Approach to Data Collection and Analysis
STEP 3: QUESTIONS ABOUT SOURCES OF DISTRESS
1. From the list of sources of feelings of dis- tress [sad, angry, frightened, confused—i.e., responses to item 2a], identify three to five common sources of distress for the age group.
Examples of sources of distress include aca- demic pressure, parental conflict, or violence in the community. The objective is to identify culture-specific or context-specific stressors.
2. For each source of distress, ask the following:
Suppose you [or other children/adolescents in your age group] experienced this [source of distress],
a. How would you [they] feel? [encourage group to generate multiple feeling con- cepts]
b. What would you [they] do? How would you react?
c. To whom could you [they] turn for help?
d. What effect would this experience [source of distress] have on you [children/adoles- cents in your age group]?
Appendix 2.B
Parent Focus Group Protocol
INTRODUCTION. Today we will be talk about your experiences in parenting (guiding, rearing, etc.) children ages ____. I will ask questions about stresses that children this age experience, feelings they express, sources of support, and how children cope with stress. We will also talk about the challenges of parenting children in this age group. We want to focus on the experiences of children and parents in general, so please re- member that you do not need to share anything
26 B. K. Nastasi and A. P. Borja
that you are not comfortable with. All informa- tion you share will be kept private unless you tell me something that suggests a child may be in danger (of being harmed). You can also choose to stop the activity at any point or choose to not answer particular questions. If you want to talk further about anything we discuss, I can arrange for you to talk with me or someone else at a later time.
GENERAL QUESTIONS
1. What are your expectations for your child/
children (in school, at home, in community)?
[Encourage parents to generate a list of “quali- ties” or characteristics they value that cover cognitive-academic as well as social-emo- tional well-being.]
2. What is the role of parents in helping chil- dren develop these qualities [as listed in #1]?
[What can parents do?]
3. What is the role of teachers/schools in help- ing children develop these qualities [as listed in #1]? [What can teachers/school personnel 4. What is the role of the community/society in do?]
helping children develop these qualities [as listed in #1]? [What can community/society do?]
QUESTIONS ABOUT STRESSORS & SUP- PORTS
Provide the following definitions as needed:
Stressor = someone or something that creates dif- ficulty or distress for you; makes you unhappy or angry or scared, etc.
Support = someone or something that provides comfort for you; makes you feel happy or safe or loved, etc.
1. What “stressors” do your children experience?
(What are the sources of distress for your chil- dren?) [encourage parents to generate stress- ors for home, school, peer group, community, environment]
2. How do you know when you children are feel- ing “stressed”? (What do they do or say?)
3. As parents, what can you do to help children in distress?
4. What are the sources of support for your child when he/she is in distress? [in family, schools, community]
QUESTIONS ABOUT CHALLENGES IN CHILDREARING
1. What challenges/difficulties do parents face in raising/rearing children/adolescents? (iden- tify common challenges and ask the following questions about those)
2. How do you deal with these challenges?
3. How do you discipline your children?
4. What other support do you have (in family, community, from school)? (Where can you go for help in coping with childrearing chal- lenges?)
Appendix 2.C
Teacher Focus Group Protocol
INTRODUCTION. Today we will be talk about your experiences in teaching children ages ____.
I will ask questions about stresses that children this age experience, feelings they express, sources of support, and how children cope with stress. We will also talk about the challenges of teaching and disciplining children in this age group. We want to focus on the experiences of children and teachers in general, so please remember that you do not need to share anything that you are not comfort- able with. All information you share will be kept private unless you tell me something that suggests a child may be in danger (of being harmed). You can also choose to stop the activity at any point or choose to not answer particular questions. If you want to talk further about anything we discuss, I can arrange for you to talk with me or someone else at a later time.
GENERAL QUESTIONS
1. What are your expectations for your students (in classroom, school, in interactions with peers)? [Encourage teachers to generate a list
of “qualities” or characteristics they value that cover cognitive-academic as well as social- emotional well-being.]
2. What is the role of teachers in helping chil- dren develop these qualities [as listed in #1]?
[What can teachers do?]
3. What is the role of parents/families in helping children develop these qualities [as listed in
#1]? [What can parents/family members do?]
4. What is the role of the community/society in helping children develop these qualities [as listed in #1]? [What can community/society do?]
QUESTIONS ABOUT STRESSORS & SUP- PORTS
Provide the following definitions as needed:
Stressor = someone or something that creates dif- ficulty or distress for you; makes you unhappy or angry or scared, etc.
Support = someone or something that provides com- fort for you; makes you feel happy or safe or loved, etc.
1. What are common sources of distress for children/adolescents (age group you teach)?
[encourage teachers to generate stressors for home, school, peer group, community, envi- ronment]
2. How do you know when your students are feeling “stressed”? What do they do or say?
3. As teachers, what can you do to help children in distress?
4. What are the sources of support for students in distress? [in family, schools, community]
QUESTIONS ABOUT CHALLENGES IN DISCIPLINE
1. What challenges/difficulties do teachers face in disciplining children/adolescents? [iden- tify common challenges and ask the following questions about those]
2. How do you deal with these challenges?
3. How do you discipline your students?
4. What other support do you have (in family, community, from school)? [Where can you
go for help in coping with disciplinary chal- lenges?]
Appendix 2.D
Individual Interview Protocol with School Administrators, Health and Mental Health Care Providers
INTRODUCTION. Today I would like to talk with you about issues related to promoting the psycho- logical well-being of children and adolescents. I would like your views based on your experiences serving children/adolescents (ages 6-17, or spe- cific age group). Please remember that you do not need to share anything that you are not comfort- able with. All information you share will be kept private unless you tell me something that suggests that children may be in danger (of being harmed).
You can also choose to stop the activity at any point or choose to not answer particular questions.
GENERAL QUESTIONS 1. What is psychological well-being?
2. What is a psychologically healthy environment (e.g., home, school, community, society)?
3. What factors influence psychological well- being of children and adolescents?
4. What are the roles of schools, families, com- munities, and societies in promoting psycho- logical well-being?
5. What are effective ways to promote develop- ment psychological well-being of children and adolescents in schools?
Appendix 2.E
Guidelines for Facilitating Focus Group Discussions
• Facilitate the group so that all participants have an opportunity to respond to questions (e.g., ask each participant to respond in turn)
• Encourage everyone to express their ideas/
views, without critique
28 B. K. Nastasi and A. P. Borja
• Encourage diversity of ideas (the goal in this study is to capture the diversity as well as con- vergence of perspectives)
• Monitor discussion so that an individual or few individuals do not dominate (e.g., redirect, asking others to respond; ask the per- son to hold the idea until later)
• Conclude with open-ended question; “Is there anything else on this topic that you would like to share that we have not covered?”
• Close session with thank you to all partici- pants. Provide contact information for follow- up questions.
Appendix 2.F
Student Ecomap Protocol
Materials: Paper (drawing and writing), colored markers, pens/pencils, chalkboard
STEP 1: INTRODUCE ECOMAP—WHOLE