Focus Group Dialogue Research Articles

Perceptions of Risk, Stressors, and Locus of Control Influence Intentions to Practice Safety Behaviors in Agriculture

ABSTRACT This article argues that a combination of factors including risk perceptions, locus of control, and chronic stress influences farmers' intentions to behave safely. To demonstrate how these intervening variables influence behavioral intentions, results of 16 empirical research projects are superimposed upon an extensive literature review. Analyses include data collected from 3165 respondents via survey questionnaires, couple and key informant interviews, quasi-experimental evaluation instruments, and focus group dialogue. Using Ajzen's framework, this multilayered research process yields a wealth of both qualitative and quantitative data to support the argument. The results suggest that information alone will not affect behavior. Only when chronic stressors from occupational and structural processes are alleviated and coping mechanisms introduced, the political economy of farming improves, and farm populations perceive that they are in control of their work environment will meaningful reduction in agricultural injuries and agricultural-related disease be possible.

Citizenship in the classroom: transferring and transforming transcultural values

The aim of the paper is to present and discuss a Report from a Comenius 2.1 project, aimed at developing teachers’ interpersonal, intercultural, social and civic competence. The study presented in the report was a multiple case study, and the methods for collecting data were focus group dialogues (with 34 teacher students), one video recording in each country and a document analysis of a European overview of citizenship education in Europe. Five countries participated in the study (the Netherlands, Portugal, Poland, the UK and Sweden) and the study focused on 12 year‐old pupils. One conclusion was that teacher education needs to focus more on horizontal classroom dialogue if goals for citizenship education are to be reached.

Using Focus Groups to Assess Pre— and Post-Placement Needs for Caregivers of Individuals with Alzheimer's Disease

Abstract Placing a relative who has Alzheimer's disease or other dementia into an assisted living facility is one of the most stressful events a caregiver will experience. In this study, focus groups were used as a means for Alzheimer's caregivers (N = 20) to discuss pre— and postplacement needs. Alzheimer's caregivers openly discussed their experiences and recounted their successes, coping strategies, and overcoming of barriers. Focus group dialogue generated three main areas of discussion that included (1) choosing a facility, (2) advice for the first day of placement, and (3) ongoing issues and concerns of post-placement. From the information shared by caregivers, practical solutions indicated the value of incorporating current and former caregivers into a support network or mentor program for new caregivers coping with placement decisions.

Reaching Midwest Organic Growers through On-farm Partnerships

Based on citizen demand, Iowa State Univ. (ISU) established the first organic specialist faculty position at a U.S. Land Grant Univ. in 1997, as a shared appointment in the departments of horticulture and agronomy, with a 70% Extension and 30% Research split. A series of Organic Agriculture Focus Groups was convened in 1998 to help direct the new organic research and Extension program at ISU. Partnerships with the Leopold Center for Sustainable Agriculture and the College of Agriculture facilitated the ISU sustainable agriculture Extension leader and organic specialist's participation in an extensive focus group dialogue with a diverse group of farmers (organic and conventional), agribusiness professionals, bankers and consumers in six agricultural communities across Iowa. Paramount in the needs assessment was the establishment of organic research sites, both on-farm and at research stations across the state, to demonstrate the economic and environmental benefits associated with organic farming practices over the long term. Specific outcomes-based Extension needs were articulated, which led to the development of an annual schedule of organic workshops, field days and conferences. In 2001, in a survey of 300 farmers, 90% of respondents reported an increase in soil quality and 67% reported a 6 to 30% increase in farm income as a result of organic farming practices. The success of Land Grant Univ. organic programs will be dependent upon administrative support, sufficient resources, and community involvement in the decision-making process.

Building a farmer-centered land grant university organic agriculture program: A Midwestern partnership

Based on citizen demand, Iowa State University (ISU) established the first organic specialist faculty position at a US land grant university in 1997, as a shared appointment in the departments of horticulture and agronomy, with a 70% extension and 30% research split. By 1999, a national survey determined that ISU had reached the upper percentile of organic research, extension and educational activities at land grant universities in the US. This result was attributed to a series of successful Organic Agriculture Focus Groups in 1998, convened to help direct the new organic research and extension program at ISU. Partnerships with the Leopold Center for Sustainable Agriculture and the College of Agriculture facilitated the ISU sustainable agriculture extension leader and organic specialist‘s participation in an extensive focus group dialogue with a diverse group of farmers (organic and conventional), agribusiness professionals, bankers and consumers in six agricultural communities across Iowa. Focus group responses included the need for organic research at the university level, since the majority of organic farmers (65%) were receiving their information from other organic farmers and non-governmental publications. Paramount in the needs assessment was the establishment of organic research sites across the state to demonstrate the economic and environmental benefits associated with organic farming practices over the long term. Specific outcomes-based extension needs were articulated, which led to the development of an annual schedule of organic workshops, field days and conferences. In 2001, in a survey of 300 farmers to assess the outcomes of the Organic Agriculture Program, all respondents (39% return rate) reported benefiting from an extension organic program. Similar to focus group results, farmers rated workshops and field days as the most likely venue for information dissemination. As a result of organic farming practices, 90% of respondents reported an increase in soil quality and 67% reported a 6–30% increase in farm income. The success of land grant university organic programs will be dependent upon administrative support, sufficient resources and community involvement in the decision-making process.

Coming to terms with “diversity” and “multiculturalism” in teacher education: Learning about our students, changing our practice

A teacher educator team addressed negative student responses to a multicultural foundations course by designing an action research study to learn more about their student’s identities, experiences and beliefs. Through qualitative analysis of written assignments, they identified three categories of student beliefs about the purposes of schools in relation to cultural diversity in American society. These categories were reinforced through triangulation with data from focus group dialogues. The findings suggest relationships between previous cross-cultural experiences, gender, and beliefs. Focus group data also revealed unrecognized sources of student resistance to multicultural teacher education, even among students who took a transformative position.

Using qualitative research methods: Moving beyond felt needs in CME design and delivery

Needs assessment in continuing medical education has traditionally relied on extensive quantitative surveys of prospective participants. Program planning has thus been associated with and responsive to the felt needs of audiences. Adult educators, however, have begun to look beyond felt needs in attempting to provide quality education correlated to standards of care. Described herein is a research and planning process used to explore course directors' sentiments regarding continuing medical education (CME) needs. The process employed qualitative inquiry data collection techniques, a combination of interviews, rated scaled survey items, and focus group dialogues. The inquiry centered on a large metropolitan health center concerned with community building and institutional survival in the 21st century. Some insights for other planners regarding the advantages of action-reflection practitioner inquiry are offered; the process, outcomes, and follow-up activities that involved physicians and CME leadership in joint discourse for planning are described.