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From practice to research what people assumed. What I did first was have a look at a whole bunch of writing about the sector and about theorising around the sector and there’s a lot of that emerging in the USA in particular—theories of the non-profit sector—and none of them answered the questions about why it was different. They all invoked this assumption of difference but never actually answered the questions, so I followed up a few references which took me to a body of organisational theory which . . . provides the theoretical justification for the perception of difference. So then I applied that theory to non-profit human service organisations in Queensland, and really it was to see whether or not this theoretical explanation for the assumption of difference held. Robyn Munford and Jackie Sanders—Working successfully with families Robyn Munford and Jackie Sanders used qualitative and quantitative strategies in a multi-phase study on what worked for families receiving family support services from a non-government child and family welfare agency in New Zealand. The research was conducted with the support of Barnardos New Zealand and the Foundation for Research, Science and Technology, New Zealand. The first stage involved an extensive file review of a twelve-month caseload for the whole organisation. The second stage primarily involved qualitative research—a small sample of families was intensively tracked as they moved through the service, and followed up three months after completion. Finally, a prospective statistical analysis of client and intervention factors over a twelve-month caseload was undertaken to analyse relationships between a wide range of factors and client change (Munford & Sanders, 1996, 1998, 1999). Jackie talks here about how the study originated. Jackie: I was a Regional Director for Barnardos New Zealand and we were managing a large number of family support programs. I was keen to understand the ways in which our services might be contributing to family well-being and also to understand more about the 13
Qualitative research in practice possible long-term effects of our services on clients and their families. I also had an interest in understanding better the link between management styles and practice approaches in terms of identifying ways that the two can best be aligned for the greatest client gain. We had a link with Massey University which was probably more personal than anything—it being the place where I had done my Master’s degree. We began dialogue with people in sociology and social work and Robyn was one of those people. We put together a working party to try to secure funding—this was successful and the rest, as they say, is history. We secured ongoing funding for four years to undertake a really detailed analysis of the family support program and as a result we were able to produce a very clear picture of the role of strengths-based work in family change and also to begin to understand more clearly the relationship between management styles and practice effectiveness. From that we developed an ongoing research partnership between Massey and Barnardos that has been successfully operating for six years now. I think we have an abiding interest in the complex mix of factors—personal client, structural, agency organisational, funding and practice—that combine together to generate good interventions for clients. Dorothy Scott—Identification of post-partum depression Dorothy talks here about the background to this study (1987a, 1987b, 1992). Dorothy: I was working as a social worker in a psychiatric ward of the Queen Victoria Hospital in Melbourne in the late 1970s and early 1980s and I was very involved in the treatment of women with post-partum psychiatric conditions. It gradually dawned on me that women with depressive disorders, unlike those with acute psychotic disorders, seemed to be admitted to hospital very late—long after serious depressive symptoms had 14
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 28 and 29: From practice to research space—t
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
Page 78 and 79: In-depth interviewing Generally, th
Page 80 and 81:
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
Page 186 and 187:
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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