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The researchers into factors associated with family well-being. These research programs are funded by the Public Good Science Fund—a government body which supports social science research in New Zealand. Dorothy Scott is Associate Professor in the School of Social Work at the University of Melbourne and is currently on secondment as the Executive Director of the Ian Potter Foundation. Her academic background is in history and social work. Her practice and policy interests are in child welfare, mental health and maternal and child health. She has taught practice research at a postgraduate level in Australia and overseas, and has written seminal papers on epistemological and hermeneutic issues in social work. She has undertaken extensive qualitative research in the fields of child welfare history, maternal and child health, and child protection. Her current research interests are the history of child protection, and social support in the transition to motherhood. In 1999 she was awarded a medal of the Order of Australia for her contributions in the field of child abuse, post-partum psychiatric illness and social welfare education and research. Caroline Thomas is a Research Fellow at Cardiff Law School, Cardiff University. She graduated in Social Policy from the University of Exeter in 1982. After working in the health service and voluntary sector, she joined Bristol University’s Socio-Legal Centre for Family Studies in 1991, where she was involved in several studies to evaluate the Children Act 1989. Later she moved to Cardiff Law School to take the lead role in a study of older children’s views and experiences of the adoption process. Caroline is currently on secondment to the UK Department of Health, managing the children’s social care research program. Cheryl Tilse is a lecturer and researcher in the School of Social Work and Social Policy at the University of Queensland. She has practised as a social worker in Australia and Canada in mental health, rehabilitation and corrective services. Within the School, she teaches in the areas of knowledge and practice, the organisational context of practice and practitioner research. Her research interests are in practitioner-based research, the organisational and policy context of practice and in ageing and aged care policy. Her current research includes evaluating housing options for older people, enhancing family and resident participation in aged care ix
The researchers facilities, the legal aspects of later life decision-making around health care and accommodation options, asset management and the financial abuse of older people, and the implementation of user charges in aged care services. She is a member of the editorial board of the Australasian Journal on Ageing. Angelina Yuen-Tsang is currently Associate Head and Associate Professor of the Department of Applied Social Sciences of the Hong Kong Polytechnic University. She obtained her BSocSc in Social Work from the University of Hong Kong in 1975, MSW from the University of Toronto in 1978, MEd from the University of Manchester in 1983, and her PhD from the University of Hong Kong in 1995. She is now the President of the Hong Kong Social Workers Association and is a board member of numerous social welfare organisations in Hong Kong. She is actively involved in the development of social work education in mainland China and in training social work educators in China. Her main research interest is on social support networks in Chinese communities using a grounded theory approach. She is conducting several research projects on social support networks of women, the elderly and the unemployed in China. x
Page 2 and 3: Qualitative research in practice St
Page 4 and 5: Contents The researchers vi Table o
Page 6 and 7: Contents 8 Presenting and writing u
Page 8 and 9: The researchers Anne Coleman began
Page 12 and 13: Table of research studies Tim and W
Page 14 and 15: Preface In this book we aim to brid
Page 16 and 17: Preface known to us, either through
Page 18 and 19: 1 From practice to research In the
Page 20 and 21: From practice to research social wo
Page 22 and 23: From practice to research in relati
Page 24 and 25: From practice to research consumer
Page 26 and 27: From practice to research parent—
Page 28 and 29: From practice to research space—t
Page 30 and 31: From practice to research what peop
Page 32 and 33: From practice to research developed
Page 34 and 35: From practice to research or exit f
Page 36 and 37: From practice to research tracked d
Page 38 and 39: 2 Ethics and organisations The best
Page 40 and 41: Ethics and organisations relevant i
Page 42 and 43: Ethics and organisations Informed c
Page 44 and 45: Ethics and organisations Yet a mino
Page 46 and 47: Ethics and organisations Observatio
Page 48 and 49: Ethics and organisations Ethical an
Page 50 and 51: Ethics and organisations with the s
Page 52 and 53: Ethics and organisations Dorothy Sc
Page 54 and 55: Ethics and organisations happened,
Page 56 and 57: Ethics and organisations an intensi
Page 58 and 59: Ethics and organisations to outside
Page 60 and 61:
Ethics and organisations Yvonne: To
Page 62 and 63:
Ethics and organisations Dorothy: R
Page 64 and 65:
Ethics and organisations can only e
Page 66 and 67:
In-depth interviewing them or not m
