FOCUS GROUP KIT - Experiences of delivering Let s Read - - Families experiences of Let s Read -

Transcription

1 FOCUS GROUP KIT - Experiences of delivering Let s Read - - Families experiences of Let s Read -

2 Contents About evaluation and focus group sessions... 3 What is evaluation?... 3 What is a focus group?... 3 Finding and contacting participants for the focus group... 3 Running Focus Group Sessions... 4 Facilitation and Note taking... 4 Basic structure of a focus group... 4 Timing... 4 Inclusion of children attending the focus group... 5 Venue... 5 More information on running focus groups... 5 Undertaking a Let s Read focus group for community professionals... 6 Overview of the suggested focus group approach... 6 Suggested Let s Read focus group timing... 6 Stage 1: Introductions... 7 Stage 2: Contextual Information... 9 Stage 3: Key Information... 9 Stage 4: Close of the Focus Group Undertaking a Let s Read focus group for families Overview of the suggested focus group approach Suggested Let s Read focus group timing Stage 1: Introductions Stage 2: Contextual Information Stage 3: Key Information Stage 4: Close of the Focus Group Organising your Focus Group data Appendix 1 Note Taker Forms Stage 1: Introductions Stage 2: Contextual Information Stage 3: Key Information Appendix 2 Suggested Letter of Invitation: Community Professionals Appendix 3 Suggested Letter of Invitation: Families Appendix 4 Suggested format for organising focus group data Let s Read Focus Group Kit 2

3 About evaluation and focus group sessions What is evaluation? Evaluation is a way of checking that a program is delivering the results that it set out to achieve. When considering evaluation practice, it is important to note that particular interventions or programs such as Let s Read are only one factor contributing to long-term outcomes there are usually many other programs or factors influencing the eventual outcomes, and therefore we cannot hold particular interventions totally responsible for the long-term outcomes. That is why measuring immediate impact is important. The success or failure of an intervention depends upon it being able to demonstrate that it had an immediate impact on the program recipients. Evaluation encourages service providers to utilise reflective practice. Reflective practice is the ongoing process whereby practitioners critically examine their past and current practices in order to ensure that they are delivering programs such as Let s Read as they intended and achieving desired outcomes. Reflective practice is increasingly seen as an essential aspect of ongoing professional development and effective service delivery. What is a focus group? A focus group consists of a discussion about a research topic (Let s Read) facilitated by at least two researchers with a small group of participants. Focus groups are usually audio taped and can also be videotaped, with one researcher (the facilitator ) leading the discussion by asking the participants open-ended questions and the other researcher (the note taker ) responsible for recording and taking down detailed notes and descriptions of the discussion. Focus groups are opinion and viewpoint based discussions. There are no right or wrong answers, just different opinions. The dynamic nature of group discussion lends itself to gaining a lot of detailed, or qualitative, information regarding the subject matter, but also means it is not an appropriate forum for more personal or socially sensitive questions (if required these may be asked in individual interviews). As one part of an evaluation strategy, focus groups are useful for drawing out information from a community regarding common and individual experiences of Let s Read and a small group s opinions of these experiences, rather than providing any large numerical or empirical data. It may be useful to run focus groups for community professionals and families one or two months after each Let s Read intervention stage has been introduced, to gain an impression of how it is being delivered and received. Finding and contacting participants for the focus group A group of 6-10 people is an appropriate size. This will provide a sufficient range of feedback whilst also being small enough to enable all the people present to have the opportunity to give their opinions. When contacting prospective participants the purpose of the focus group, what information will be gathered, and what the information will be used for should be made clear. Participants will then know why they are there and will be comfortable knowing their information will be used in a positive way. A sample letter of invitation is included in Appendix 5. People who are already known to one another through existing networks are a good option as they will have an existing relationship and may feel more comfortable taking part in a focus group. You may find it valuable to offer an incentive for participants to attend; this can be as simple as offering afternoon tea or arranging to reimburse travel expenses. Let s Read Focus Group Kit 3

