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Tailoring data collection Dorothy: Caroline: Dorothy: Caroline: let go of the ambition of covering all that I wanted to cover, and to try to find just a little bit of the adoption process that the child could talk about. What was most challenging about the interviewing itself? Possibly sometimes feeling as though I was moving into territory that I didn’t want to explore and having to put the stoppers on—putting boundaries up to discourage disclosure about certain experiences that really we weren’t interested in. That was quite challenging . . . On one or two occasions I had to respond to the children’s distress about what they were talking about and wondered whether I had done that well enough. I wondered how the child felt after the interview was over and whether the adoptive parents would be able to pick up on any issues that were left over. So that was challenging. And I think that though I say that the need to be adaptive made the interviews interesting, it made some of the interviews extremely challenging. Sometimes it was hard just trying to follow the child, trying to get something from the interview for the study but at the same time not exploiting the child . . . It’s interesting that your concerns are not really about the research as a researcher but your concerns were fundamentally about the children as children—was that the hardest part, the most challenging area of the research? I think so, but it helped that after just a few interviews I was confident that the children’s material was going to be rich enough for us to say some interesting things . . . so I was able to put aside people’s concerns that we wouldn’t be able to get something useful from the children. Tim and Wendy Booth—Parenting under pressure Tim and Wendy Booth’s biographical study of the parenting experiences of people with learning difficulties was funded for two years by the Nuffield Foundation and is published as Parenting 111
Qualitative research in practice Under Pressure: Mothers and Fathers with Learning Difficulties (1994a). Tim and Wendy have also reported on their use of in-depth interviewing with parents with learning difficulties (Booth & Booth, 1994b), on writing up narrative reports of inarticulate research participants (Booth & Booth, 1996) and on maintaining ongoing relationships with research participants (Booth, 1998). They have subsequently conducted a study of children of people with learning difficulties, published as Growing Up with Parents who have Learning Difficulties (Booth & Booth, 1998). The study of parents was conducted in two stages. The first involved unstructured interviews with 33 parents, of whom 25 had learning difficulties, including five couples where both parents had learning difficulties, focusing specifically on experiences of parenthood. Six couples and one single parent then participated in the second stage, which involved the compilation of in-depth accounts of their ongoing situation as parents over the course of a year. The number of interviews in the first stage ranged from one to six, and in the second stage from nine to twenty. Both stages also involved numerous informal contacts such as brief social calls, phone calls and trips and outings with parents. In each family, at least one parent had at some stage received services especially intended for people with learning difficulties. In their interview for this book, Tim and Wendy expanded on some of the points they have written about elsewhere. While we mostly rely on the interview material, we have also included some references to their published work. Realising the need for a different approach Wendy: I always remember the very first interview where I went in with the idea of how I had been trained to do interviews. I would go in with an idea of the sort of questions I wanted to ask. We didn’t have any formal questions. We just had an aide-mémoire. And I drew up outside the house and the door opened and the mother came out and greeted me and I went in and she was having a party. It was her birthday and the house was full of people and it was a case of just getting to know her in that situation really. And it was a really good introduction of how it was going to be 112
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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
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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
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 122 and 123: Tailoring data collection • Settl
Page 124 and 125: Tailoring data collection Caroline
Page 126 and 127: 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’,
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.
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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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