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Ethics and organisations Observational methods can also be very intrusive. The presence of an observer or the awareness that the interview is being observed through a one-way screen or recorded on film can affect the phenomenon under investigation. This is not just a methodological concern—it is also a serious ethical issue. As a result of the observation a service provider may have a heightened performance anxiety which may affect the quality of service offered, or the client’s anxiety might affect their ability to make use of what is being provided. While the intrusiveness of such qualitative research methods is very obvious, even ‘unobtrusive’ research about which the individual may remain unaware, for instance, the perusal of case files or official records, can constitute a serious violation of privacy. Thus, whenever records are used for purposes other than that for which they were originally intended, it is important to think through the ethical questions involved. Who should have access to this material? Is client permission necessary or will agency permission suffice? Would document-based research be feasible if the permission of all relevant parties had to be obtained? Confidentiality At first sight confidentiality seems a fairly straightforward ethical issue, and in the research literature is almost exclusively dealt with in terms of developing data collection and storage systems in which it is not possible to identify the research subjects. Accordingly, research participants are routinely given assurances of confidentiality. But in qualitative research this is not always so simple. In research that is based on a case study method, whether the case be a community, an organisation or a family, it can sometimes be difficult to disguise the data so that the setting or participants are completely unrecognisable, particularly to those familiar with the field. To reduce the risk of recognition, it is possible to present data in a disaggregated way, such as presenting interviewees’ responses to different questions or issues under theme-based headings. One of the dilemmas of reporting qualitative research is, however, that if the purpose of the research is to show the phenomenon in a holistic way, disaggregating the data can weaken its essence. Should other researchers have access to the data in order to undertake secondary analysis? Being prepared to allow one’s 29
Qualitative research in practice research data to be analysed by others is regarded as an important safeguard against fraudulent research, and secondary data analysis is very useful as it can allow subsequent investigation of valuable data in relation to different research questions. For these reasons researchers are usually required to keep their data for a number of years to enable others to have access to it. In contract research the data typically belongs to those funding the research and thus future access is not controlled by those actually doing the research. This can create problems when applied to qualitative research as ‘later use by different researchers may be inappropriate for projects which collected in-depth interviews on sensitive topics’ (Commonwealth Department of Human Services and Health, 1995, p. 14). Even when the researcher ‘owns’ the data, once the research is part of the public domain the researcher may have little control over how it is used and aspects may be selectively quoted. ‘Researchers noted that it was frequently difficult to control the use of reports once they became a part of the public domain. They expressed concerns about simplistic or sensationalist media coverage’ (Commonwealth Department of Human Services and Health, 1995, p. 13). Researchers must therefore be aware that what they write may be used in ways other than they intended. For a research participant to see their words used or, as they might perceive it, misused, in the public domain can be a deeply violating experience even if their identity is not revealed. To disguise the verbatim quotes of interviewees by paraphrasing them would defeat the purpose of much qualitative research. The challenge then is to disseminate the voices of those previously unheard in the public domain in ways in which privacy is protected. The researchers doing the older adopted children study described above did this in a novel way (Thomas et al., 1999). They taperecorded other children reading the transcripts of the adopted children’s interviews and played the interviews to prospective adoptive parents and social workers during their training sessions to enable them to appreciate the subjective experiences of adopted children in their own words. This protected the privacy of the adopted children while evocatively conveying their experiences much more powerfully than the written word allowed. This example highlights the sensitive and individualised ways in which researchers can apply ethical principles. 30
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 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 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
Page 88 and 89: In-depth interviewing encouraged mu
Page 90 and 91: In-depth interviewing contact, the
Page 92 and 93: Observation Choosing observation Li
Page 94 and 95: Observation The observation process
Page 96 and 97:
Observation When to observe and for
Page 98 and 99:
Observation Anne Coleman—Five sta
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Observation Yvonne: Anne: Yvonne: A
Page 102 and 103:
Observation Anne: Another useful th
Page 104 and 105:
Observation couldn’t understand h
Page 106 and 107:
Observation interesting because I s
Page 108 and 109:
Observation of questions separate f
Page 110 and 111:
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
Page 146 and 147:
Mixing methods and how they would e
Page 148 and 149:
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
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
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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
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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
Page 216 and 217:
References ——1990 Writing Strat
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References Tilse, C. 1994 ‘Long t
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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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