Focus Groups: An Annotated Bibliography

The use of focus groups across campus and across disciplines has increased in the last few years and for that reason we have produced this bibliography. It is not meant to be exhaustive; the focus here is on core articles and books and particularly on those that are relevant to universities and nonprofit organizations. The links in the book entries will lead you to the title held in the collections of the Western Libraries. The links in the journal entries will take you directly to the full text of the articles. The complete electronic version of the articles will only be available to members of the UWO community.

     This subject guide was constructed using the web-based bibliography and database manager RefWorks.  For that  reason the capitalization  of  titles is  irregular  and those who  incorporate the  citations for scholarly publication should  thoroughly  edit them.  The  abstracts are generally  from the database vendor  or the author.  We begin with  two definitions that were among the many  found  on the  Western  Libraries'  electronic  database Oxford Reference Online.

1. FOCUS GROUP  An exploratory research group of 8 to 12 participants, led by a moderator, who meet for an in-depth discussion on one particular topic or concept. The participants are generally chosen for their relevance to the particular topic or concept. By skilful use of probes and other interviewing devices, the group members are encouraged to respond in depth to the moderator. These group discussions largely depend for their success on the moderator, who must establish the right atmosphere in order to gain the maximum involvement and cooperation of all the group members. Focus groups are useful in the early stages of developing methods to understand the nature of business or organizational problems and for suggesting issues that should be covered in a questionnaire survey. Discussions are usually tape-recorded and (increasingly) videoed and observed through see-through mirrors (with the full knowledge of the group members). Normally, these groups last for between one and three months.

How to cite this entry:
"focus group"  A Dictionary of Business. Oxford University Press, 2002. Oxford Reference Online. Oxford University Press.  University of Western Ontario.  19 January 2005  

2. FOCUS GROUPS  A research strategy which involves intensive discussion and interviewing of small groups of people, on a given ‘focus’ or issue, usually on a number of occasions over a period of time. The technique is fully expounded in both D. Morgan, Focus Groups as Qualitative Research (1988) and R. Krvegen, Focus Groups: A Practical Guide (1988).

How to cite this entry:
"focus groups"  A Dictionary of Sociology. Ed. Gordon Marshall. Oxford University Press, 1998. Oxford Reference Online. Oxford University Press.  University of Western Ontario.  19 January 2005

Bibliography
(The  articles and books are presented  in  alphabetical order by author.)

Betts, M, N., Baranowski, Tom, Hoerr & L, S. 1996, "Recommendations for Planning and Reporting Focus Group Research", Journal of Nutrition Education, vol. 28, no. 5, pp. 279,
ABSTRACT The use of focus group interviews as a qualitative research method has grown in popularity. Recommendations for planning and reporting focus group-based research, including design and analysis issues, are provided.

Bullock, M., Jones, J. 1999, "Beyond surveys: Using Focus Groups to Evaluate University Career Services", Journal of Career Planning & Employment, vol. 59, no. 4, pp. 38,
ABSTRACT The process for planning and facilitating focus groups about college students thoughts and feelings about career service at North Carolina State University is discussed.

Burgess-Whitman, N. 2001, "On-Campus Research has Special Protocol, But it's Worthwhile", Marketing News, vol. 35, no. 5, pp. 44,
ABSTRACT College students are an important consumer market untapped by many companies. Colleges present unique research challenges, but focus groups can tap this market and provide a road map for successful marketing strategies. Guidelines are presented.

Clung, B.G. 1997, "Running a Focus Group: The Basics", The Cornell Hotel and Restaurant Administration Quarterly, vol. 38, no. 5, pp. 53,
ABSTRACT The basic steps for forming and running focus groups among employees are: 1. Select enough employees to conduct 3 to 5 groups. 2. Use the focus groups to identify those actions and services that employees feel customers want, need, desire or expect from employees and the organization. 3. Ask the employees open-ended questions but use some guidelines to help you focus on the issues you want to cover. 4. Use a framework like the "dimensions of service quality" to help elicit useful information. 5. As the focus-group participants furnish you with information, record the information on audio tape to be transcribed later. 6. The goal for the focus group is to generate items for a survey to be given out to all customer-contact employees.

Communication Canada 2003, Public Opinion Research: Research Techniques, Guideposts to Value, Communication Canada, Ottawa.