4 Running Focus Group Sessions Facilitation and Note taking The facilitator is the person who runs the focus group; a focus group should have a facilitator as well as note taker to enhance the ability to collect meaningful information. It is best if the facilitator is an individual who has not been involved with training (in the case of the community professionals focus group) or delivering (in the case of families focus group) the Let s Read program as this may impact on the participants ability to be frank with their responses. The facilitator role is to ask questions and guide conversations around topics of interest. They should not be involved in discussions by putting forward their own opinions or knowledge. The facilitator must also make participants aware of confidentiality and ethical issues and seek consent from participants to record and use the information provided to prepare the relevant evaluation report(s). The role of the note taker is to capture discussions via recording devices and/or handwritten notes and not to be involved in discussions. NB: It is recommended that the focus groups section of the following guide be consulted for further information regarding the facilitator and note taker roles: Basic structure of a focus group The basic structure of a focus group includes four stages. Stage 1: Introduction stage where participants use the time to familiarise themselves with one another and demographic questions can be asked by the facilitator at this point as an ice breaker. Stage 2: Contextual information can be gathered through asking participants specific background questions that relate to your evaluation needs. This section is optional if you do not wish to gather such information. Stage 3: Key questions will be gathered from participants and this will be the most important feedback. The most time is allowed for this section as appropriate probing questions may need to be asked to draw out more specific information from the participants. Stage 4: Close stage will involve acknowledging participants contributions and involvement in the focus group and highlighting how their information will be used. This stage will also include thanking participants for their time, involvement and contributions to the focus group. This is a sample standard structure that is followed so the focus group can cover the required information in the time allowed. Timing The content for the Let s Read focus group sessions has been designed to be covered in one and a half (1.5) hours. The importance of timing and therefore starting at the advertised time will vary for different cultural groups. Some participants may be running late and it may be inappropriate to start without them. Also consider that some of the participants may be using public transport to attend the focus group. This should be considered when planning and implementing the focus group. Allow sufficient time Let s Read Focus Group Kit 4

5 for people who may be running late and begin the hour time frame from when everybody has arrived. Ensure that permission is sought from participants to extend the focus group before running over time. Inclusion of children attending the focus group Offering childcare during the focus group is an option if this can be arranged however this could create several challenges such as the suitability of child care for some cultures and/or affordability. It should be communicated to participants they are welcome to bring their children and attend to them throughout the focus group. Allowances on time should be made to allow parents to attend to their children throughout the focus group. Venue The venue should be a place participants can easily get to by car or public transport and a place they may be familiar with in the community but that offers privacy. This will help participants feel comfortable to attend the focus group especially if they are bringing children with them. The venue chosen should be comfortable and it can help to have refreshments available for the participants either before or after the session. If children are likely to be attending the session be cautious of providing hot drinks such as tea and coffee for safety reasons. More information on running focus groups If you would like more in-depth information, an excellent guide to running focus groups, and written specifically for field workers, can be found in: Qualitative Research Methods: A data Collector s Field Guide (Natasha Mack et al, 2005) and can be read or downloaded free from the following link: The Stage 5: Methods of the Evaluation Toolkit: A tailored approach to evaluation for parenting projects, produced by Parenting Education & Support Forum/National Children s Bureau (NCB), provides a detailed outline of how to construct a questionnaire, and conduct individual and group interviews. This resource is not free, however is highly recommended. See the following link to order the Toolkit: Let s Read Focus Group Kit 5

6 Undertaking a Let s Read focus group for community professionals The following section provides a suggested approach to conducting a Let s Read focus group with community professionals. It includes an overview and the shaded boxes provide a suggested script for each stage of the suggested focus group. Each community is different and the focus group questions and approach should be tailored to the individual needs of the community and the participants. The important thing to consider is what purpose the information is being sought for and who will the audience be. Overview of the suggested focus group approach Enter venue 15 minutes prior to set up furniture, equipment, refreshments etc. Welcome people on arrival and provide a numbered name badge for each participant (A list of names and numbers will also be required for the transcription of the session) Explain project briefly Obtain consent from each participant Talk through the rules Introductions Contextual data Focus Group Questions Close Explain that information will be provided for feedback (if applicable) Thank participants and ask if they are happy to be contacted for other project activities (if applicable) Debrief between note take and facilitator Pack up materials Write up notes within 24 hours Suggested Let s Read focus group timing STAGE TIMING 1. Introductions minutes 2. Contextual Information (optional) minutes 3. Key Information (including probing questions) minutes 4. Close 5-10 minutes Let s Read Focus Group Kit 6

