Qualitative Research in Practice : Stories From the Field - Blogs Unpad

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Presenting and writing up of the things that bother you are about—why families are so demanding and why older men don’t seem to know what to do when they come and what can you do about it’. So I was trying to get some practice ideas and some new thinking. So it was very much—I didn’t talk about roles, resources, rights and relationships— at a human level, and always through examples, always grounded in trying to convince them I knew what I was talking about because I’d talked to older people and this is what I had seen happen. Although it’s all about human relationships and meaning, I’ve always seen it as a policy thesis, about understanding a key policy issue of residential care of older people and trying to make policy more receptive to a broader approach to understanding what some things are about. It’s about how you incorporate meaning to activities such as family participation rather than simply rational decision-making models. So I write very differently for the policy audience. At a policy conference you talk in terms of policy and use the same examples to question the policy, I suppose. So the examples are the same, it’s just what you select and what you leave out and the way you write that are different. But it’s more similar than you would imagine at times because it’s the same stories, [just] told with a different level in mind. For practice audiences I was saying that these are the sorts of things people told me about, this is what happened for them and this is how I saw some people respond to it and it seemed to work well. So I think that’s the strength of the qualitative material, that it really speaks for itself a lot. You can just frame it. All your writing is targeted at an audience—you know who you’re talking to and the points you want to make, but the qualitative data is so rich it speaks for itself . . . and it is very powerful. Tim and Wendy Booth—Parenting under pressure Here Tim talks about the challenges involved in writing up—and doing justice to—the accounts of people with an intellectual 171
Qualitative research in practice disability. He draws on their study of parents with a learning difficulty (Booth & Booth, 1994a) as well as that of children of parents with a learning difficulty (Booth & Booth, 1996). An approach to writing up the stories of inarticulate informants Tim: Yvonne: The challenge is how do you tell the story? How do you tell the stories of people who lack words? ...In the case of the group of people that we are talking about, the inherent incoherence of most transcripts may be exaggerated because they lack the same command of grammar, the same vocabulary and the same oratorical skills. Now, if as a researcher you believe in the notion of being absolutely true to the data that you collect, and only presenting the material verbatim, frankly, most of the time you would end up with an incoherent story. You wouldn’t be able to use it to convey information to a reader, because the reader wouldn’t be able to penetrate the prose, lacking the kind of struts and supports that the interviewer or researcher had—prior knowledge of the person, an understanding of their lives, experience of the way in which they express themselves. Lacking all that and asking a reader to make sense of a transcript is presenting them with an impossible task and actually is also doing a disservice to the informant, because it emphasises their [inarticulateness], when, in context, they might very well have been able to express themselves ...So there is a real challenge there for researchers, in the sense of how do you cope with this quite fundamental dilemma ...My considered view, based upon ten years of research, is that while people have the stories, and we have the words, we can lend them the words to enable them to tell their stories. That in itself brings all kinds of ethical issues, issues of legitimation and representation, which I would gladly expand on at length, but I am sure you are not here to listen to me go on about it now, though it is a real challenge. How do you deal with some of those issues? You are saying if you don’t in a sense take over and write the 172
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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
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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
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Observation Choosing observation Li
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Observation The observation process
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Observation When to observe and for
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Observation Anne Coleman—Five sta
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Observation Yvonne: Anne: Yvonne: A
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Observation Anne: Another useful th
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Observation couldn’t understand h
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Observation interesting because I s
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Observation of questions separate f
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Tailoring data collection We focus
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Tailoring data collection The exper
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Tailoring data collection be achiev
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Tailoring data collection Making us
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Tailoring data collection children
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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:
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Tailoring data collection Dorothy:
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Tailoring data collection Tim: real
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Tailoring data collection supermark
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Tailoring data collection Wendy: th
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6 Mixing methods ‘Mixed methods
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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
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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
Page 184 and 185: Presenting and writing up adopted c
Page 186 and 187: Presenting and writing up Yvonne: L
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
Page 196 and 197: Epilogue are presented to the way i
Page 198 and 199: Epilogue • Diffusion (disseminati
Page 200 and 201: Epilogue practical and simple langu
Page 202 and 203: Epilogue violence, the things we em
Page 204 and 205: Epilogue [it] was dragging me along
Page 206 and 207: 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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