Crowley, G.H., Leffel, R., Ramirez, D., Hart, J.L. & Armstrong, T.S.,II 2002, "User Perceptions of the Library's Web Pages: A Focus Group Study at Texas A&M University", Journal of Academic Librarianship, vol. 28, no. 4, pp. 205,
ABSTRACT A focus group study at Texas A&M University explored library patrons' opinions about the library's Web pages. The results indicated that patrons are frustrated and confused when trying to navigate the Public Access Menu. The insights gained into information-seeking behavior will enable the Web Team to create a more intuitive interface.

Edmonston, Jack 1994, "Handle Focus Group Research with Care", Advertising Age's Business Marketing, vol. 79, no. 6, pp. 38,
ABSTRACT Some interesting things are being done in market research with computers, databases, and supermarket scanners. However, most companies - even the biggest and most sophisticated - do not take proper advantage of the research techniques that have been available for many years. Recently, both business-to-business advertisers and publications have come to rely on focus groups as their primary research vehicle. Focus groups are very good for identifying problems, opportunities, or ideas, but they cannot be used to project answers to an entire universe. In no way are they reliably representative of an entire group. They must be supplemented by telephone or mailed research among larger groups to get projectable data.

Edmunds, H. & American Marketing Association 1999, The Focus Group Research Handbook, NTC Business Books, Lincolnwood, Ill.
ABSTRACT "The Focus Group Research Handbook is a comprehensive guide to contracting with a market research vendor to create a customized focus group study for your business or organization. Author Holly Edmunds thoroughly explains and simplifies the methodology of focus group studies and comprehensively outlines the steps you need to follow to implement and then analyze focus group research. From designing research vendor questionnaires to selecting an effective moderator, from analyzing results to turning those results into workplace gains, this book will provide you with all the tools and tips you'll need to simplify the focus group process."--BOOK JACKET.  

Ensman, G, R. & Jr 1992, "Focus Groups: How and When to Use Them", Successful Meetings, vol. 41, no. 8, pp. 66,
  ABSTRACT One way to obtain dependable answers to a problem is to use a focus group: a small group of consumers, usually representative of a given population, who can help marketers sharpen the focus of their research and better understand the buying motives of the population. While format varies by group, focus groups have been used for years, typically as a market research and advertising tool. Some groups follow highly structured procedures and rules; more commonly they are somewhat unstructured, even free-flowing. Guidelines that can be used when forming a focus group include: 1. limiting the problem, 2. determining the desired outcome, 3. identifying a cross-section of attendees, 4. preparing focus questions, and 5. selecting a neutral setting. If the services of a facilitator cannot be obtained, the planner should try to use an experienced trainer or group leader. A good moderator will concentrate exclusively on group leadership. However, planners should be aware that focus groups are only the beginning of good research.

Fern, E.F. 2001, Advanced Focus Group Research, Sage, Thousand Oaks, Calif. ; London.

Fitzpatrick, Linda 1996, "Qualitative Concept Testing Tells us What we Don't Know", Marketing News, vol. 30, no. 20, pp. 11,
  ABSTRACT Focus group panelists often are the first prospects exposed to a new ideas. Tips on qualitative concept testing include: 1. Do not be too brief. 2. Include some "sell." 3. Recognize when price is a defining element. 4. Do not spend money on elaborate materials. 5. Consider layering. 6. Elicit individual opinions in groups. 7. Prepare for the afterward.

Furmansky, H. 1997, "Debunking the Myths About Focus Groups", Marketing News, vol. 31, no. 13, pp. 22,
   ABSTRACT Common myths about focus groups are debunked. For instance, boring focus groups can provide just as many insights as high-energy groups. The real need from these groups is to understand why the subject is boring and offer suggestions to make it more inspiring.

Goebert, B. & Rosenthal, H.M. 2002, Beyond Listening: Learning the Secret Language of Focus Groups, J. Wiley, New York.

Greenbaum, T.L. 2000, Moderating Focus Groups: A Practical Guide for Group Facilitation, Sage Publications, Thousand Oaks, Calif.
ABSTRACT "The entire range of facilitation techniques is covered in this handbook, from pre-session tips in participant recruitment to post-session reporting. Moderating Focus Groups covers all the fundamentals of successful group facilitation, and also includes advanced techniques, such as managing group dynamics, energizing a tired group, and digging deeper into the minds of participants. Greenbaum also goes beyond the basics with chapters on how to build a business moderating focus groups, and how to price moderating services." "While this book is particularly aimed at the needs of focus group practitioners, there is plenty of advice that will benefit anyone who conducts in-depth interviews or group facilitation. Additionally, the many people who hire moderators to facilitate their sessions will benefit from this book because it will provide them with insights on how to evaluate their moderators' work."--BOOK JACKET.

