Qualitative Research in Practice : Stories From the Field - Blogs Unpad
Qualitative Research in Practice : Stories From the Field - Blogs Unpad Qualitative Research in Practice : Stories From the Field - Blogs Unpad
Tailoring data collection Wendy: through family photographs, where they have them, as a very useful prop and I guess the other important thing here too is maintaining a concrete frame of reference in terms of the questions and how you progress the interview—not dealing with abstract notions. Being wary about things like time and people’s ability to be able to place events in chronological sequence, but maintaining that focus, that concrete focus upon events that happened, what is, behaviour, specific examples—that is so important with this group of people. I think that is where it is important that you do know something about them, that you have taken the time to get to know them, because I know one mother who I would say does have very limited skills in communicating and if she says to me one word, like she would say the name of her newest grand-daughter, I know that she wants to talk about her and I can ask her a question, and she will come back, and it will only be very short sentences, but this is how we can communicate about it. As I have said before, just one or two really key words, and because you know them, you know what it is about, and then you can start having a conversation. Comments While these examples reflect very different research studies, both illustrate the importance of an individualised approach to working with research participants—taking the time to get to know and engage with research participants on their own terms. There is little point in relying on conventional notions of what happens in an interview if participants have neither previous experience of such a context nor a view of what an interview ‘should’ be like. Both research teams exercised considerable flexibility in their approach in order to elicit information about participants’ experiences—whether abandoning an interview to play a game with a restless child or going shopping with a mother with a learning difficulty—and so were able to obtain a depth of understanding that would have been unlikely had they relied on a more conventional format. 117
Qualitative research in practice Both studies also illustrate the importance of sensitivity to ethics and boundary issues. Caroline Thomas was careful not to take advantage of the children’s ready trust, at times containing them from disclosure beyond her specific research brief, and Tim and Wendy Booth’s ongoing involvement with research participants arose from their commitment to honouring reciprocal obligations to participants. Along with increased expertise and willingness on the part of researchers to engage with children and people with an intellectual disability as research participants, there is also increasing recognition of the contribution these groups have to make as researchers, either in their own right or in partnership with research teams. We expect in the coming years to see many more instances of children and people with an intellectual disability taking a role in every stage of research that concerns them. 118
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Tailor<strong>in</strong>g data collection<br />
Wendy:<br />
through family photographs, where <strong>the</strong>y have <strong>the</strong>m, as<br />
a very useful prop and I guess <strong>the</strong> o<strong>the</strong>r important<br />
th<strong>in</strong>g here too is ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g a concrete frame of<br />
reference <strong>in</strong> terms of <strong>the</strong> questions and how you<br />
progress <strong>the</strong> <strong>in</strong>terview—not deal<strong>in</strong>g with abstract<br />
notions. Be<strong>in</strong>g wary about th<strong>in</strong>gs like time and<br />
people’s ability to be able to place events <strong>in</strong> chronological<br />
sequence, but ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g that focus, that<br />
concrete focus upon events that happened, what is,<br />
behaviour, specific examples—that is so important<br />
with this group of people.<br />
I th<strong>in</strong>k that is where it is important that you do know<br />
someth<strong>in</strong>g about <strong>the</strong>m, that you have taken <strong>the</strong> time to<br />
get to know <strong>the</strong>m, because I know one mo<strong>the</strong>r who I<br />
would say does have very limited skills <strong>in</strong> communicat<strong>in</strong>g<br />
and if she says to me one word, like she would<br />
say <strong>the</strong> name of her newest grand-daughter, I know<br />
that she wants to talk about her and I can ask her a<br />
question, and she will come back, and it will only be<br />
very short sentences, but this is how we can communicate<br />
about it. As I have said before, just one or two<br />
really key words, and because you know <strong>the</strong>m, you<br />
know what it is about, and <strong>the</strong>n you can start hav<strong>in</strong>g<br />
a conversation.<br />
Comments<br />
While <strong>the</strong>se examples reflect very different research studies, both<br />
illustrate <strong>the</strong> importance of an <strong>in</strong>dividualised approach to work<strong>in</strong>g<br />
with research participants—tak<strong>in</strong>g <strong>the</strong> time to get to know and<br />
engage with research participants on <strong>the</strong>ir own terms. There is little<br />
po<strong>in</strong>t <strong>in</strong> rely<strong>in</strong>g on conventional notions of what happens <strong>in</strong> an<br />
<strong>in</strong>terview if participants have nei<strong>the</strong>r previous experience of such a<br />
context nor a view of what an <strong>in</strong>terview ‘should’ be like. Both<br />
research teams exercised considerable flexibility <strong>in</strong> <strong>the</strong>ir approach <strong>in</strong><br />
order to elicit <strong>in</strong>formation about participants’ experiences—whe<strong>the</strong>r<br />
abandon<strong>in</strong>g an <strong>in</strong>terview to play a game with a restless child or<br />
go<strong>in</strong>g shopp<strong>in</strong>g with a mo<strong>the</strong>r with a learn<strong>in</strong>g difficulty—and so<br />
were able to obta<strong>in</strong> a depth of understand<strong>in</strong>g that would have been<br />
unlikely had <strong>the</strong>y relied on a more conventional format.<br />
117