LEARNING SEMI-STRUCTURED INTERVIEW METHOD

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Practical report-2

Learning semi-structured interview method

Understanding self concept through semi-structured interview among children and

college students

Roll number-21501262
Examination roll number-21040501019
Subject- Statistical methods and psychological research [SMPR]
Course- BA program
Semester- 4th

Lakshmibai college, University of Delhi

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Abstract

The practical aimed at understanding the self concept among children and youth using semi
structured interview method and thematic analysis as a tool. For this purposive sampling was
done wherein a female participant aged 10 and a male participant aged 20 were interviewed
based on semi structured interview schedule. Results indicated that while there are similarities in
the self-concept of youth and children, there are also notable differences in terms of social
identity, personal identity and coping skills. Self-concept is an evolving construct that changes as
individuals move from childhood to adolescence.

Key words: semi structured interview, self concept, youth, child

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Understanding self concept through semi-structured interview among children and college
students

Interview is roughly defined as an interaction between two people on a particular

occasion where one acts as an interviewer and the other as an interviewee. Thus, the interview is
defined as an inter-view, an interchange of views between two people conversing about a theme
or a topic of mutual interest (Kvale,1996).According to the American Psychological Association
(APA), an interview is a directed conversation in which a researcher, therapist, clinician or
employer intends to elicit specific information from an individual for purposes of research,
diagnosis, treatment, or employment. The quality of the data collected in an interview will
depend on both the interview design and on the skill of the interviewer. For example, a poorly
designed interview may include leading questions or questions that are not understood by the
subject. A poor interviewer may consciously or unconsciously influence the responses that
the subject makes. In either circumstance, the research findings will be influenced detrimentally.

Structured interviews are a type of interview that uses a predetermined set of questions
and a standardized format to collect data. They are often used in research and assessment
contexts, such as in psychology, human resources, and medical settings. A structured interview
involves the interviewer following a pre-written script of questions and prompts that are
designed to elicit particular information. The questions are often closed-ended, requiring a yes or
no response or a rating on a Likert scale. This format ensures that all participants are asked the
same questions in the same manner, reducing variability while increasing the validity and
reliability of the data gathered.Structured interviews are frequently utilized in situations where
accurate and standardized data are required, such as in clinical settings when a diagnosis is being
made or in research investigations where consistency in data is vital. They can be helpful in
minimizing bias and ensuring fairness in the evaluation process.Structured interviews may not
allow for in-depth discussion of issues or provide possibilities for follow-up questions, which is
one of its drawbacks. Some participants could also think that their answers don't really reflect
their thoughts or experiences. Because of this, structured interviews are frequently combined
with other data gathering techniques, such as open-ended inquiries or observational data.

Unstructured interviews is a type of interview where the interviewer does not have a
predetermined set of questions or a standardized format to follow. Instead, the interviewer
chooses a subject or theme and allows the conversation to develop naturally, enabling the
interviewee to hear the participant's unique experiences and viewpoints.Unstructured interviews
are frequently utilized in research studies where the goal is to gain insight into something
particular or to acquire in-depth knowledge about a participant's experiences, feelings, and
perspectives. They can offer in-depth information while allowing the participant to take the
initiative and speak on their terms.However, unstructured interviews can be time-consuming and
may be difficult to analyze systematically, as the data collected can be varied and difficult to
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compare across participants. Additionally, the interviewer's biases and beliefs may influence the
conversation, potentially limiting the variety of viewpoints that the participant is willing to share.