7 Stage 1: Introductions Introduction of facilitator and note taker Begin by introducing yourself (facilitator) and the note taker. Let the participants know briefly who you are, what your roles are in the program and in the running of the focus group. Hello, my name is, I am from, I will be facilitating this workshop today. This is (note taker), _(note taker) will be assisting me by taking notes during the discussion. If it is OK with you, we will be recording the focus group to ensure that the information collected is as accurate as possible. We will address people by name during the discussion, but when the session is transcribed you will be identified by numbers only. Does anyone have any concerns about the discussion being recorded? Purpose Explain why you are collecting this information and that it is being collected on behalf of the Let s Read program: The purpose of today s discussion is to help us to find out about your experiences of the Let s Read program training and your subsequent delivery of the program and resources to families. The discussion today will focus on your opinions regarding three aspects of the Let s Read program: Your experiences of the Let s Read community program training, Your experiences of delivering the Let s Read community program in your community, and Your thoughts about the usefulness of the Let s Read community program and the program resources. This information will be used to (reporting to funding body, improve delivery, etc) Confidentiality Explain who will be given access to the information and what will be done with the information once collected: We will be recording the focus group discussion on a recorder and in written notes taken by the note taker. We wish to inform you that we respect your confidentiality and that any information collected from the focus group will not be identified by name. We ask that all of the participants respect each others privacy and anonymity outside this session. Let s Read Focus Group Kit 7

8 Consent Ask for Informed Consent (or confirm written consent if it has already been gathered): Our duty of care in this is to inform you that you are under no obligation to take part in this focus group. You are also not required to answer any questions that you do not wish to answer. If you begin in the session and decide not to continue your decision will be respected. I need to know that you give me permission to use the information that you provide during the course of the meeting in preparing a report for. Please state your consent if you are prepared to continue. Rules Go through the rules: In order for participants to feel comfortable in speaking freely about their experiences of the Let s Read program, we ask that you follow some simple rules. Please do not discuss the details of the discussion once the session is finalised. Please respect the other participants privacy and do not repeat their comments or reveal their identities once outside the session. Please speak one at a time both for the benefit of the note taker and in order to show respect for each persons right to voice an opinion. Participants should feel they are able to express opinions freely and without criticism. Warm-up / Introductions for the group Have a round of introductions where questions such as, where do you work? could be asked in the form of warming up questions to let the participants familiarise themselves with each other and recognise shared interests. Remember to state participants names before they speak for the audio recorder. (These will be converted to numbers by the person transcribing the recording). It may be easier to give the participants guidance about how to introduce themselves. In this instance the following is suggested: I work at as a. I have been working in this area for. I have been delivering the Let s Read program for. Let s Read Focus Group Kit 8

9 Stage 2: Contextual Information If you wish to collect additional information about your participants, the next stage is gathering contextual information. If not, move to Stage 3 Key Information. Question 1, Participant Professions The purpose of this section is to gather some demographic information form your participants. The following questions are optional, and should be changed according tow what sort of information you require for your evaluation. Let everyone know they will be given a chance to speak. Then ask each person which of the professional categories they fit into. Which of the following professional categories do you fit into? Maternal and Child Health nurse / Community Nurse Librarian Child Care Worker / Family Day Carer Home Visiting Professional General Practitioner Primary School Teacher Paediatrician Speech Pathologist Teacher s Aide Other Please specify Stage 3: Key Information This is the stage of the focus group that is likely to collect the most valuable information. Therefore, in your planning, allow the most time for this stage. Ask the question, there are a total of five key questions. Allow individual thinking time and encourage each participant to give a brief response. Open the discussion and use probe questions provided to bring out more in depth answers to key questions listed. Then repeat the sequence for each of the key questions. Question 1, Where did you hear about the Let s Read Program? This question aims to gather some information regarding how the message about Let s Read is being disseminated and what might attract community professionals to take part in the program. Let s Read Focus Group Kit 9

