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Tailoring data collection • Settle for approximate times where these will suffice, for example, whether the duration of a relationship has been weeks or years. • Wherever possible, find another marker, for example, whether something had happened before or after another whose date was known. • Use their children as a chronometer—gauging other events in terms of how old the children were at the time. Being flexible in data collection If data collection is to be tailored to the needs and capacity of each participant, then flexibility of approach is inevitable. Here, qualitative methods are particularly appropriate. Not only is there less emphasis on standard questions and administration procedures than in quantitative research, but flexibility of approach and responsiveness to the context are very much part of good practice. In a study of young people’s experiences of special education, Wade and Moore used a structured questionnaire and open-ended sentence completions. Some students were able to complete the exercises on their own while others required assistance from teachers to read out statements and scribe responses. The researchers traded off potential ‘contamination’ of the data against enabling as many students as possible to express their views. We were aware that, in these cases, the guaranteed anonymity of a privately written response was removed, and students’ responses might be modified to take account of the scriber as audience. The alternative was to exclude a substantial number of children whose disabilities precluded their making written responses but who were just as capable of expressing their views in other ways (orally or by signing, for example) (Wade & Moore, 1993, p. 21). In their study of children’s experiences of residential respite care, Minkes, Robinson and Weston (1994) used an interview/discussion format that could be used with all children, whether they communicated by speech or other means. The same questions were asked of all children, but for those who did not communicate easily by speech, several visual cues were used. These included photographs of the residential homes, staff members and other children, pictures of everyday objects and small books that could be used by the 105
Qualitative research in practice children and interviewers to develop a pictorial record of their experiences at the home (the children who did this were able to keep their book). Again, teachers used their existing knowledge of the children to devise imaginative ways of using the available cues. Involving people with an intellectual disability in research Linda Ward (1997) provides practical guidelines for involving disabled children and young people at every stage of research, from project development through to dissemination. Elsewhere, Ward and Simons (1998) describe several ways in which people with an intellectual disability have been able to participate in research processes, including: helping to shape the research agenda, through lobbying for research to be conducted on issues of importance to people with an intellectual disability; advising and assisting research projects; doing research themselves; and being involved in research dissemination. Dissemination of research to people with an intellectual disability requires serious consideration of the form in which research results are presented. Researchers at the University of Bristol (Bashford, Townsley & Williams, 1995) have developed ‘parallel texts’ of research reports as a means of making research accessible to people with an intellectual disability. They include both the formal and complete report and a simplified version, not as a separate document, but in parallel form within the report, on facing sheets. They argue that providing access to both the original and the simplified versions helps to break down pervasive ‘them’ and ‘us’ attitudes and also avoids making judgements about the skill levels of those accessing the report. Any user of the research may read the simple or complete version or move between the two, according to their own levels of skill and interest in the report. Stories from the field In the following inside stories, Caroline Thomas talks about her research with adopted children, and Tim and Wendy Booth talk about their work with parents who have learning difficulties. These inside stories illustrate the ways in which some of the principles and techniques we have discussed in this chapter can be put into practice. 106
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Qualitative research in practice St
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Contents The researchers vi Table o
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Contents 8 Presenting and writing u
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The researchers Anne Coleman began
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The researchers into factors associ
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Table of research studies Tim and W
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Preface In this book we aim to brid
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Preface known to us, either through
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1 From practice to research In the
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From practice to research social wo
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From practice to research in relati
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From practice to research consumer
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From practice to research parent—
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From practice to research space—t
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From practice to research what peop
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From practice to research developed
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From practice to research or exit f
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From practice to research tracked d
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2 Ethics and organisations The best
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Ethics and organisations relevant i
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Ethics and organisations Informed c
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Ethics and organisations Yet a mino
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Ethics and organisations Observatio
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Ethics and organisations Ethical an
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Ethics and organisations with the s
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Ethics and organisations Dorothy Sc
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Ethics and organisations happened,
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Ethics and organisations an intensi
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Ethics and organisations to outside
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Ethics and organisations Yvonne: To
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Ethics and organisations Dorothy: R
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Ethics and organisations can only e
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In-depth interviewing them or not m
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In-depth interviewing Stories give
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In-depth interviewing experience of
Page 72 and 73: In-depth interviewing There is a re
Page 74 and 75: In-depth interviewing data sought,
Page 76 and 77: In-depth interviewing interview. Th
Page 78 and 79: In-depth interviewing Generally, th
Page 80 and 81: In-depth interviewing in-depth inte
Page 82 and 83: In-depth interviewing Yvonne: So a
Page 84 and 85: In-depth interviewing Sampling Yvon
Page 86 and 87: In-depth interviewing much they tal
Page 88 and 89: In-depth interviewing encouraged mu
Page 90 and 91: 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
Page 100 and 101: 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
Page 108 and 109: Observation of questions separate f
Page 110 and 111: Tailoring data collection We focus
Page 112 and 113: Tailoring data collection The exper
Page 114 and 115: 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
Page 124 and 125: Tailoring data collection Caroline
Page 126 and 127: Tailoring data collection Dorothy:
Page 128 and 129: Tailoring data collection Dorothy:
Page 130 and 131: Tailoring data collection Tim: real
Page 132 and 133: Tailoring data collection supermark
Page 134 and 135: Tailoring data collection Wendy: th
Page 136 and 137: 6 Mixing methods ‘Mixed methods
Page 138 and 139: Mixing methods the different compon
Page 140 and 141: Mixing methods methods which allowe
Page 142 and 143: Mixing methods obtained through one
Page 144 and 145: 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
Page 150 and 151: Mixing methods incredibly arrogant
Page 152 and 153: Mixing methods about 1200 organisat
Page 154 and 155: Mixing methods Yvonne: that overarc
Page 156 and 157: Mixing methods Yvonne: Cheryl: Yvon
Page 158 and 159: Mixing methods reducing the benefit
Page 160 and 161: 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’,
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Analysing data straight to the inte
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Analysing data They also highlight
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Presenting and writing up be used.
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Presenting and writing up participa
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Presenting and writing up the princ
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Presenting and writing up difficult
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Presenting and writing up adopted c
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Presenting and writing up Yvonne: L
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Presenting and writing up of the th
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Presenting and writing up Tim: stor
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Presenting and writing up Anne felt
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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
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References Beresford, B. 1997 Perso
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References Darlington, Y., Osmond,
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References Johnson, K. & Scott, D.
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References ——1995 In-depth Inte
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References ——1990 Writing Strat
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References Tilse, C. 1994 ‘Long t
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Index Page numbers in italics refer
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Index ‘getting in/getting on/gett
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Index quantitative research 3; meth
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