A focus group is aqualitative research methodthat involves facilitating a small group discussion with participants who share common characteristics or experiences that are relevant to the research topic. The goal is to gain insights through group conversation and observation of dynamics.
a focus group of people sat on chairs in a circle. one person is making notes on a clipboard.
In a focus group:
Rationale
It is important that participants feel comfortable expressing diverse viewpoints rather than being pressured into a consensus.
Focus groups emerged as an alternative to questionnaires in the 1930s over concerns that surveys fostered passive responses or failed to capture people’s authentic perspectives.
During World War II, focus groups were used to evaluate military morale-boosting radio programs. By the 1950s focus groups became widely adopted in marketing research to test consumer preferences.
A key benefit K. Merton highlighted in 1956 was grouping participants with shared knowledge of a topic. This common grounding enables people to provide context to their experiences and allows contrasts between viewpoints to emerge across the group.
As a result, focus groups can elicit a wider range of perspectives than one-on-one interviews.
Step 1:Clarify the Focus Group’s Purpose and Orientation
Clarify the purpose and orientation of the focus group (Tracy, 2013). Carefully consider whether a focus group or individual interviews will provide the type of qualitative data needed to address your research questions.
Determine if the interactive, fast-paced group discussion format is aligned with gathering perspectives vs. in-depth attitudes on a topic.
Consider incorporating special techniques like extended focus groups with pre-surveys, touchstones using creative imagery/metaphors to focus the topic, or bracketing through ongoing conceptual inspection.
For example
A touchstone in a focus group refers to using a shared experience, activity, metaphor, or other creative technique to provide a common reference point and orientation for grounding the discussion.
The purpose of Mulvale et al. (2021) was to understand the hospital experiences of youth after suicide attempts.
The researchers created a touchstone to focus the discussion specifically around the hospital visit. This provided a shared orientation for the vulnerable participants to open up about their emotional journeys.
In the example from Mulvale et al. (2021), the researchers designated the hospital visit following suicide attempts as the touchstone. This means:
So in this case, the touchstone concentrated the dialogue around a common catalyst experience enabling youth to build understanding, voice difficulties, and potentially find healing through sharing their journey with empathetic peers who had endured the same trauma.
Step 2:Select a Homogeneous Grouping Characteristic
Select a homogeneous grouping characteristic (Krueger & Casey, 2009) to recruit participants with a commonality, like shared roles, experiences, or demographics, to enable meaningful discussion.
A sample size of between 6 to 10 participants allows for adequate mingling (MacIntosh 1993).
More members may diminish the ability to capture all viewpoints. Fewer risks limited diversity of thought.
Balance recruitment across income, gender, age, and cultural factors to increase heterogeneity in perspectives. Consider screening criteria to qualify relevant participants.
Choosing focus group participants requires balancing homogeneity and diversity – too much variation across gender, class, profession, etc., can inhibit sharing, while over-similarity limits perspectives. Groups should feel mutual comfort and relevance of experience to enable open contributions while still representing a mix of viewpoints on the topic (Morgan 1988).
Step 3:Designate a Moderator
Define moderator responsibilities like directing discussion flow, monitoring air time across members, and capturing observational notes on behaviors/dynamics.
Choose whether the moderator also analyzes data or only facilitates the group.
Step 4:Develop a Focus Group Guide
Develop an extensive focus group guide (Krueger & Casey, 2009). Include an introduction to set a relaxed tone, explain the study rationale, review confidentiality protection procedures, and facilitate a participant introduction activity.
Also include guidelines reiterating respect, listening, and sharing principles both verbally and in writing.
Group confidentiality agreement
The group context introduces distinct ethical demands around informed consent, participant expectations, confidentiality, and data treatment. Establishing guidelines at the outset helps address relevant issues.
Have it signed, demonstrating a communal commitment to sustaining a safe, secure environment for honest sharing.
Berg (2004) recommends a formal signed agreement prohibiting participants from publicly talking about anything said in the focus group without permission. This reassures members their personal disclosures are safeguarded.