Semi-structured interviews is a type of interview that combines elements of both

structured and unstructured interviews. In a semi-structured interview, the interviewer has a
predetermined list of questions to ask or topics to cover, but also has the flexibility to dig deeper
into the participant's responses and ask follow-up questions.Semi-structured interviews are
frequently used in studies that seek to study complex problems or phenomena or to learn more
about the experiences, viewpoints, and beliefs of participants. They enable the researcher to
collect data in a methodical and standardized manner, while also allowing the researcher to
explore new topics and concepts that might come up during the interview.The questions in a
semi-structured interview are usually open-ended and aimed to elicit detailed responses from the
participant. To elucidate or further discuss the participant's comments, the interviewer may also
ask subsequent questions. However, the predetermined list of questions or topics serves as an
overall framework for the interview's structure and content, ensuring that the data gathered is
uniform and comparable across participants. Semi-structured interviews are commonly used in
qualitative research studies, such as in-depth interviews and focus groups, and are often used in
social sciences, psychology, and education research. They provide a balance between the rigidity
of a structured interview and the unpredictability of an unstructured interview, allowing
researchers to gather in-depth and nuanced data while still maintaining some control over the
interview process.

An interview schedule is a structured list of questions and prompts that an interviewer

uses to guide the conversation during an interview. The questions and prompts are structured
around a certain subject or research issue and are intended to elicit specific information from the
participant.There are different kinds of items that can be included in an interview schedule,
depending on the research question and the goals of the study. Here are some common types of
items that may be included:

Demographic Information: These are questions that gather fundamental data about the
respondent, such as age, gender, education, and occupation.

Open-ended questions: These are questions that provide participants the freedom to respond
anyway they see fit without being restricted by pre-established response possibilities.
Open-ended inquiries can be used to elicit information about a participant's experiences,
viewpoints, and attitudes.

Closed-Ended Questions: These are questions which require a predetermined response, often in
the form of a yes-or-no response or a rating on a Likert scale. Quantitative information can be
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gathered using closed-ended questions, such as the frequency or severity of a specific behavior
or experience.

Probes: Follow-up questions that aim to elucidate or amplify participant's response. Probes can
be used to go deeper into a subject or to investigate unexpected replies.

Scenario-based questions: These questions ask the respondent to give their response based on
how they would act or feel in a hypothetical situation. Scenario-based questions can be used to
investigate attitudes and beliefs or to test theories regarding potential human behavior.

Rating Scales: Rating scales are used to assess participants' attitudes or perceptions regarding a
specific topic by asking them to score their level of agreement, satisfaction, or other related
measures.

The criterion for question writing is an important consideration when developing

interview questions. Effective questions should be clear, concise, and easy to understand,
avoiding complex or technical language that may be unfamiliar to the participant. Questions
should also be specific and focused, avoiding vague or open-ended phrasing that can lead to
ambiguous or irrelevant responses. The questions should be relevant to the purpose of the
interview and should be designed to elicit the information required to address the research or
assessment goals.

Interviews serve several major functions in various settings, including research, clinical
assessment, employment, and media. In a variety of contexts, including research, clinical
assessment, employment, and media, interviews serve a number of critical purposes. Collecting
data is one of the main purposes of interviews. Interviews allow researchers, clinicians, and
employers to obtain data directly from participants revealing significant insights into their
experiences, thoughts, and behaviors. Interviews can also be used to assess individuals, such as
in a clinical assessment interview, where the purpose is to evaluate a person's mental health
status or diagnose a specific disorder. Building relationships is another function of interviews.
For instance, job interviews provide employers and candidates a chance to meet and assess
whether there is a suitable fit. Interviews can also be used to generate new ideas and hypotheses,
such as in a qualitative research interview, where the purpose is to investigate a topic in depth
and obtain a deeper understanding of it.

There are several factors that can affect the use of interviews in different settings
including the purpose of the interview, time constraints, availability of resources, participant and
interviewer characteristics, mode of interview, and ethical considerations.The purpose of the
interview will influence the type of interview, the questions asked, and the participants selected.
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While resource availability can limit the use of interviews or affect the quality of the data
collected, time constraints can have an impact on the interview's length and structure. Participant
and interviewer characteristics can also influence the use of interviews, as individuals may have
different preferences when it comes to interviews. The mode of interview, such as in-person,
over the phone, or online, can both have benefits and drawbacks. Finally, ethical factors like
informed consent, confidentiality, and privacy must be taken into account.

