Qualitative interviewing

Qualitative interviewing benefits from project appropriation management strategies and is seen as an essential component of their research, particularly in the investigation of juvenile delinquencies. As a result, progress, problems, and plans (PPP) is regarded as the most favorable technique for ongoing team progress research (Patton, 2015).

In-depth interviews are especially useful for gathering information about a juvenile’s characteristics and perceptions, or when conducting a detailed investigation of juvenile recidivism, as in the case of Georgia. Besides, extensive conversations need to be applied in the position of focus teams if prospective participants fail to appear or somewhat uncomfortable to communicate freely in a team, or even in situations that the aim is to differentiate a person’s ideas contrary to a group concerning the program (Boyce, 2006).

Problems

The Attributes and Issues of Interviewing

Qualitative interview is a mechanism that embraces practice and quality that can be recorded, accomplished, critiqued and also supported. Thus, interviewing is attributed to either in-depth, lightly structured or semi-structured, and also, the model of questions concerning their content (Rubin & Rubin, 2012).

Arguably, various problems and pitfalls are encountered during the planning, progress, operation, assessment, and reporting of interviews. Therefore, the disparity between the two cases can be described in the sense that interviewing problems (Corbin, Strauss, & Strauss, 2014) includes:

The removal of the interviewer

The cultural characterization of interaction like crime likened to African-Americans

The distinctiveness of assessed observation

The absence of a plan for the interview

The fault to acknowledge interviews as interactions

On the other hand, pitfalls associated with interviewing (Seidman, 2013) can be categorized as follows:

Excessive application of ethnic agendas in the interviews

The differing and complex context settings of both the interviewer and interviewee.

The inclinations to support and concern in respect to the interviewee and interviewer.

The acknowledgment of understanding the subject.

Plans

Organization of Interview

First and foremost, the arrangement of an interview requires the knowledge about the topic of study and interview requirements. In the second phase, I am needed to determine the appropriate study problem underlying the subject of the interview (Jovchelovitch & Bauer, 2000). After that, it is considered to plan for a qualitative interviewing especially in the scenario of attempting to describe the unexpected. For instance, the qualitative interview would comprise of a sigh of progress, problems and planning stages. Finally, I will evaluate the credibility of the meeting by trying to locate interviewees that have diverse perspectives (Rubin & Rubin, 2012).

The Inclusion of Concepts of the Interview Theory

Because of qualitative interviewing, the evaluation of attitudes and perception of respondents creates communicates of the interviewer’s concepts through clarifications whereby, the meaning of terms used is made clear, to be able to understand the events of discrete occurrences, and elaborate circumstances such as identify the purpose of particular events. Moreover, the interviewer should elaborate the theory by analyzing a specific issue and determining themes of general importance (Pinto & Ausmer, 2015).

Furthermore, it is fundamental to illustrate the entire understanding of culture and also, apply oral history through delving into previous incidences. Importantly, there is need to assess the functionality of policies and strategies (Rubin & Rubin, 2012).

Resources for Data Gathering in Interviews

Necessarily, for efficient gathering of data, qualitative interviews requires methods that comprise of one-to-one interactions and focus groups. Furthermore, writing of notes and recording of audio and videos is a viable tool. Consequently, mechanisms for transcribing the verbatim are also crucial for the analysis part (Jacob & Furgeson, 2012).

References

Boyce, C. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Pathfinder International Tool Series, pp. 1-16

Cobin, J., Strauss, A., & Strauss, A. L. (2014). Basics of qualitative research. SAGE.

Jacob, S. A., & Furgeson, S. P. (2012). Writing interview protocols and conducting interviews: The tips for students new to the field of qualitative research. The Qualitative Report, 17(42), pp. 1-10. Retrieved from: http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1718&context=tgr

Jovchelovitch, S., & Bauer, M. W. (2000). Narrative interviewing. London, England: LSE Research Online. Retrieved from, http://eprints.lse.ac.uk/2633

Patton, M. Q. (2015). Qualitative research & evaluation methods: integrating theory and practice (4th ed.). Thousand Oaks, CA: SAGE

Pinto, T., & Ausmer, N. (2015). Qualitative interviewing. University of Cincinnati

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: SAGE, pp. 13-24

Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press