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'I wanna tell you a story': Exploring the application of vignettes in qualitative research with children and young people
Abstract
Few methodological papers exist which examine the use of vignettes within qualitative research and more specifically, with children and young people. The paper will briefly discuss the application of vignettes within quantitative and qualitative research traditions derived from the available literature before outlining the major theoretical and methodological issues relating to the use of this technique in social research. Using empirical examples of young people's responses to a selected vignette, we then go on to explore the various benefits of vignettes that can ensue when employing this technique in isolation or as part of a multi-method approach. This discussion concludes with an exploration of how vignettes can be harnessed to engage young people, particularly in the discussion of sensitive topics, whilst enabling them to retain a high level of control over the research process.
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“Vignettes can be suitable to use when asking children to talk about sensitive topics (Barter & Renold, 2000; Hill, 2015).”
From “I Feel It In My Heart When My Parents Fight”: Experiences of 7–9-Year-Old Children of Alcoholics (2018) · cites this paper as Barter & Renold, 2000
In the citing paper
“It allows for young people's subjective definitions, meanings and experiences of cyberbullying to be brought to the fore (Barter & Renold, 2000;Mishna, 2004).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Barter & Renold, 2000
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“The fi ndings are reported using B qualitative vignettes ^ (Barter and Renold 2000) which are listed in Table 1.”
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Riikonen, R., Finell, E., Suoninen, E., et al. (2022) · British Journal of Social Psychology · doi:10.1111/bjso.12580 · Cited by 9
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“Vignettes are a common qualitative data technique used when interviewing young people on abstract topics, such as gender norms (Barter & Renold, 2000).”
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Self-citationHennessey, A., Demkowicz, O., Pert, K., Mason, C., Bray, L., & Ashworth, E. (2022) · International Journal of Qualitative Methods · doi:10.1177/16094069221142454 · Cited by 8
“Using vignettes depicting short scenarios or stories relevant to the participants, helped present a context and an open platform to discuss and comment on, and this sort of approach has been recommended as a means to facilitate engagement (Barter & Renold, 2000; Palaiologou, 2017).”
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“…this approach facilitated the researcher in overcoming communication and psychological barriers with the interviewees (Will, Eadie, & MacAskill, 1996), and allowed greater accessibility to the participants’ perceptions and cognitions about their daily social interactions (Barter & Renold, 2000).”
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“As such, the strength of case vignettes in line with Barter & Renold [2] lies in creating clearly framed conditions under which participants from diverse disciplines can engage and explore AMR as a challenge not only for human health but also closely interconnected to the health of animals and the…”
Quigley, C. F., Miller, Z. D., Dogbey, J. K., Che, S. M., & Hallo, J. C. (2014) · International Journal of Science Education · doi:10.1080/09500693.2014.940024 · Cited by 8
“Additionally, the literature clearly demonstrates that vignettes capture meanings, beliefs, judgments, and actions that are contextually based (Barter & Renolds, 2000).”
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“In the focus group with the children, I presented a series of short open-ended vignettes (Barter and Renold 2000) informed by the previous phase of participant observation but featuring fictional child characters living with hemophilia.”
BackgroundUsing Social Justice Vignettes to Prepare Students for Social Action Engagement
Storms, S. L. B. (2014) · Multicultural Perspectives · doi:10.1080/15210960.2014.872939 · Cited by 7
“Furthermore, students can examine sensitive issues and receive feedback in a safe environment before engaging in action outside the classroom (Barnatt et al, 2007; Barter & Renold, 2000).”
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“Barter and Renold (2000) argue that the vignette method is a feasible approach to opening discussion of sensitive topics.”
BackgroundMethodInfluentialBachmann, L., Michaelsen, R., & Vatne, S. (2016) · Journal of Multidisciplinary Healthcare · doi:10.2147/jmdh.s106310 · Cited by 7
Kalkman, K., Haugen, G. M. D., & Valenta, M. (2017) · Childhood · doi:10.1177/0907568216688244 · Cited by 7
“From the interviews, the researchers created vignettes (Barter and Renold, 2000), embracing the view that there is ‘no true, objective transformation from the oral to the written mode’ (Kvale et al., 2009: 186).”
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“A limitation of the vignette is that it can be difficult to decipher whether a participant’s response to what a fictional character should do in response to a specific issue mirrors what they themselves would do if they were in a similar situation (Barter and Renold, 2000).”
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“They also focus on the distinction between asking participants to respond to a scenario about what they themselves would do, or inviting them to consider how a third party (such as a character in the vignette) would respond, or sometimes both responses (Barter & Renold, 1999, 2000).”
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“Researchers have noted that vignettes can vary significantly on factors such as form, content and story development (Barter & Renold, 2000).”
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“Vignettes typically contain limited information about a certain scenario and participants are asked to comment on how they would expect the characters to respond or how they would respond in that situation (Barter & Renold, 2000).”
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“Barter and Renold (2000) discuss the use of vignettes in qualitative research and the application of this technique within an integrated approach to research, seeking to represent participants’ explanations of their experiences.”
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“Translation process of vignettes from English to Turkana The study followed a five-step translation process for the vignettes with our research team members (Beaton et al., 2000; Checa et al., 2018; DuBay and Watson, 2019; Hallit, 2020).”
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“In qualitative research, vignettes can be used as the main method, as part of interviews, and as a complementary method (Barter & Renold, 2000).”
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“Vignettes offer a means to freely discuss and re fl ect upon abstract and personal experiences and have been successfully used with young people to explore experiences of violence (Barter & Renold, 2000).”
