and talk to them about what they ar

and talk to them about what they are upset about or play games with them or
something.
Building rapport and expressing empathy
The ability to establish a relationship in which participants feel able to openly express their inner
thoughts and feelings is a critical social research skill that enhances interactions between
researchers and participants and leads to improved research outcomes (Alston & Bowles, 1998).
Establishing empathy with participants requires researchers to reflect on the way in which they
communicate verbally and nonverbally to ensure that the participant feels heard, accepted, and
understood. Although researchers often feel able to connect with adult participants in this way, a
number of writers have suggested that they often feel ill-equipped to do so with child participants
for fear of being patronizing and of not finding common ground on which rapport can be built
(Alderson, 1999; Punch, 2002).
The Children’s Reference Group felt that this would be a challenge for researchers in this project
and suggested that they spend time getting to know the child participant before inviting them to
engage in an interview. They felt that it was important for adults to introduce themselves to
children, to tell them a little bit about themselves including what they liked doing, and to share a
joke so that children felt more comfortable and that they were not talking to a stranger. They
thought that having such a discussion would allow the adult and child to identify things they had
in common or things they shared. This might be a common hobby but could also be something
that they both “think is funny” or interesting. Children also thought it was important for
researchers to be relaxed in the way they worked with kids as children would sometimes take
their cues from their adult companion.
At the beginning of the interaction the children suggested that researchers “do something fun”
with the participant. They believed that children would enjoy starting with a game, particularly if
the researcher “let them win,” and stressed that it was good because both the adult and child
would appear to be on the same level.
On this advice, we began each session having an informal discussion with the children, often
about their day, things they enjoyed doing, and, because most interviews were conducted during
school holidays, what things they had done during their time off. During this discussion we gave
the children snacks and asked them whether they understood why we were conducting our study.
Interviews usually began with a “talking cards” activity where we placed a series of cards with
questions like “If I could have any superpower I’d choose . . . ,” “The person who makes me
laugh the most is . . . ,” or “The best holiday I’ve ever been on was . . .” face down on the floor.
We then asked kids to choose three cards for them and three cards for us, and then we asked each
other the chosen questions. This activity allowed us to introduce storytelling, to share ideas, and
to establish common ground between us as researchers and the children. This activity usually
involved quite a lot of laughter as children appeared to enjoy our sense of humor (or lack of it!).
On a number of occasions this introductory activity also shone light on some of the children’s
experiences and views. For example, one boy talked about a favorite holiday when he went
fishing with his father and how he felt close to him during this time. He then shared how difficult
it was for him when his parents separated because he no longer spent positive time with his Dad.
The child was keen to talk about his grief, and because the method was flexible, it could lead the
discussion down that particular track.

Hasil (Bahasa Indonesia) 1:

dan berbicara kepada mereka tentang apa yang mereka marah tentang atau bermainlah dengan mereka atausesuatu.Membangun hubungan dan mengekspresikan empatiKemampuan untuk membangun hubungan di mana peserta merasa mampu secara terbuka menyatakan batin merekapikiran dan perasaan adalah keterampilan penelitian sosial kritis yang meningkatkan interaksi antarapeneliti dan peserta dan menyebabkan hasil-hasil penelitian ditingkatkan (Alston & Bowles, 1998).Membangun empati dengan peserta membutuhkan peneliti untuk merenungkan cara di mana merekabercakap-cakap dan tanpa kata-kata untuk memastikan bahwa peserta merasa mendengar, diterima, dandipahami. Walaupun peneliti sering merasa dapat terhubung dengan peserta dewasa dengan cara ini,jumlah penulis telah menyarankan bahwa mereka sering merasa sakit-dilengkapi untuk melakukannya dengan anak pesertakarena takut menjadi menggurui dan tidak menemukan kesamaan yang hubungan dapat dibangun(Alderson, 1999; Punch, 2002).Anak-anak Reference Group merasa bahwa ini akan menjadi sebuah tantangan bagi peneliti dalam proyek inidan menyarankan bahwa mereka menghabiskan waktu untuk mengenal anak peserta sebelum mengundang mereka untukterlibat dalam sebuah wawancara. Mereka merasa bahwa itu penting untuk orang dewasa untuk memperkenalkan diri kepadaanak-anak, untuk memberitahu mereka tentang diri mereka sendiri termasuk apa yang mereka sukai melakukan sedikit, dan untuk berbagibercanda sehingga anak-anak merasa lebih nyaman dan bahwa mereka tidak berbicara kepada seorang asing. Merekathought that having such a discussion would allow the adult and child to identify things they hadin common or things they shared. This might be a common hobby but could also be somethingthat they both “think is funny” or interesting. Children also thought it was important forresearchers to be relaxed in the way they worked with kids as children would sometimes taketheir cues from their adult companion.At the beginning of the interaction the children suggested that researchers “do something fun”with the participant. They believed that children would enjoy starting with a game, particularly ifthe researcher “let them win,” and stressed that it was good because both the adult and childwould appear to be on the same level.On this advice, we began each session having an informal discussion with the children, oftenabout their day, things they enjoyed doing, and, because most interviews were conducted duringschool holidays, what things they had done during their time off. During this discussion we gavethe children snacks and asked them whether they understood why we were conducting our study.Interviews usually began with a “talking cards” activity where we placed a series of cards withquestions like “If I could have any superpower I’d choose . . . ,” “The person who makes melaugh the most is . . . ,” or “The best holiday I’ve ever been on was . . .” face down on the floor.We then asked kids to choose three cards for them and three cards for us, and then we asked eachother the chosen questions. This activity allowed us to introduce storytelling, to share ideas, andto establish common ground between us as researchers and the children. This activity usuallyinvolved quite a lot of laughter as children appeared to enjoy our sense of humor (or lack of it!).On a number of occasions this introductory activity also shone light on some of the children’sexperiences and views. For example, one boy talked about a favorite holiday when he wentfishing with his father and how he felt close to him during this time. He then shared how difficultit was for him when his parents separated because he no longer spent positive time with his Dad.The child was keen to talk about his grief, and because the method was flexible, it could lead thediscussion down that particular track.