10 Where did you first hear about the Let s Read program and what made you decide to get involved with it? If no responses offer suggestions of where participants may have heard about Let s Read Question 2, Community Professional Training This question and the additional probes aim to gauge whether or not the facilitation, presentation and content of the Community Professionals training lead to new knowledge being gained and retained, (or existing knowledge being reinforced), regarding early literacy development and the Let s Read program and resources. When did you attend the Let s Read training and what did you think about how it was presented and the content of the presentation? Was the presentation interesting and easy to follow? Was the length of time allowed to cover the material sufficient/insufficient? What understandings did the training help you to develop/reinforce regarding early childhood literacy? Did you learn about activities that develop early literacy in the training? What were they? What did you learn about in relation to engaging parents in discussions regarding early literacy and the Let s Read program? Which Let s Read resources did you learn about? What did you find most useful and least useful about the training and why? Question 3, Delivery of the Let s Read program This question attempts to reveal whether the training provided a good understanding of the program and resulted in the participants feeling confident about delivering the program, and/or where there may be gaps in the training. The probing questions relate directly to specific delivery and operational aspects of the program. How did you feel about delivering the Let s Read program to families after the training? Was the length of time allowed to cover the material sufficient/insufficient? How did you feel about engaging parents/carers in discussions about early literacy development after the training? How did you feel about introducing the Let s Read resources to parents/carers? Have the resources always been available to you when you need them? How long would you estimate it takes you to deliver the program? Let s Read Focus Group Kit 10

11 Was there any aspect of the delivery that you felt the training did not prepare you for? What tips would you give other people to help them with delivery of the Let s Read program with families? Question 4, Delivery of the Let s Read program This question aims to discover whether the Let s Read program is being delivered in a form that maintains fidelity to its original design. The probing questions are an attempt to gain some discussion around innovative approaches that have been taken in delivering the program that may include broader community resources and activities. How have you been introducing the idea of the Let s Read program to parents/carers and what other information/activities/materials have you linked or promoted along with the program? How have you described the Let s Read program to potential participants? Are there any related local activities/services that you give information on at the same time? Have you got any specific approaches/ideas that have worked well or not worked well in delivering the Let s Read program to parents and carers? Question 5, Effectiveness of the Let s Read program How effective do you think Let s Read is at promoting reading with young children from birth to 5 years? How useful do you think the different resources are: Training; Parent Information sheets; DVD; book; booklists; modelling for parents? Which features do you think make the Let s Read program effective in promoting reading with young children? Which are not? Which features of the Let s Read program do you think parents find most valuable? Least valuable? Is there anything you would suggest to make the Let s Read program more effective from an individual delivery perspective and/or from a broader community delivery perspective? Stage 4: Close of the Focus Group Thank the participants for giving their time and to the focus group and include again how their information will be used and by whom. Offer refreshments and/or provide any incentives for attendance. Thank you for your participation, the information that you have provided is very useful to the ongoing development of the Let s Read community program in. A report from this focus group will be made available at. Please remember to maintain confidentiality once outside the session. Thank you for your time. Let s Read Focus Group Kit 11

12 Undertaking a Let s Read focus group for families The following section provides a suggested approach to conducting a Let s Read focus group with families. It includes an overview and the shaded boxes provide a suggested script for each stage of the suggested focus group. Each community is different and the focus group questions and approach should be tailored to the individual needs of the community and the participants. The important thing to consider is what purpose the information is being sought for and who will the audience be. Overview of the suggested focus group approach Enter venue 15 minutes prior to set up furniture, equipment, refreshments etc. Welcome people on arrival and provide a numbered name badge for each participant (A list of names and numbers will also be required for the transcription of the session) Explain project briefly Obtain consent from each participant Talk through the rules Introductions Contextual data Focus Group Questions Close Explain that information will be provided for feedback (if applicable) Thank participants and ask if they are happy to be contacted for other project activities (if applicable) Debrief between note take and facilitator Pack up materials Write up notes within 24 hours Suggested Let s Read focus group timing STAGE TIMING 1. Introductions minutes 2. Contextual Information (optional) minutes 3. Key Information (including probing questions) minutes 4. Close 5-10 minutes Let s Read Focus Group Kit 12

13 Stage 1: Introductions Introduction of facilitator and note taker Begin by introducing yourself (facilitator) and the note taker. Let the participants know briefly who you are, what your roles are in the program and in the running of the focus group. Hello, my name is, I am from, I will be facilitating this workshop today. This is (note taker), _(note taker) will be assisting me by taking notes during the discussion. If it is OK with you, we will be recording the focus group to ensure that the information collected is as accurate as possible. We will address people by name during the discussion, but when the session is transcribed you will be identified by numbers only. Does anyone have any concerns about the discussion being recorded? Purpose Explain why you are collecting this information and that it is being collected on behalf of the Let s Read program: The purpose of today s discussion is to help us to find out whether or the Let s Read program has been delivered in a way that has been useful to the families who have participated, and whether the program has changed families reading behaviour. The discussion today will focus on your opinions regarding three aspects of the Let s Read program: How you experienced the way the program was presented to you: Whether or not you feel that the Let s Read program has changed how you and your families read with your child or children, and if it has made a difference, what those changes have been, and Whether or not you believe that the Let s Read program is a useful way to encourage parents and carers to read with their young children. This information will be used to (reporting to funding body, improve delivery, etc) Confidentiality Explain who will be given access to the information and what will be done with the information once collected: We will be recording the focus group discussion on a recorder and in written notes taken by the note taker. We wish to inform you that we respect your confidentiality and that any information collected from the focus group will not be identified by name. We ask that all of the participants respect each others privacy and anonymity outside this session. Let s Read Focus Group Kit 13