Questions
Develop questions starting general then funneling down to 10-12 key questions on critical topics. Integrate think/pair/share activities between question sets to encourage inclusion. Close with a conclusion to summarize key ideas voiced without endorsing consensus.
Krueger and Casey (2009) recommend structuring focus group questions in five stages:
It is vital to extensively pilot test draft questions to hone the wording, flow, timing, tone and tackle any gaps to adequately cover research objectives through dynamic group discussion.
Step 5:Prepare the focus group room
Prepare the focus group room (Krueger & Casey, 2009) attending to details like circular seating for eye contact, centralized recording equipment with backup power, name cards, and refreshments to create a welcoming, affirming environment critical for participants to feel valued, comfortable engaging in genuine dialogue as a collective.
Arrange seating comfortably in a circle to facilitate discussion flow and eye contact among members. Decide if space for breakout conversations or activities like role-playing is needed.
Krueger & Casey (2009) suggest welcoming focus group members with comfortable, inclusive seating arrangements in a circle to enable eye contact. Providing snacks and music sets a relaxed tone.
Step 6:Conduct the focus group
Conduct the focus group utilizing moderation skills like conveying empathy, observing verbal and non-verbal cues, gently redirecting and probing overlooked members, and affirming the usefulness of knowledge sharing.
Use facilitation principles (Krueger & Casey, 2009; Tracy 2013) like ensuring psychological safety, mutual respect, equitable airtime, and eliciting an array of perspectives to expand group knowledge. Gain member buy-in through collaborative review.
Record discussions through detailed note-taking, audio/video recording, and seating charts tracking engaged participation.
The role of moderator
The moderator is critical in facilitating open, interactive discussion in the group. Their main responsibilities are:
Moderators need strong interpersonal abilities to build participant trust and comfort sharing. The degree of control and input from the moderator depends on the research goals and personal style.
With multiple moderators, roles, and responsibilities should be clear and consistent across groups. Careful preparation is key for effective moderation.
Mulvale et al. (2021) fostered psychological safety for youth to share intense emotions about suicide attempts without judgment. The moderator ensured equitable speaking opportunities within a compassionate climate.
Advantages and disadvantages of focus groups
Advantages
Disadvantages
Sources
Goss, J. D., & Leinbach, T. R. (1996). Focus groups as alternative research practice: experience with transmigrants in Indonesia.Area, 115-123.
Kitzinger, J. (1994).The methodology of focus groups: the importance of interaction between research participants.Sociology of health & illness,16(1), 103-121.
Kitzinger J. (1995). Introducing focus groups.British Medical Journal, 311, 299-302.
Morgan D.L. (1988).Focus groups as qualitative research. London: Sage.
Mulvale, G., Green, J., Miatello, A., Cassidy, A. E., & Martens, T. (2021).Finding harmony within dissonance: engaging patients, family/caregivers and service providers in research to fundamentally restructure relationships through integrative dynamics.Health Expectations,24, 147-160.
Powell, R. A., Single, H. M., & Lloyd, K. R. (1996).Focus groups in mental health research: enhancing the validity of user and provider questionnaires.International Journal of Social Psychiatry,42(3), 193-206.
Puchta, C., & Potter, J. (2004).Focus group practice. Sage.
Redmond, R. A., & Curtis, E. A. (2009). Focus groups: principles and process.Nurse researcher,16(3).
Smith, J. A., Scammon, D. L., & Beck, S. L. (1995). Using patient focus groups for new patient services.The Joint Commission Journal on Quality Improvement,21(1), 22-31.
Smithson, J. (2008). Focus groups.The Sage handbook of social research methods, 357-370.
White, G. E., & Thomson, A. N. (1995). Anonymized focus groups as a research tool for health professionals.Qualitative Health Research,5(2), 256-261.
Download PDF slides of the presentation ‘Conducting Focus Groups – A Brief Overview‘
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