BackgroundMethodInfluentialQualitative Vignettes Drawing on Real Cases as Method in Organizational Research
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“Thus, we designed two context-appropriate clinical vignettes plus guiding questions to orient participants to the issue(s) under study and to provide a focus for discussion [35].”
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“The second activity was based on a discussion about a vignette describing a fictitious person who was invited to a preventive health check [41, 42].”
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“Vignetten sind kurze Beschreibungen, Szenarien oder Geschichten über ein Individuum oder einer gesellschaftlichen Situation, bei der die Teilnehmer zu einem Entscheidungsprozess gebracht werden, um so die divergierenden Sichtweisen und Einstellungen zu erfassen [1, 2, 5, 6].”
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Research into therapists’ perceptions of therapeutic change using vignettes and aMSN messenger
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“Breuer (2000) used the process of mutual analysis of selected material from case work in his research into the development of professional competencies in the everyday work of psychological counsellors and therapists.”
MethodOberoi, D. V., Jiwa, M., McManus, A., & Parsons, R. W. (2015) · American Journal of Men s Health · doi:10.1177/1557988315574739 · Cited by 5
“…patient scenarios) may be useful in eliciting information about the questions that may be personally intimidating, or about the information that may be either underreported or distorted in a socially desirable direction (Barter & Renold, 2000; Brener, Billy, & Grady, 2003; Wallander, 2009).”
BackgroundHenderson, S. J., Horton, R. A., Saito, P. K., & Shorter‐Gooden, K. (2014) · Multicultural Learning and Teaching · doi:10.1515/mlt-2014-0002 · Cited by 5
“Characters face a critical incident to which the participant might be asked to indicate how a character in the scenario should respond or more importantly how the participant might respond in the character’s role (Barter & Renold, 2000; Finch, 1987).”
BackgroundA comparison of presentation methods for conducting youth juries
Dowthwaite, L., Vallejos, E. P., Koene, A. R., et al. (2019) · PLoS ONE · doi:10.1371/journal.pone.0218770 · Cited by 5
Sadi, F. H. A. (2009) · Figshare · Cited by 5
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“Adolescents may be particularly alert to sensitive topics and not feel comfortable disclosing their experiences in direct conversation [4].”
BackgroundAltenburg, T. M., de Vries, L. W., Barbeau, K., Button, A. M., Cox, A., de Lannoy, L., MacDonald, M. J., Naidoo, R., Staiano, A. E., Tremblay, M. S., et al. (2025) · Frontiers in Public Health · doi:10.3389/fpubh.2025.1519467 · Cited by 6
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Yurrita, M., Verma, H., Balayn, A., Alfrink, K., Gadiraju, U., & Bozzon, A. (2025) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3757415 · Cited by 11
“The usage of vignettes has been claimed to be appropriate to capture perceptions, beliefs, and attitudes in social research, as well as to identify participants’ reactions and needs in a particular situation [11, 47].”
Tłuściak-Deliowska, A. (2018) · Przegląd Badań Edukacyjnych · doi:10.12775/pbe.2018.011 · Cited by 4
Strindberg, J. (2021) · Linköping studies in behavioural science · doi:10.3384/diss.diva-180399 · Cited by 6
(Re) Learning to Teach in Contexts of Crises
(2021) · Alternation eBooks · doi:10.29086/978-0-9869936-6-4/2021/aasbs08 · Cited by 4
Adolescents' implicit and explicit attitudes toward their peers with genetic conditions
Wainstein, T., Yeung, D., Jennings, L., et al. (2024) · Journal of Adolescence · doi:10.1002/jad.12335 · Cited by 4
Anter, L., Backes, U., Heinisch, R., et al. (2024) · German Politics · doi:10.1080/09644008.2024.2353071 · Cited by 4
“To overcome these challenges, we employed a vignette technique embedded in the qualitative semi-structured expert interviews (Barter and Renold 2000; Hughes and Huby 2004).”
Policing Corruption or Corrupted Policing? Social Norms and Policing in Ghana
D'Emidio, R. (2025) · European Journal of Social Psychology · doi:10.1002/ejsp.3137 · Cited by 4
Using Vignettes to Categorize Behaviors That Students Associate with Dispositions
Sabin, M., McCauley, R. A., MacKellar, B., & Kumar, A. N. (2024) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie61694.2024.10892902 · Cited by 4
“The use of vignettes in education and research encourages learners to share their own beliefs and reflect candidly on their behaviors [35].”
Metadata
- Authors
- Barter, C., & Renold, E.
- Venue
- International Journal of Social Research Methodology
- Publisher
- Informa UK Limited
- Published
- 2000-01
- Volume
- 3
- Issue
- 4
- Pages
- 307-323
- ISSN
- 1364-5579 (ISSN-L)
- 1464-5300
- OpenAlex
- W2046503950
- Cited by
- 543
- References
- 0
- Citations by year
- 2026: 38 · 2025: 35 · 2024: 29 · 2023: 43 · 2022: 34 · 2021: 39 · 2020: 31 · 2019: 32 · 2018: 38 · 2017: 27 · 2016: 22 · 2015: 28 · 2014: 31 · 2013: 20 · 2012: 18
- FWCI
- 6.96
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Social Research Methodology (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Qualitative Research Methods and Ethics
- Social Sciences › Sociology and Political Science › Focus Groups and Qualitative Methods
- Social Sciences › Sociology and Political Science › Children's Rights and Participation
- Keywords
- vignettes, children and young people, qualitative research with children, research engagement, sensitive topics, multi-method research, research ethics with children
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