Interviews have several advantages as a data collection method, which make them a
popular choice in various settings. Interviews have the advantage of allowing researchers or
clinicians to get information straight from the participant or client. This can provide more
extensive and reliable information than other data collection methods, such as questionnaires,
which might be vulnerable to misinterpretation or misunderstanding. Additionally, interviews
can be adapted to the participant's needs, providing greater flexibility in the types of questions
asked and the interview's pace. The fact that interviews can be conducted in a variety of ways,
such as in-person, over the phone, or online, gives them additional benefits in terms of
accessibility and convenience for both the interviewer and the participant. Additionally,
interviews give the interviewer a chance to establish rapport and trust with the participant, which
can result in more honest answers.

While interviews have several advantages as a data collection method, they also have
some disadvantages that should be considered. One drawback of interviews is that they can be
time consuming and resource intensive especially when compared to other data collection
methods like surveys or questionnaires. Additionally, interviews are susceptible to interviewer
bias, which may occur when the interviewer's beliefs or opinions affect the participant's
responses. This bias may be unintentional, such as when the interviewer expresses a preference
for particular comments through their tone of voice or body language, or it may be intentional,
such as when they purposefully steer the conversation in a particular direction. Interviews also
have the potential to be influenced by social desirability bias, which happens when participants
give answers that they think will be accepted by the interviewer rather than honest ones. This
bias can be particularly pronounced in situations where the participant may feel judged or
evaluated, such as in a job interview or clinical assessment

Many sources of interview error come from the extreme difficulty we have in making
accurate, logical observations and judgments (Cesare, 1996; Schuler,1993).People apparently
tend to generalize judgments from a single limited experience (Huffcutt, Roth, & McDaniel,
1996; Li, Wang, & Zhang, 2002). In the interview, halo effects occur when the interviewer forms
a favorable or unfavorable early impression. The early impression then biases the remainder of
the judgment process (Howard & Ferris, 1996).Similarly, people tend to judge on the basis of
one outstanding characteristic. Hollingworth (1922) first called this error general
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standoutishness. One prominent characteristic can bias the interviewer's judgments and prevent
an objective evaluation. In an early classic paper, Burt (1926) noted the tendency of interviewers
to make unwarranted inferences from personal appearance. A well-groomed, attractive individual
might be rated higher in intelligence than would a poorly groomed, unattractive individual, even
if the latter was actually more intelligent than the former.Another potential source of error in the
interview can be found in cross-ethnic, cross-cultural, and cross-class interviewing (Fish, 2001;
Sattler, 1977,1998).

The selection and training of interviewers is a crucial step in conducting effective

research through interviews. A continuing controversy in the field of interviewing concerns
whether or not interviewing skills can be learned. The general consensus is that people can
acquire them (Boegels, van der Vleuten, Blok, & Kreutzkamp, 1996; Latham.1987; Posthuma,
Morgeson, & Campion, 2002; Prinstein, 2004). Interviewers should be selected based on their
qualifications, competence, and interpersonal skills. They ought to receive full training on the
research methodology, including the goal of the research, the interview questions, and the
methods used for gathering data. Interviewers should also be trained on how to establish rapport
with participants, maintain a neutral stance, and minimize bias. Additionally, interviewers should
receive ongoing training and professional development to stay up-to-date on best practices and
new research methods. The selection and training of interviewers should be given careful
consideration to ensure the accuracy and reliability of data collected through interviews.

PROCESS OF CONDUCTING A SEMI STRUCTURED INTERVIEW

STEP1-Identification of the problem

The first stage is to undertake a thorough literature review and evaluate previous work.
Both the methods and the findings. How can we use the previous work as a foundation from
which to develop our research question? Similarly are there relevant theories that we can use to
guide the questions which we will ask?