14 Consent Ask for Informed Consent (or confirm written consent if it has already been gathered): Our duty of care in this is to inform you that you are under no obligation to take part in this focus group. You are also not required to answer any questions that you do not wish to answer. If you begin in the session and decide not to continue your decision will be respected. I need to know that you give me permission to use the information that you provide during the course of the meeting in preparing a report for. Please state your consent if you are prepared to continue. Rules Go through the rules: In order for participants to feel comfortable in speaking freely about their experiences of the Let s Read program, we ask that you follow some simple rules. Please do not discuss the details of the discussion once the session is finalised. Please respect the other participants privacy and do not repeat their comments or reveal their identities once outside the session. Please speak one at a time both for the benefit of the note taker and in order to show respect for each persons right to voice an opinion. Participants should feel they are able to express opinions freely and without criticism. Warm-up / Introductions for the group Have a round of introductions where questions such as, where do you work? could be asked in the form of warming up questions to let the participants familiarise themselves with each other and recognise shared interests. Remember to state participants names before they speak for the audio recorder. (These will be converted to numbers by the person transcribing the recording). It may be easier to give the participants guidance about how to introduce themselves. In this instance the following is suggested: I have children. The oldest child is years/months and the youngest child is years/months. I have been living in this area for years. Stage 2: Contextual Information If you wish to collect additional information about your participants, the next stage is gathering contextual information. If not, move to Stage 3 Key Information. Let s Read Focus Group Kit 14

15 Question 1, Language/Literacy & Reading behaviours The purpose of this section is to gather some demographic information form your participants. The following questions are optional, and should be changed according to what sort of information you require for your evaluation. Let everyone know they will be given a chance to speak. Then invite each person to offer general information about their background such as: What languages do you speak at home with your family? Do you speak any other languages? What are they? What languages can you read and write? Would you consider yourself to be a keen reader? What about your partner or other adults/older children in your household? Are you a member of your local library? Stage 3: Key Information This is the stage of the focus group that is likely to collect the most valuable information. Therefore, in your planning, allow the most time for this stage. Ask the question, there are a total of five key questions. Allow individual thinking time and encourage each participant to give a brief response. Open the discussion and use probe questions provided to bring out more in depth answers to key questions listed. Then repeat the sequence for each of the key questions. Question 1, Where did you hear about Let s Read? This question aims to gather some information regarding how the message about Let s Read is being disseminated. Where did you hear about Let s Read? MCH nurse? GP? Baby s first check up? Immunisation? Question 2, Delivery of Let s Read These questions relate to the actual delivery of the program and are trying to establish whether or not the Let s Read program has been delivered in a community-centred and family friendly way. Let s Read Focus Group Kit 15

16 How well did it work for you to discuss Let s Read at your [MCH Centre/Dr etc]? Do you think it was a good place to receive Let s Read information? Why / Why not? Can you think of anywhere else that may be a good place to learn about Let s Read? Question 3, Communication of Let s Read program This question and the additional probing questions are an attempt to find out if the Let s Read messages were communicated clearly and in a way that was easy to understand, and whether or not the style used to communicate the messages was an effective one. It aims to discover whether or not participants were satisfied with the training/ information they were given. How clear was the information you got about Let s Read could you tell straight away if it would be something you would be interested in? Can you describe how Let s Read was explained to you? Which materials were most helpful in explaining the Let s Read program: Discussion when receiving the Let s Read Pack; DVD; Books; Information sheets; Book lists? Do you think everybody would be able to understand the information pack? Can you suggest any other ways to present the information? Question 4, Effect of Let s Read Program on parent/carers behaviour This question aims to gain some feedback relating to the baseline information collected from parents before participating in the Let s Read Program and is an attempt to discover whether or not participants feel the program has had a real impact on how they read with their children. The additional probing questions relate specifically to baseline information collected from participants at entry to the program. How has the Let s Read program changed how you read with your children? What do you think is the best age to start reading with a baby? If you weren t already a member, have you joined your local library? Has it changed whether you take your children to the local library or how often you take them? How? Has it changed how many books you have bought or borrowed from a library? Has it changed how confident you are to read to your children? Has it changed how you feel about reading to your children? Question 5, Effectiveness of the Let s Read program This question attempts to have the participants think more broadly about the program and its place within the wider community. The additional probing questions aim to encourage discussion about Let s Read Focus Group Kit 16

