The quality of qualitative data can be assessed using different

perspectives and philosophical frameworks. When assessing

the quality and validity of data on child protection, the following
criteria can guide our judgement:

1. How objective is the inquirer? Is bias minimized and explicitly

mentioned?
Reflexivity in qualitative research involves being explicit
about existing biases and also seeking to minimize bias. A
good qualitative researcher is aware of her or his own biases
and the power balances that exist between the researcher
and those being researched (i.e., reflexivity). The researcher
is therefore able to reflect upon and interpret what he or she
hears and observes. Reflexivity is central to understanding and
interpreting the findings and analysis from qualitative research
and project documents.

2. To what extent can qualitative data be generalized?

In qualitative research, focus is placed on building an in-depth
understanding of how a select group or groups of people
experience or understand a certain phenomenon, which can
then provide us with a particular lens into the community,
behaviour or social norm under investigation. For this reason,
populations are often chosen purposively: researchers select
participants based upon a set of criteria that they determine
to be the most essential and helpful to gaining a deeper
understanding of a certain phenomenon.47

3. Has qualitative data been triangulated with quantitative data?

Methodological triangulation involves the use of multiple
qualitative and/or quantitative methods to study the
programme. For example, results from surveys, focus groups
and interviews could be compared to see if similar results are
being found. If the conclusions from each of the methods are
the same, then validity is established.

For example, suppose a researcher is conducting a study

of participants in reintegration programmes to document
changes in their lives as a result of participating in the
programme over a two-year period. The researcher would
use interviews, observation, document analysis or any other
feasible method to assess the changes. The researcher could
also survey the participants, their family members and case
workers as a quantitative strategy. If the findings from all of the
47 ‘United Nations Children’s Fund, Qualitative Research Methods for Use in Equity Focused
Monitoring’, UNICEF, 2014.

CHILD PROTECTION RESOURCE PACK:

How to Plan, Monitor and Evaluate Child Protection Programmes 81
 methods draw the same or similar conclusions, validity has
been established. While this method is popular, it generally
requires more resources. Likewise, it requires more time to
analyse the information yielded by the different methods.

4. Have data been triangulated within qualitative methods?

Triangulation is also useful within qualitative methods.
This means comparing and cross-checking the consistency
of information derived by different qualitative means and
at different times. It involves, for instance, comparing
observations with interviews and programme documents,
comparing what people say in public with what they say in
private, comparing what people say over time, and comparing
the perspectives of people from different points of view.

5. Are the data based on a valid sample?

Qualitative data collection methods usually rely on non-
random sampling (also called purposive sampling). This
requires the same care and planning as random sampling
often used for quantitative data collection. How participants
are selected is as crucial as it is for quantitative data. Too often,
qualitative research is weakened by a failure to ensure that
participants represent the entire range of the group of interest.
For example, focus groups that run only with youth in the
most accessible refugee camps might not be representative
of those staying in more inaccessible camps. (See box below,
‘Sampling for qualitative data collection’)48

6. How rigorous and reliable are fieldwork procedures, coding

and pattern analysis?
Fieldwork and data collection procedures may depend on
the type of data collection, but must always be rigorous and
systematic. This includes cross-checking and cross-validating
sources during fieldwork.

48  Based on O’Neill, Kathryn, ‘Evaluation Handbook’, 2012, 59–60 Save the Children, London, 2012,
pp. 59–60.

82 Module 1: How to Analyse the Child Protection Situation