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2 Ethics and organisations The best one can do is to consider the ethical and political issues in asking a particular research question, determine the areas of concern prior to the research, take into account professional standards that have been established and then consider the ethics of the entire research process as an individual case with its own social and political ramifications (Minichiello et al., 1990, pp. 245–6). It may seem strange to combine ethics and organisational issues, yet in qualitative research in the human services, perhaps more than in any other area of research, doing the right thing by research participants coexists with the pragmatic process of ‘getting in, getting on and getting out’ of the research setting. The ethical principles which should guide research are fairly clear. Both professional ethics and research ethics are based on similar core principles, such as beneficence and duty of care, and so one might assume that there will be clear and congruent criteria for determining ethical behaviour in research in the human services. Yet standard research and practice ethics statements let us down simply because they are designed from different perspectives with different ends in sight: the academic development of knowledge on one hand, the delivery of service on the other. They are not designed for the interface of these two domains. In this chapter it is argued that there are complex issues which arise in research in the human services, particularly when the boundaries between practitioner and researcher roles, and those 21
Qualitative research in practice between the roles of client and research subject, become blurred. The interconnectedness between the ethics and the politics of research is evident at every stage of the research process with the most fundamental question being ‘Who owns the research?’. From how some questions come to be framed as questions for inquiry to the ways in which research findings are disseminated and utilised, the process is shaped by the interests and relative power of the various stakeholders. For example, the interests and power of agency management, service providers and clients may differ. These players also exist within a social and political context. The prevailing orthodoxy can allow certain questions to be asked and not others. The political significance of a social problem will influence the priority given to it in research funding, the manner in which its findings are received and how its recommendations are implemented. Gaining ethics approval for qualitative research In the past decade or so there has been an increasing awareness of the complex ethical issues associated with research involving humans and animals. Examples of grossly unethical practices involving human experimentation in medical research led to the development of mechanisms aimed at protecting the interests of participants. Research grants and the permission to undertake research under the auspices of one or another organisation are increasingly subject to processes under which the ethical issues associated with a particular study are screened by institutional ethics committees, sometimes known as ethics review boards. While the core principles governing the decision-making of these bodies are similar, they vary considerably in their operations, requirements and procedures. Prospective researchers should familiarise themselves with the specific requirements of the relevant ethics body very early on when considering a research project. Human research ethics committees play an important gatekeeping role in all research involving human subjects and are likely to be extra vigilant in their consideration of proposals for research concerning any potentially vulnerable groups of people. Ethics committees have a duty to consider all possible sources of harm and satisfy themselves that the researcher has thought through all the 22
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 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 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
Page 82 and 83: 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
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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
Page 188 and 189:
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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