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

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Epilogue • Diffusion (disseminating information) • Adoption (implementing the program). Fraser and Leavitt (1990) use the US model of intensive family-based services, ‘Homebuilders’, as a case study of this type of research, which typically involves a large number of people and organisations. However, most research in the human services will not be part of such a linear strategic process, as some of the following stories illustrate well. Stories from the field We have selected quite a few of our stories to highlight the impact that qualitative research in the human services can have, both in the short term, sometimes commencing during the study itself, through to the long term. The first one we present is Anne Coleman’s study (2001), which was still in progress at the time we interviewed her. We were interested in finding out about the impact that research may have, even at such an early stage. This is followed with an excerpt from the interview with Cheryl Tilse. It picks up from the previous chapter and relates to reaching audiences beyond the research sites through conference presentations and media interviews (Tilse, 1996). Caroline Thomas then speaks briefly about the impact her adoption study has had in the year since its publication (Thomas, 1999), and how the political environment in which it was released gave it a special salience. Liz Kelly discusses how her study’s different conceptualisation of domestic violence intervention struck a chord with workers in the field of family violence (Kelly, 1999). Jackie Sanders also talks about how the research she has done with Robyn Munford has been used by a range of people, from students and practitioners to policy-makers and funding sources. We conclude with Dorothy Scott reflecting on the long-term outcomes of her research undertaken with maternal and child health nurses in the early 1980s (Scott, 1987a, 1987b, 1992). Anne Coleman—Five star motels Anne: Yes, I’ve quite a strong sense of [impact] now ...I’ve talked to a lot of people in the last ten years, in the 181
Qualitative research in practice bureaucracy, in homelessness services and in politics . . . and the sorts of things I’ve said are simply that it’s pointless to move people on. These are the spaces that capitalism has left for them. If you’re now going to tell them to leave these spaces, where will they go? And how do you expect that sort of response to be effective? But in the last twelve months, I now hear the local Councillor saying things like, ‘We will no longer move homeless people on from this area.’ Some people in Brisbane City Council—not necessarily the top levels—are starting to take on this idea of ‘Yes, that’s actually right. These are all the same people we’ve been moving on from these spaces for ten years and they’re still the same people so obviously this is not a very good way to go about it.’ So I know that in terms of the federal government response it’s pretty much unchanged, and I know that the long-term homeless people whom I’ve looked at in this research probably won’t be much better off, but I can see a shift at the local level; in terms of making life different for the people that I’m concerned about, where it will make a difference is at the local level. So ...I feel like it’s been a very useful piece of work already. Cheryl Tilse—The long goodbye Cheryl: I didn’t change the world. I think I had an impact on all of the facilities that I worked in, and I certainly spent the year after I’d written the thesis talking about the need to understand the perspectives of older spouses. I did a lot of that—I got invited to the annual general meeting of the Gerontology Association; I did a talk with staff at a hospital; and I did a talk for nurses in aged care facilities. So I targeted workers and . . . really I was saying these older spouses need a voice. I was trying to increase the understanding of the issues for them. I was trying to get to front-line workers rather than social workers or policy workers. I did some in-service training sessions for some church-run nursing homes where they brought in all their workers ...I wrote a report in 182
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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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Mixing methods the different compon
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Mixing methods methods which allowe
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Mixing methods obtained through one
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Mixing methods in itself. Rather, t
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Mixing methods and how they would e
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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 188 and 189: Presenting and writing up of the th
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 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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