Greenbaum, T.L. & Greenbaum, T.L. 1993, The Handbook for Focus Group Research, Rev. and expand edn, Maxwell Macmillan Canada; Maxwell Macmillan International, New York :  Lexington Books ; Toronto; New York
    ABSTRACT In 1992, over 100,000 focus groups were conducted in the United States. In an era when business survival depends on finding a market niche and pleasing the customer, focus groups are a vital method of testing new products, services, advertising, and packaging and an indispensable way to elicit attitudes, preferences, habits, and suggestions directly from the customer. Thomas L. Greenbaum has been a leader in focus group research for more than twenty years. In this book, he picks up where he left off in his earlier book, The Practical Handbook and Guide to Focus Group Research, with the latest information on conducting market research with focus groups. Addressing organizations that hire focus group professionals, Greenbaum explains how to select and evaluate moderators and facilities, and how to control the costs of research. For marketers who conduct their own focus groups, he reviews the latest technology, including computer images and satellite videotransmissions, and explains how and when to use expressive drawing, conceptual mapping, laddering, and other innovative techniques to yield more and better information. Greenbaum predicts the number of focus groups will continue to surge, to perhaps 200,000 a year by the late 1990s. Current users of focus groups will rely more on qualitative research, he asserts, and many new users, including service firms, nonprofit organizations, and government agencies, will discover the value of focus groups. In addition to new clients and new techniques, the industry also faces new threats, including recruitment scams and lowered professional standards, that could undermine the credibility of all focus groups. Greenbaum guides clients and practitioners in meeting these challenges. Marketers, advertisers, researchers, and moderators will all find The Handbook for Focus Group Research: Revised and Expanded Edition filled with valuable insights and advice that will lead to more effective focus groups.

Greenbaum, L, T. 1993, "Don't Lose Focus: Tips for Effective Focus Groups", Bank Marketing, vol. 25, no. 2, pp. 38,
ABSTRACT Effective bank promotions of the 1990s must be creative, innovative, and targeted, and focus groups can help in the development of such promotions. In implementing focus groups to evaluate financial services promotions, banks should follow such key principles as: 1. Obtain the right moderator for the groups. 2. Select the group participants with care. 3. Keep the number of ideas shown to the group to a minimum. 4. Make the concepts shown to the groups as simple as possible. 5. Take the time to develop a thorough moderator guide. 6. Establish reasonable objectives. 7. Demand that your moderator complete the written analysis immediately following the focus group. 8. Encourage colleagues involved with the promotion development and assessment to attend the focus groups.

Greenbaum, L, T. 1993, "Who's Leading your Focus Group?", Bank Marketing, vol. 25, no. 3, pp. 31,
   ABSTRACT The quality of an organization's market research depends almost exclusively on the abilities of the moderator it chooses. Factors to consider when selecting a quantitative research supplier or focus group moderator include: 1. the moderator's experience level, 2. the committment of the moderator, 3. the added value the moderator can bring to the project, 4. the speed at which the moderator can complete the moderator's guide and final report, and 5. the techniques the moderator uses to work with the participants.

Jayanthi, M. & Nelson, J.S. 2002, Savvy Decision Making: An Administrator's Guide to Using Focus Groups in Schools, Corwin Press, Thousand Oaks, CA.

Krueger, R.A. 1998, Developing Questions for Focus Groups, Sage, Thousand Oaks, Calif. : London
   ABSTRACT "Struggling with focus group questions? Asking the right questions is critical in focus group interviewing. Developing Questions for Focus Groups describes a practical process for identifying powerful themes and offers an easy-to-understand strategy for translating those themes into questions, Richard A. Krueger suggests ways of categorizing, phrasing, and sequencing focus group questions. Going beyond material presented in his earlier books, Krueger shares ideas for questions that get participants actively involved in the focus group interview - for example, asking participants to make lists, make report cards, sort pictures, draw, cut and paste, or participate in a mini-debate. The results of these activities not only yield insightful information but also are interesting and fun. This book helps make the process of developing good questions doable by outlining a process and offering many examples."--BOOK JACKET.