For example, if you are interested in why people take vitamin supplements, there are several
theories of health related behaviors that can act as a starting point from which to develop an
interview schedule(Fylan, 2005).

STEP2-Develop questions

In preparing for qualitative interviews, Lofland and Lofland in the year 1995 suggested
asking the question from yourself- "just what about this thing is puzzling me?" This can be
applied to each of the research questions which we have generated, or it may be the mechanisms
for generating some of the research questions(Bryman,2005).
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A. Style

The researcher has a list of questions or fairly specific topics to be covered, often referred
to as an interview schedule, but the interviewee has a great deal of flexibility in how to reply.
Questions may not follow exactly in the way outlined on the schedule. Questions that are not
included in the schedule may be asked as the interviewer picks up on things said by interviewees.
But, by enlarge, all the questions will be asked and a similar wording will be used from
interviewee to interviewee. The semi structured interview schedule can have both closed and
open ended questions often accompanied by follow up why or how questions. (Bryman,2012)

B. Avoid biases

According to Bryman 2012, interviewers themselves can be biased, interpreting what the
client says in light of their own belief system or prejudice. Freud certainly did this when he
refused to believe that his patience had actually been sexually assaulted as children preferring to
interpret the information as fantasy instead of reality. (Roussell,1986).Another problem with
interviews is something called the halo effect. The Halo effect is the tendency to form favorable
or unfavorable impressions on first meeting so that all of a person's comments or behavior after
that first impression will be interpreted to agree with the impression positively or negatively. The
halo effect can happen in any social situation including interviews between psychological
professionals and clients(ciccarelli and white, 2015)

C. Language

Try to use language that is comprehensible and relevant to the people.(Bryman,2012)

When potential respondents do not speak English, careful translation and bilingual interviews
will be required. Even if the respondents speak English don't assume it is exactly the same
language spoken by university trained researchers. Communication can fail when we carelessly
assume that everybody shares our vocabulary, acronyms and lingo. In designing a semi
structured interview, use the everyday words of the target groups, while taking care not to talk
down to them as well. It may be useful to adjust question wording while preparing the schedule
( Adams,2015).

D. Concise

It is likely to say the kind of questions asked will vary in terms of different stages of a
qualitative interview. Charmaz(2002) distinguished three different types of question in this
context

i. Initial open ended questions- example, what events lead to….? What was your life like prior
to…?; " is this organization typical of others you have worked in?".
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ii. Intermediate questions - example, how did you feel about when you first learnt it?; what
immediate impacts did… have on your life?; "what do you like most/ least about working in this
organization?"
iii. Ending questions -example, how have your views changed?; what advice would you give
now to someone who finds that he/she must get experienced?"; " If you had your time again,
would you choose to work for this organization?"
Questions can be related to values, beliefs, behavior, formal or informal roles, relationships,
emotions, encounters and stories.(Baryman,2012).

E. Frame

The kinds of questions asked in qualitative interviews are highly variable. Kvale (1996)
has suggested nine different types of questions. Most interviews will contain virtually all of
them, although interviews that rely on lots of topics are likely to follow a somewhat flexible
format. Kvales nine types of questions are as follows-

1. Introduction questions
2. Follow up questions - can you explain, what do you mean by this
3. Probing questions
4. Specific questions
5. Direct question
6. Indirect questions
7. Structuring questions
8. Silence
9. Interpreting questions

STEP 5- Material

1.Interview schedule is a structured outline of questions and prompts that an interviewer uses to
guide the conversation with the participant.

2.Informed consent- Before starting the interview, the interviewer must give a brief about the
purpose of the interview to the participant and the participant must provide explicit consent
agreeing to be a part of the study in order to move further. Informed consent is a critical
component of ethical research.

3.Recording device- A small recorder can be used to record the interview.