17 the usefulness of the Let s Read program for the broader community as a whole, rather than for the participants and their families. Do you think Let s Read does a good job of getting parents and carers to read with their children? What was the best part of Let s Read for you? The worst? Do you think Let s Read would encourage everybody to read to their children? Mums and dads/ male and female? People who are not very interested in reading and people who are keen readers? People who find it difficult to read as well as those who read well? If you could change or add to the Let s Read program in any way, what would that be? Stage 4: Close of the Focus Group Thank the participants for giving their time to the focus group and include again how their information will be used and by whom. Offer refreshments and/or provide any reimbursement for attendance. Thank you for your participation, the information that you have provided is very useful to the ongoing development of the Let s Read community program in. A report from this focus group will be made available at. Please remember to maintain confidentiality once outside the session. Thank you for your time. Let s Read Focus Group Kit 17

18 Organising your Focus Group data 1. Immediately after the focus group it is helpful for the note taker and moderator to sit together and discuss the session. This is an opportunity for the note-taker to quickly expand on any rough notes to make them easier to remember/read at a later time and for the two to compare notes on how the session went, any difficulties, any questions that needed reworking etc. 2. The recorded discussion will need to be transcribed and this can be done either by a team member who understands the need to keep all records confidential, or by a professional transcription company. If required focus group participants can be identified by numbers or pseudonyms in the transcription. Transcriptions should be given an archival id (a number or title that they will be stored under) and be clearly labelled with the name of the focus group, date, place, and time group was held, number of participants and names of moderator, note taker and person typing up transcription. If kept on a computer, the transcription file should be encrypted with a password and any hardcopies labelled Confidential and kept in a locked cabinet. 3. Using the transcription of the recorded discussion, the note-taker s written notes, and any notes from the post focus-group discussion between moderator and note-taker: (see suggested note taking format in Appendix 3) Write up any contextual data for the participants e.g. professions, gender, ages. Search for common themes within the discussions around each of the questions and probes. Note any comments/opinions that seem to vary from the general point of view of the group. Note when there are no common themes, but a variety of positions taken by the participants. 4. Using notes write up a report on your findings which should include: Focus Group details Participant numbers and characteristics (if you have collected this information) A summary of the information you have gained from the focus group discussion questions including any common themes and any uncommon responses/opinions of interest. A summary of any issues that will need to be followed up and how they will be actioned, including any suggestions for changes to future focus groups. Let s Read Focus Group Kit 18

19 Appendix 1 Note Taker Forms Stage 1: Introductions Question Person No. Response / Comment Observation Let s Read Focus Group Kit 19

20 Stage 2: Contextual Information Question Person No. Response / Comment Observation Let s Read Focus Group Kit 20

21 Stage 3: Key Information Question Person No. Response / Comment Observation Let s Read Focus Group Kit 21

22 Appendix 2 Suggested Letter of Invitation: Community Professionals [Your group name] [Your address] [Date] Dear [Name] [Your group name] invites you to attend an Evaluation Focus Group Experiences of delivering the Let s Read program When: [Date for Focus Group] Where: [Venue and address for focus group] Time: [e.g. 2.45pm (for 3.00 pm start) until 4.00 pm] - Light refreshments will be provided - RSVP to [RSVP Details] The focus group will be a discussion of your opinions regarding three aspects of the Let s Read program: Your experiences of the Let s Read program training Your experiences of delivering the Let s Read program in your community Your thoughts about the usefulness of the Let s Read program and the program resources Other participants will be people from a variety of different fields of work who, like yourself have been delivering the Let s Read program to families. All participants will remain anonymous and the discussion within the focus group will remain confidential. Please see overleaf for further details on confidentiality. Your participation in the discussion group would be most appreciated and help us to understand which parts of the Let s Read program are working well and where we might need to make changes. This will mean we can refine the program to make sure it continues to be useful for families currently taking part in the program and those who access the program in the future. [state here if you intend to reimburse participants for costs/their time] Please RSVP to: [Your contact name] On: [phone/mobile] [ ] By: [date] Let s Read Focus Group Kit 22

