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

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From practice to research space—that there was something about these specific places and these specific people and it was the connection between those two things that was important. Yvonne Darlington—The experience of childhood sexual abuse Yvonne talks here about the background to her study, published in 1996. Yvonne: In the early to mid-1980s I was working as a social worker in a community mental health centre. At that time, child sexual abuse was only just emerging as a recognised area of public and professional interest— a number of articles had been printed in the press and popular magazines, and child protection responses were beginning to be developed. There was certainly little recognition of child sexual abuse as a legitimate area for mental health intervention. Nevertheless, in my position as a female counsellor in a mental health team, many women who had sought assistance in relation to depression, feelings of worthlessness or relationship problems, disclosed childhood sexual abuse in the course of counselling. For some, the abuse had been previously disclosed, either at the time of the abuse or later, and for others this was the first time they had talked about the abuse with anyone. Many, though not all, of the women I spoke with linked their present problems to their sexual abuse in childhood and there were also similarities in the ways they talked about what had happened and what it had meant in their lives. I became interested in the ways in which these women understood their experience of childhood sexual abuse and its long-term impact on their lives. This was the starting point of what turned out to be a circuitous route to finally settling on a qualitative methodology for my PhD research. I experienced considerable pressure to do a quantitative study, but 11
Qualitative research in practice however I constructed and reconstructed my research questions, there was always one that I returned to— how do women who have been sexually abused as children make sense of that experience? The strength of that original idea, and my concern that women’s perspectives had been missing from the research in this field, won through in the end. I conducted two indepth interviews each with ten women—one lengthy interview in which they talked about their experiences of childhood sexual abuse and the impact they felt it had had on their lives, and a shorter interview, about four to six weeks later, in which they talked about how they had experienced the first interview. The second interviews provided some useful insights about what it is like to be a research participant and I have included some of this material later in the book. Catherine McDonald—Institutionalised organisations? Catherine McDonald used a mixed method approach involving a survey and semi-structured interviews for this study (McDonald, 1996). Catherine talks here about how she became interested in the application of neo-institutional theory to the non-profit sector in Queensland. We talk with her again about her use of mixed methods and how she used a deductive approach to analyse her interview data. Catherine: The PhD came out of me wondering [why] everybody says that the non-profit sector is different. There are these assumptions embedded in all discourses and conversations about the sector that it is somehow different from the state or the market, and I accepted those assumptions for quite a long period of time until I started doing a PhD . . . so I was looking at an organisational space, a social space, that was large, complex, heterogeneous ...a whole field of organisations known as the community sector or non-profit sector. So it’s a lot of organisations, and I wanted to know why they were . . . different from organisations in the state and organisations in the market . . . this is 12
Page 2 and 3: Qualitative research in practice St
Page 4 and 5: Contents The researchers vi Table o
Page 6 and 7: Contents 8 Presenting and writing u
Page 8 and 9: The researchers Anne Coleman began
Page 10 and 11: The researchers into factors associ
Page 12 and 13: Table of research studies Tim and W
Page 14 and 15: Preface In this book we aim to brid
Page 16 and 17: Preface known to us, either through
Page 18 and 19: 1 From practice to research In the
Page 20 and 21: From practice to research social wo
Page 22 and 23: From practice to research in relati
Page 24 and 25: From practice to research consumer
Page 26 and 27: From practice to research parent—
Page 30 and 31: From practice to research what peop
Page 32 and 33: From practice to research developed
Page 34 and 35: From practice to research or exit f
Page 36 and 37: From practice to research tracked d
Page 38 and 39: 2 Ethics and organisations The best
Page 40 and 41: Ethics and organisations relevant i
Page 42 and 43: Ethics and organisations Informed c
Page 44 and 45: Ethics and organisations Yet a mino
Page 46 and 47: Ethics and organisations Observatio
Page 48 and 49: Ethics and organisations Ethical an
Page 50 and 51: Ethics and organisations with the s
Page 52 and 53: Ethics and organisations Dorothy Sc
Page 54 and 55: Ethics and organisations happened,
Page 56 and 57: Ethics and organisations an intensi
Page 58 and 59: Ethics and organisations to outside
Page 60 and 61: Ethics and organisations Yvonne: To
Page 62 and 63: Ethics and organisations Dorothy: R
Page 64 and 65: Ethics and organisations can only e
Page 66 and 67: In-depth interviewing them or not m
Page 68 and 69: In-depth interviewing Stories give
Page 70 and 71: In-depth interviewing experience of
Page 72 and 73: In-depth interviewing There is a re
Page 74 and 75: In-depth interviewing data sought,
Page 76 and 77: 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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Mixing methods violence; that they
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Mixing methods incredibly arrogant
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Mixing methods about 1200 organisat
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Mixing methods Yvonne: that overarc
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Mixing methods Yvonne: Cheryl: Yvon
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Mixing methods reducing the benefit
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Analysing data possible about what
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Analysing data sometimes referred t
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Analysing data Team research makes
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Analysing data crying—and I could
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Analysing data Analysing the observ
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Analysing data I’d said that’,
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Analysing data straight to the inte
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Analysing data They also highlight
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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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