STEP 4- Demographics

In selecting respondents for interviews, researchers may choose a manageable random

sample or a stratified random sample from a large group. If resources permit, it may be possible
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to interview virtually everyone. Respondents should be identified and appointments set up before
the interviewers arrive on-site. Pretesting the interview should yield a rough idea of how long the
questions will take, and the interviewers can mention that time to prospective respondents.
Approaches vary when interviewing program beneficiaries, depending on who they are and their
relationship to the program. If possible, they should be chosen randomly, incorporating
stratification when certain subgroups are targeted, to eliminate the biasing effect of convenience
samples. (Adams, 2015)

STEP 5- Session structure

There are few points which the researcher need to remember as the session structure for the
interview

1.Know the schedule

Before interviewing anybody, an interviewer should be fully aware about the schedule. Even if
you are the only person conducting interviews, make sure you know it inside out.(Bryman,2012)

2.Introducing the research

Introduction to research should typically contain bits of information.Since interviewers

represent the interface between the research and the respondent, they have an important role in
maximizing the response rate for the survey.Maximizing the response rate in survey, in addition
the following points should be kept in mind :-

a) Interviewers should be prepared to keep calling back if interviewees are out or

unavailable. This will require taking into account people’s likely work and leisure
habits—for example, there is no point in call- ing at home on people who work during the
day. In addition, people living alone may be reluctant to answer the door when it is dark
because of fear of crime.
b) Be self-assured. You may get a better response if you presume that people will agree to
be interviewed rather than that they will refuse.
c) Reassure people that you are not a salesperson. Because of the tactics of certain
organizations whose representatives say they are doing market or social research, many
people have become very suspicious of people saying they would just like to ask you a
few questions.
d) Dress in a way that will be acceptable to a wide spectrum of people.
e) Make it clear that you will be happy to find a time to suit the respondent (Bryman,2012)
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3.Rapport

It is frequently suggested that it is important for the interviewer to achieve rapport with
the respondent. This means that very quickly a relationship must be established that encourages
the respondent to want to participate in and persist with the interview. Unless an element of
rapport can be established, some respondents may initially agree to be interviewed but then
decide to terminate their participation because of the length of time the interview is taking or
perhaps because of the nature of the questions being asked.While this injunction essentially
invites the interviewer to be friendly with respondents and to put them at ease, it is important that
this quality is not stretched too far. Too much rapport may result in the interview going on too
long and the respondent suddenly deciding that too much time is being spent on the activity.
Also, the mood of friendliness may result in the respondent answering questions in a way that is
designed to please the interviewer. The achievement of rapport between interviewer and
respondent is therefore a delicate balancing act (Bryman,2012).

4. Asking questions

Then the question should move from the general to specific aspects in a logical
manner(Singh,2009).

5. Probing

If further information is required, usually in the context of an open question, standardized

probes can be employed such as "could you say a little more about that?" Or “are there any other
reasons why you think that ?" and so on (Bryman,2012).

6. Leaving the interview

Do not forget common courtesies like thanking respondents for giving up their time. But
the period immediately after the interview is one in which some care is necessary, in that
sometimes respondents try to engage the interviewer in a discussion about the purpose of the
interview. Interviewers should resist elaboration beyond their standard statement, because
respondents may communicate what they are told to others, which may bias the findings
(Bryman,2012).

STEP 6- Record

To record or not to record is a key judgment call. A small digital recorder, if permission
is granted, allows the interviewer to be more actively engaged in the conversation as well as to
ponder the best next question instead of having to concentrate on writing down answers.
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However, if the topics covered are at all sensitive, respondents may be inhibited by a recording
device, even if complete confidentiality if promised and consent is given; some people forget the
recorder is running, but others stay wary. If the machine option does seem acceptable, bring a
small, unobtrusive digital recorder (Adams,2015). If the permission for the recording device is
not given then consider having a note taker.

