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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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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
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In-depth interviewing Generally, th
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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
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 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 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.
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
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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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