates of cyberbullying. She found that nearly 70% of students were involved in cyberbullying in some capacity, as a bully or victim. In a similar study, Li (2007) found that 39% of students have been involved in cyberbullying, while 52% were aware of a peer being harassed through electronic m...
The playground bully is a classic figure in the life of children. Shoving, pushing, pinching, name-calling, and dirt-throwing are some of his favorite pastimes. In the modern world, however, bullying is moving to another arena, one much more sophisticated and secretive than the jungle gym. Bullying that takes place online, or cyberbullying, is a growing area of concern among the younger generations. Recent events have thrown cyberbullying, rather unceremoniously, into the spotlight.
From this article, the subjects were school-aged adolescents who were in the class 6-10th grade. I believe this article is well versed; however, it had some flaws or limitations. First, all of the data that was collected were student self-report, which I believe would not produce an accurate or substantial result. I believe having information from various sources is highly recommended in order to get good results and further help studies. Secondly, there was no inclusion of white male and female Americans in the sample that was surveyed. Also the article failed to address or show the association between cyber bullying and the traditional form of bullying. I believe that if this information were provided, it would provide a more suitable avenue to better understand adolescent bullying as a whole and also help future studies.
Retrieved April 15, 2005 from http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_shared/backgrounders/challenge_cyber_bullying.cfm?RenderForPrint=1. Coy, D. (2001). The 'Secondary'. Bullying. Greensboro, NC: ERIC Clearinghouse for Counseling and Student Services.