STEP 7- Analysis

Data analysis is a stage that incorporates several elements (Bryman,2015).The data

analysis process begins with transcription of the interviews, which involves converting the audio
or video recordings of the interviews into a written format. Next, the transcripts are read and
re-read to gain a deep understanding of the data. This process involves coding the data, which
involves identifying and labeling segments of the transcript that relate to a particular topic or
theme. The codes are then sorted and grouped together into themes, and the themes are reviewed
to ensure that they accurately represent the data. Researchers may use software programs to
assist with the coding process, or they may do it manually. Once the themes have been identified
and reviewed, they can be analyzed and interpreted to draw conclusions and make
recommendations based on the research question or aim of the study. It is important to ensure
that the analysis is rigorous, transparent, and reflective of the data, and that any potential biases
or assumptions are acknowledged and addressed.

STEP 8- Report

It could be argued that the finest piece of research would be useless if it was not
disseminated to others. We do research so that it can be written up, thereby allowing others to
read what we have done and concluded (Bryman,2015).

According to the American Psychological Association (APA), self concept is one’s

description and evaluation of oneself, including psychological and physical characteristics,
qualities, skills, roles and so forth.Self-concept is a multidimensional and dynamic construct,
meaning that it can vary across different contexts and situations, and it can change over time in
response to new information and experiences. According to the social identity theory, we can
perceive ourselves differently at any given moment in time depending on where we are on the
personal v/s social identity continuum. At the personal end of this continuum, we think of
ourselves primarily as individuals. At the social end of this continuum, we think of ourselves as
members of some specific group.
According to the self discrepancy theory, individuals experience negative emotions when
there is a discrepancy between their actual self and ideal or ought self.The theory proposes that
individuals have three different selves: the actual self (how they see themselves), the ideal self
(how they would like to be), and the ought self (how they believe they should be).
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According to the self comparison theory, individuals evaluate their own abilities, traits,
and values by comparing themselves to others in their social environment. People tend to
compare themselves to others who are similar to themselves, with whom they share relevant
attributes or qualities.

"Self-concept and Academic Achievement among Tribal Children in India" is a research

paper by Shweta Bhardwaj and Dr. Amarendra Pani that explores the relationship between
self-concept and academic achievement among tribal children in India. The study was published
in the International Journal of Indian Psychology in 2017.The data was collected from 50 tribal
children between the age of 10 to 14 years old using a semi-structured interview approach.The
results of the study showed that there was a significant positive correlation between self-concept
and academic achievement among tribal children in India. The participants who had higher levels
of self-concept in terms of their academic abilities, social skills, and physical appearance also
had higher grades in the previous academic year. While "Self-concept and Academic
Achievement among Tribal Children in India" by Shweta Bhardwaj and Dr. Amarendra Pani is
an important study, it has some limitations that should be noted.Firstly, the study has a small
sample size of only 50 participants, which limits the generalizability of the findings. Secondly,
the study only examines the relationship between self-concept and academic achievement, and
does not take into account other factors that may contribute to academic success, such as
socio-economic status, parental education, and school quality.Additionally, the use of
semi-structured interviews may be limited by issues such as social desirability bias, interviewer
bias, and participant fatigue. Future studies could consider using a mix of qualitative and
quantitative methods to better understand the relationship between self-concept and academic
achievement, and to examine the role of other factors that may contribute to academic success.

"Self-concept of Children with Learning Disabilities: A Qualitative Study" by Vrinda

Kamat and Veena Bhojwani is a research paper that was published in the Journal of Education
and Practice in 2017. explores the self-concept of children with learning disabilities in India. The
study uses a qualitative approach with semi-structured interviews to gain insight into the
subjective experiences of these children and understand how their learning disability impacts
their self-concept.The study sample included 20 children with learning disabilities aged between
9 and 13 years, who were recruited from two schools in Mumbai, India. The researchers used
purposive sampling to select the participants and conducted semi-structured interviews with
them individually.The results of the study indicated that the self-concept of children with
learning disabilities was largely negative and impacted by their academic struggles and the social
stigma associated with their disability. The children reported feeling inferior to their peers and
experiencing feelings of shame, frustration, and sadness. However, the study has some
limitations, including a small sample size and the use of a convenience sample, which may limit
the generalizability of the findings.
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Method