Page 68 and 69:
In-depth interviewing Stories give
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In-depth interviewing experience of
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In-depth interviewing There is a re
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In-depth interviewing data sought,
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In-depth interviewing interview. Th
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In-depth interviewing Generally, th
Page 80 and 81:
In-depth interviewing in-depth inte
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In-depth interviewing Yvonne: So a
Page 84 and 85:
In-depth interviewing Sampling Yvon
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In-depth interviewing much they tal
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In-depth interviewing encouraged mu
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In-depth interviewing contact, the
Page 92 and 93:
Observation Choosing observation Li
Page 94 and 95:
Observation The observation process
Page 96 and 97:
Observation When to observe and for
Page 98 and 99:
Observation Anne Coleman—Five sta
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Observation Yvonne: Anne: Yvonne: A
Page 102 and 103:
Observation Anne: Another useful th
Page 104 and 105:
Observation couldn’t understand h
Page 106 and 107:
Observation interesting because I s
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Observation of questions separate f
Page 110 and 111:
Tailoring data collection We focus
Page 112 and 113:
Tailoring data collection The exper
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Tailoring data collection be achiev
Page 116 and 117:
Tailoring data collection Making us
Page 118 and 119:
Tailoring data collection children
Page 120 and 121:
Tailoring data collection collectio
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Tailoring data collection • Settl
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Tailoring data collection Caroline
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Tailoring data collection Dorothy:
Page 128 and 129:
Tailoring data collection Dorothy:
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Tailoring data collection Tim: real
Page 132 and 133:
Tailoring data collection supermark
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Tailoring data collection Wendy: th
Page 136 and 137:
6 Mixing methods ‘Mixed methods
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Mixing methods the different compon
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Mixing methods methods which allowe
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Mixing methods obtained through one
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Mixing methods in itself. Rather, t
Page 146 and 147:
Mixing methods and how they would e
Page 148 and 149:
Mixing methods violence; that they
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Mixing methods incredibly arrogant
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Mixing methods about 1200 organisat
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Mixing methods Yvonne: that overarc
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Mixing methods Yvonne: Cheryl: Yvon
Page 158 and 159:
Mixing methods reducing the benefit
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Analysing data possible about what
Page 162 and 163:
Analysing data sometimes referred t
Page 164 and 165:
Analysing data Team research makes
Page 166 and 167:
Analysing data crying—and I could
Page 168 and 169:
Analysing data Analysing the observ
Page 170 and 171:
Analysing data I’d said that’,
Page 172 and 173:
Analysing data straight to the inte
Page 174 and 175:
Analysing data They also highlight
Page 176 and 177:
Presenting and writing up be used.
Page 178 and 179:
Presenting and writing up participa
Page 180 and 181:
Presenting and writing up the princ
Page 182 and 183:
Presenting and writing up difficult
Page 184 and 185:
Presenting and writing up adopted c
Page 186 and 187:
Presenting and writing up Yvonne: L
Page 188 and 189:
Presenting and writing up of the th
Page 190 and 191:
Presenting and writing up Tim: stor
Page 192 and 193:
Presenting and writing up Anne felt
Page 194 and 195:
9 Epilogue: From research to practi
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Epilogue are presented to the way i
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Epilogue • Diffusion (disseminati
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Epilogue practical and simple langu
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Epilogue violence, the things we em
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Epilogue [it] was dragging me along
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Epilogue through reporting the expe
Page 208 and 209:
References Beresford, B. 1997 Perso
Page 210 and 211:
References Darlington, Y., Osmond,
Page 212 and 213:
References Johnson, K. & Scott, D.
Page 214 and 215:
References ——1995 In-depth Inte
Page 216 and 217:
References ——1990 Writing Strat
Page 218 and 219:
References Tilse, C. 1994 ‘Long t
Page 220 and 221:
Index Page numbers in italics refer
Page 222 and 223:
Index ‘getting in/getting on/gett
Page 224 and 225:
Index quantitative research 3; meth
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