Krueger, R.A. 1994, Focus Groups: A Practical Guide for Applied Research, 2nd edn, Sage Publications, Thousand Oaks, Calif.
ABSTRACT The highly acclaimed first edition of Richard Krueger's FocusGroups has become the standard introduction to this widely used technique. Retaining its focus on applied research and its step-by-step approach to planning and conducting a successful focus group, this new edition has been expanded to offer broader coverage on analyzing focus group results and exploring various collaborative approaches. It also includes additional material on questioning strategies, moderator roles, selecting participants, and accounting for cultural diversity within a focus group.

Langford, J.D. & McDonagh, D. 2003, Focus Groups: Supporting Effective Product Development, Taylor & Francis, London ; New York.

Lawrence, J., Berger, P. 1999, "Let's Hold a Focus Group?", Direct Marketing, vol. 61, no. 12, pp. 40,
   ABSTRACT A good focus group is a moderated discussion held with 6 to 12 people who share something in common; it is more than simply an interesting conversation. Focus groups usually run about 60 minutes, plus 10 minutes for arrival, greetings, and concluding thank yous. Focus groups are not an appropriate way to collect statistically meaningful data or to make sweeping assertions about an entire audience, group, or population. The first step in organizing a focus group is to determine which types of customers to ask to participate. To foster unbiasedness, focus groups should include an equal, or proportional, number of people, chosen at random, from each of the important segments of an audience; in a recent case of a vitamins-by-mail company, different segments included light versus heavy users.

Ledingham, J.A., Bruning, S.D. 1998, "Ten Tips for Better Focus Groups", Public Relations Quarterly, vol. 43, no. 4, pp. 25,
ABSTRACT In spite of the widespread use of focus groups, it seems there is still a great deal confusion as to their use, value and conduct among many organizations and agencies. Yet, despite the problems associated with focus groups, they can be a valuable tool for providing public relations professionals with insight into the perceptions, needs, wants and thinking of members of their significant publics. Tips to help you maximize the opportunities focus groups provide as you develop your public relations strategies include: 1. Use focus groups as a problem-solving technique, not as a fishing expedition. 2. Test a full range of approaches. 3. Video tape the focus groups for later review and editing. 4. Use an experienced moderator. 5. Ground your participants' responses.

Leitao, B.J., Vergueiro, W. 2000, "Using the Focus Group Approach for Evaluating Customers' Opinions: The Experience of a Brazilian Academic Library", New Library World, vol. 101, no. 1154, pp. 60,
ABSTRACT Taking the international literature in information sciences as the starting point, this paper discusses the focus group approach and its use in the information services environment. It describes and analyses an experience with this technique in the School of Communications and Arts of the University of Sao Paulo, Brazil. The paper aims to demonstrate its viability for academic libraries in developing countries, arguing that it provides valuable data towards the improvement of quality in the services. It proposes the integration of this technique into library planning.

McDermott, R, D. 1987, "Assessing Future Directions for Designing an Academic Program Through Focus Group Interviews", Journal of Professional Services Marketing, vol. 2, no. 4, pp. 113,
   ABSTRACT A case study of a market research process sponsored by the Department of Public Safety of Virginia Commonwealth University is presented. The general goal of the study is to determine what curriculum-related changes and emphases are viable concerning the program's current Bachelor of Science Degree so that its marketability can be improved. Data are collected from 4 focus group interviews with 15 current students/alumni of this program, plus 23 professionals/employers working in safety and health related positions. The focus group consensus is that a very favorable demand outlook exists for safety and health specialists and employees who are professionally trained and hold college degrees in certain fields. There also is agreement that a paucity of programs exists. The participants see the name of the program as a significant weakness, as public safety conjures up images of graduates being prepared for police or fire-department careers. A curriculum model presented to each of the focus group participants is given support based on its timeliness and its content.

Meltzer, Ellen, Maughan, Davitt, P., Fry & K, T. 1995, "Undergraduate in Focus: Can Student Input Lead to New Directions in Planning Undergraduate Library Services?", Library Trends, vol. 44, no. 2, pp. 400,
ABSTRACT Focus groups are an effective way of soliciting student and faculty impressions of library directions, services, and collections. The use of undergraduate focus groups on two campuses of the University of California library system is discussed.

Morgan, D.L. 1993, Successful Focus Groups: Advancing the State of the Art, Sage Publications, Newbury Park, Calif. 