Participant 1 (child) Participant 2 (youth)

Name- Sanvi kapoor Name- Keenan

Age- 10 Age- 20

Sex- female Sex- male

Occupation- student Occupation- student

Sampling

Purposive sampling was used in this particular study.According to the American

Psychological Association, purposive sampling is a sampling method that focuses on very
specific characteristics of the units or individuals chosen.The purposive sampling method is
about selecting samples from the overall sample size based on the judgment of the survey taker
or researcher.In other words, a purposive sample is collected according to the requirements of the
test, survey, or research that it’ll be used for.

Tool

Semi structured interviews are a widely used technique in development research. Unlike
structured interviews, which follow a rigid format of set questions, semi-structured interviews
focus on specific themes but cover them in a conversational style. They are often the best way
for learning about the motivations behind people’s choices and behavior, their attitudes and
beliefs, and the impacts on their lives of specific policies or events. And they often provide
valuable information that wasn’t anticipated by the researcher.

​Thematic analysis is the process of identifying patterns or themes within qualitative data.
Braun & Clarke (2006).This approach allows researchers to explore complex phenomena, such
as human experiences, attitudes, and behaviors, in-depth and in a nuanced way. The goal of a
thematic analysis is to identify themes, i.e. patterns in the data that are important or interesting,
and use these themes to address the research or say something about an issue. This is much more
than simply summarizing the data; a good thematic analysis interprets and makes sense of it. A
common pitfall is to use the main interview questions as the themes (Clarke & Braun, 2013).
Thematic analysis involves several stages, including becoming familiar with the data, generating
initial codes, searching for themes, reviewing and refining themes, defining and naming themes,
and finally writing up the analysis. This method allows researchers to explore the richness of
participants' experiences and to identify patterns and connections between different aspects of the
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data. Thematic analysis is widely used in a range of disciplines, including psychology, sociology,
anthropology, and healthcare research, and can provide valuable insights that can inform policy
and practice.

Material required

Interview schedule, recording device, informed consent

Arrangement of material

When you arrive for the interview, the first thing you should do is check the layout of the
room. Both you and the participant need to feel at ease so arrange the chairs and tables in such a
way that you’re sitting face to face.

Precautions

Distractions should be minimized and the room should be well lit. It is also a good idea to
have some coloring books and treats for the children while interviewing them in case they get
distracted.

Rapport formation

First general rapport formation was done wherein the participants were asked about basic
information about themselves including name, age etc. Next specific rapport formation was done
wherein the researcher introduced herself, asked if the participant had any doubts and explained
the reason for conducting this practical.

Instructions
“I will be asking you a few questions about yourself for my psychology practical. If you feel
uncomfortable answering any question we can stop.
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Introspective report
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Behavioral report
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Interpretation and discussion

Aim of this practical is to understand self concept among youth and children using semi
structured interviews. For this purpose, a female participant of 10 years old and a male
participant of 20 years old were interviewed. Purposive sampling technique was used while
choosing the participants. The interviews were conducted in a safe and comfortable environment
to make the participants feel at ease. The interviews were audio-recorded and transcribed
verbatim.

The data was analyzed using thematic analysis and themes were identified for self concept :-

1.Interpersonal relationships- The first theme is interpersonal relationships. This theme focuses
on the participant’s relationship with her family and peers.

The child participant talked about her relationship with her friends and family. She
mentioned that the support from her friends and family makes her the happiest. The participant
also mentioned being closest with her mother and the participant is generally respectful and
obedient of her family members. She mentioned how she had birds but later freed them since
birds deserve their freedom and want to fly. The participant displays strong interpersonal
relations resulting in a positive self concept and high emotional intelligence.