23 Evaluation Focus Group Experiences of delivering Let s Read CONFIDENTIALITY, CONSENT AND RULES Confidentiality The focus group discussion will be recorded on a recorder and in written notes taken by the note taker We respect your confidentiality and any information collected from the focus group will not be identified by name. We will refer to your comments only by a code number We ask that all of the participants respect each other s privacy and anonymity outside of the focus group session Informed Consent Rules We will need your informed [verbal or written] consent to take part in the focus group on the day Our duty of care in this is to inform you that you are under no obligation to take part in the focus group. You are also not required to answer any questions that you do not wish to answer. If you begin in the session and decide not to continue your decision will be respected. You will be asked to state your consent before the beginning of the focus group if you are prepared to continue Participants will be asked not to discuss the details of the discussion once the session is finalised Participants will be asked to respect the other participants privacy and not repeat their comments or reveal their identities to others once outside the session Participants will be asked to speak one at a time both for the benefit of the note taker and in order to show respect for each person s right to voice an opinion Participants should feel they are able to express opinions freely and without criticism Let s Read Focus Group Kit 23

24 Appendix 3 Suggested Letter of Invitation: Families [Your group name] [Your address] [Date] Dear [Name] [Your group name] invites you to attend an Evaluation Focus Group Families Experiences of Let s Read When: [Date for Focus Group] Where: [Venue and address for focus group] Time: [e.g. 2.45pm (for 3.00 pm start) until 4.00 pm] - Light refreshments will be provided - RSVP to [RSVP Details] The focus group will be a discussion of your opinions regarding three aspects of the Let s Read program: How you experienced the way the program was presented to you; Whether or not you feel that the Let s Read program has changed how you and your families read with your child or children, and if it has made a difference, what those changes have been, and Whether or not you believe that the Let s Read program is a useful way to encourage parents and carers to read with their young children. Other participants will be parents and carers like yourself, who have taken part in the Let s Read program. All participants will remain anonymous and the discussion within the focus group will remain confidential. Please see overleaf for further details on confidentiality. Your participation in the discussion group would be most appreciated and will help us to understand which parts of the Let s Read program are working well and where we might need to make changes. This will mean we can refine the program to make sure it continues to be useful for families currently taking part in the program and those who access the program in the future. [state here if you intend to reimburse participants for costs/their time] Please RSVP to: [Your contact name] On: [phone/mobile] [ ] By: [date] Let s Read Focus Group Kit 24

25 Evaluation Focus Group Families Experiences of Let s Read CONFIDENTIALITY, CONSENT AND RULES Confidentiality The focus group discussion will be recorded on a recorder and in written notes taken by the note taker We respect your confidentiality and any information collected from the focus group will not be identified by name. We will refer to your comments only by a code number We ask that all of the participants respect each other s privacy and anonymity outside of the focus group session Informed Consent Rules We will need your informed [verbal or written] consent to take part in the focus group on the day Our duty of care in this is to inform you that you are under no obligation to take part in the focus group. You are also not required to answer any questions that you do not wish to answer. If you begin in the session and decide not to continue your decision will be respected. You will be asked to state your consent before the beginning of the focus group if you are prepared to continue Participants will be asked not to discuss the details of the discussion once the session is finalised Participants will be asked to respect the other participants privacy and not repeat their comments or reveal their identities to others once outside the session Participants will be asked to speak one at a time both for the benefit of the note taker and in order to show respect for each person s right to voice an opinion Participants should feel they are able to express opinions freely and without criticism Let s Read Focus Group Kit 25

26 Appendix 4 Suggested format for organising focus group data [Your Group Name] Focus Group Notes for [Name of focus group] Date of Focus Group: Moderator: No. of participants: Note taker: Question: 1. What were the main themes arising from the responses to this question? 2. Were any of these different to previous focus groups? How? 3. Was there anything participants said that was unclear or confusing? 4. What was observed about behaviours in the group during this discussion? 5. What are the issues that will need to be followed up? Let s Read Focus Group Kit 26