Myers, R. 2002, "CPAs Get into Focus", Journal of Accountancy, vol. 193, no. 2, pp. 28,
ABSTRACT Focus groups research qualitative information - attitudes, opinions, feelings, and perceptions - that other data collection and research methods may not provide. Participants share common characteristics such as use of the same products or services and or a strong interest in a topic. Led by an in-house or a professional facilitator, a focus group aims to answer a set of specific questions - determined beforehand by one or more partners - of vital importance to a firm's planning process. Firms can use focus groups for: 1. client input for strategic planning, 2. probing client attitudes, 3. exploring a new practice niche, 4. gaining deeper client insights. A discussion of how to plan the focus group is presented.

Nicklin, L, J. 1996, "Colleges Turn to Focus Groups to Learn How to Appeal to Students and Donors", The Chronicle of Higher Education, vol. 42, no. 47, pp. A25,
ABSTRACT Colleges hope that focus groups will help them beat the competition for students and gifts. Focus groups are used and abused to a great extent by colleges.

Puchta, C. & Potter, J. 2004, Focus Group Practice, Sage, London ; Thousand Oaks.

Ringo, A, S. 1992, "Only a Real Pro Has Skills to Be a Moderator", Marketing News, vol. 26, no. 1, pp. FG1,
ABSTRACT To the observer, moderating a focus group is simple, but moderators themselves know how difficult it can be to manage and control the wide range of human emotions. Only a qualified and gifted moderator knows when and how to diffuse a dominant or negative attitude. Because clients are not aware that moderating requires unique and specialized skills, they sometimes assign enthusiastic employess who seem to have good people skills to do the group moderating. Professional moderators must enlighten those clients so that they understand that they may be receiving incomplete and possibly useless information. Moderators, then, who have significant experience in marketing research should compile honest but impressive evidence that proves the necessity of hiring a professional.

Rook, D.W. 2003, "Focus Groups Fail to Connect Theory, Current Practice", Marketing News, vol. 37, no. 19, pp. 40,
ABSTRACT Beyond their economic success, focus groups have a strong presence in managers' minds. Some perspectives raise concerns, however, about the growing gap between focus group theory and practice and the consequences this has on a study's effectiveness, specifically its external validity and reliability. The good news is that things don't have to be this way, and some of the most attractive improvement possibilities are relatively cost-neutral. The following recommendations address issues relating to a focus group's length, workload, type of questioning, and sampling: 1. Take more time. 2. Ask fewer questions. 3. Enough talk. 4. Recruit groups, not "groupings." The basic opportunity derives from restructuring focus groups to make them more productive and consistent with their potential to yield original, in-depth findings.

Shoaf, E.C. 2003, "Using a Professional Moderator in Library Focus Group Research", College & Research Libraries, vol. 64, no. 2, pp. 124,
ABSTRACT Brown University Library hired a professional marketing and opinion research firm to conduct focus group meetings with library users and to provide data analysis. The discussion includes a review of the library literature on focus group use, practical aspects of focus group methodology, and the benefits of employing professionals where librarian expertise is low. Logistics of focus group preparation, meetings, and report are discussed. Findings and lessons learned are presented along with outcomes for the library.

Simon, J.S. 1999, "How to Conduct Focus Groups", Nonprofit World, vol. 17, no. 5, pp. 40,
   ABSTRACT While focus groups are used in all sectors, nonprofits have a unique reason to use them . Nonprofit organizations exist to serve the community and have an obligation to connect with that community and learn what its needs are. Ten steps to create, conduct, and use focus groups include: 1. Define the purpose. 2. Establish a timeline. 3. Identify and invite the participants. 4. Generate the questions to be asked. 5. Develop a script. 6. Select a facilitator. 7. Choose the location. 8. Conduct the focus group. 9. Interpret and report the results. 10. Translate the results into action.

Templeton, J.F. 1994, The Focus Group: A Strategic Guide to Organizing, Vonducting and Analyzing the Focus Group Interview, Rev. edn, Probus Publishing Co., Chicago, Ill.