The youth participant talked about his relationship with his family, friends and romantic
partner. He mentioned that the support and affection from his romantic interest makes him the
happiest. The participant also mentioned that he is an extrovert and he has a lot of acquaintances
but only a few friends. The participant lives away from his home but talks to his family regularly
and visits them every weekend. The participant also mentioned spending 4-5 hours daily on
social media.

2.Coping skills- The second theme is coping skills.This theme focuses on the participant’s ability
to cope with various stressors in her life.

The child participant talked about what causes her stress i.e test anxiety and unhealthy
interactions with friends. The participant uses art and crafts to cope with stress in general. When
asked how she deals with test anxiety in particular, the participant answered by following a time
table to study. The participant talked about her unhealthy friendships in detail and how she
managed to remove those particular friendships from her life displaying extraordinary problem
solving skills.

The youth participant described some major stressors in his life to be career goals and
keeping up with college. He uses healthy coping strategies such as reading and playing sports.
But he sometimes on occasion also uses unhealthy coping strategies to deal with stress including
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smoking and sarcasm. The participant also mentioned how his mental health was severely
affected during covid and how he missed out on two years of his college life but now that
everything is normal he has managed to improve his mental health which displays perseverance.

3.Self esteem- The third theme is self esteem.This theme focuses on the participant’s overall
sense of worth.

As mentioned above, the participant had unhealthy friendships in the past but managed to
remove them from her life. The child participant also mentioned an incident where her friend
would degrade her. Upon asking if that incident made her upset, the participant replied “no
because I don't compare myself with others” displaying high self esteem, positive self concept
and self acceptance in the participant.

The youth participant mentioned how he wants to open a chain of small businesses in the
next five years. When asked if that made him scared or anxious, he replied “no” displaying high
self esteem.

4.Personal attributes- The fourth theme is personal attributes. This theme focuses on the
participant’s perception of themselves and personal competence in relation to their academic
abilities and interests.

The child participant talked about her academic achievements, roles and responsibilities
in school, hobbies, interests and future aspirations. The participant showed well rounded interests
in all domains and a good balance between academics and co-curricular activities. Competence
in various fields was a key component in the participant’s self concept.

The youth participant talked about his career goals and a future with his romantic
interests. He mentioned how he wants to open a chain of small businesses in the next five years.
He also talked about his interest in sports.

Overall, both children and youth identified similar themes and sub themes. However,
there were some notable differences. Children talked about their relationship with family and
friends while youth emphasized about the relationship with romantic partners. Youth were more
focused on their future goals and aspirations, while children were more focused on their current
abilities and achievements. Children employ productive coping skills while youth may
occasionally use unhealthy coping strategies. Both age groups demonstrated high self esteem and
self acceptance but in different ways, with youth comparing themselves to their past selves .On
the other hand, children tend to be more focused on their present experiences.Both youth and
children discussed their awareness of their strengths and weaknesses. However, youth exhibited
a greater understanding of their emotions and mental states, and were more likely to use
self-reflection and introspection to evaluate themselves.
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THEMATIC MAP
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Conclusion

In conclusion, Self-concept is a multidimensional and dynamic construct, meaning that it

can vary across different contexts and situations, and it can change over time in response to
new information and experiences. Results of this study indicate that while there are
similarities in the self-concept of youth and children, there are also notable differences in
terms of social identity, personal identity and coping skills. The study highlights the
importance of understanding the different aspects of self-concept among youth and children.
These findings could be useful for educators and parents in supporting the development of a
positive self-concept in youth and children. While semi-structured interviews are a useful
tool to understand an individual's self-concept it is susceptible to various biases, Limited
generalizability, Limited sample size. Future research could combine semi structured
interviews along with other data collecting methods in order to gain a deeper understanding
of self concept.
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Miles, J., & Gilbert, P. (Eds.). (2005). A Handbook of Research Methods for Clinical and

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Appendix