Thackeray, R., Neiger, B.L. 2004, "Misconceptions of Focus Groups: Implications for Health Education Practice", American Journal of Health Education, vol. 35, no. 4, pp. 214,
ABSTRACT Health educators use several data collection techniques involving qualitative and quantitative methods. One common qualitative data collection technique is the focus group. Although a focus group, when utilized appropriately, can yield useful information, too often in health education practice it is misunderstood and thus misused. This article describes four general misconceptions about the focus group: (1)the focus group is quick, easy, and inexpensive; (2) the focus group can be used as a source of quantitative data; (3) only one or two focus groups are necessary; (4) the focus group opinion accurately reflects or represents individual opinion. A clearer understanding of these conceptswill assist health educators to effectively use focus groups to advance health education research and practice. Based on the four misconceptions, suggestions are provided to assist health educators in using focus groups appropriately. [PUBLICATION ABSTRACT].

Tuckel, Peter, Leppo, Elaine, Kaplan & Barbara 1993, "A View From the Other Side of the Mirror", Marketing Research, vol. 5, no. 4, pp. 24,
ABSTRACT Telephone interviews with 622 individuals who recently attended a focus group examined their attitudes about the focus group experience. Participants give high marks to moderators on their job performance. Traits of moderators that make participants feel comfortable include: 1. being friendly, 2. being down-to-earth, 3. being unthreatening, and 4. having a sense of humor. Participants feel uncomfortable if they perceive the moderator to be unfriendly. By and large, the presence of other members in the group does not appear to have an inhibitory influence on the willingness of participants to express their candid opinions. The late evening time period generally is not the best time to hold a group. Money is the primary reason people give for attending focus groups. There is a strong link between motivation for attendance and attitudes toward participation. Individuals who accentuated the importance of money as a reason for attendance were much less committed to the research process than were others in the survey.

Vaughn, S., Schumm, J.S. & Sinagub, J. 1996, Focus Group Interviews in Education and Psychology, Sage Publications, Thousand Oaks
ABSTRACT Although there are numerous books and articles that address focus groups, most are directed at business and marketing. Focus Group Interviews in Education and Psychology shows the specific steps to take to conduct focus groups in educational and psychological settings. Through the use of numerous examples, the authors show readers how to prepare for a focus group, create a moderator's guide, select a setting, and analyze the results gleaned from focus groups. In addition, they devote an entire chapter to doing focus groups with adolescents and children. Each chapter contains numerous procedural tables as well as end-of-chapter applications for performing "trial runs" of the techniques discussed. Qualitative and quantitative researchers and students in education and psychology will find this book a useful guide for refining their research instruments and for opening new vistas to understanding their subjects' responses.

Vincent, L., Lucas, J. 1999, "7 Deadly Sins of Focus Groups", Bank Marketing, vol. 31, no. 5, pp. 36,
   ABSTRACT Focus groups have evolved into a cultural and industrial force majeure - and not only because they work. Happily for banks and other institutions, they are also easy to set up and conduct, and relatively inexpensive. However, the methodology's very saturation level can spawn a shadow of death called complacency - a complacency that can lead bank marketers into the swirling morass of Focus Group Purgatory. Seven deadly focus group sins - and how to avoid them - are discussed: 1. Remember the Big Picture. 2. Quantity, not quality. 3. Rubber stamping. 4. The Jerry Springer factor. 5. A group of a different color. 6. Body doubles. 7. Cheap-skating.

Wall, A.L. 2001, "Evaluating an Undergraduate Unit Using a Focus Group", Quality Assurance in Education, vol. 9, no. 1, pp. 23,
ABSTRACT Wall describes a small research project designed to assess the contribution to this process of focus group research in the context of one undergraduate unit on a Business Studies Program. An assessment of the focus group is presented.

Zollo, Peter 1996, "Focus on Teens", American Demographics, pp. 10,
ABSTRACT Research is particularly important in marketing to teens. Ways to do qualitative research, especially focus groups, with teens are discussed. Researchers should choose qualitative participants carefully to ensure that the sample reflects the target market. To elicit the most actionable and productive focus-group session, the moderator should follow 5 rules: 1. The tone of the group should be friendly, open and fun. 2. Participants should do most of the talking. 3. Do not allow one person to dominate the discussion. 4. Teens do not always agree. 5. Have participants write down their opinions to minimize peer pressure. Additionally, there are a variety of specialized techniques that can be used to elicit honest responses from teens: 1. teen match, 2. card sorting for new concepts and positionings, 3. product/brand sorts, 4. personification, 5. symbol boards, 6. word lists, 7. wish lists, 8. individual and team tasks, 9. role playing, and 10. ideation sessions.