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Ethics and organisations happened, the situations were resolved by parents deciding to put the children to bed or arranging other activities, but this does illustrate some of the unanticipated complexities of naturalistic studies involving children. While I had rejected the possibility of interviewing children because of the potential harm this might cause, I saw observation through a one-way screen as having a much lower level of intrusiveness and risk. In part this belief was shaped by it being routine practice in the hospital for colleagues to view interviews through a one-way screen. It was hard to assess the level of intrusiveness and risk for a particular child entailed in observation. For example, for some children it may have a marked impact on their capacity to express their feelings and make use of the therapeutic opportunity. Just because others were observing the interviews for non-research purposes does not, however, necessarily justify it. In seeking consent from the parents for the observation of interviews with their child, I informed them that I planned to be present during all the interviews and that if, for some unexpected reason, I was unable to attend, their social worker would tell them of my absence. In relation to the child, however, I accepted the way each social worker generally managed the issue of observation. Some social workers routinely informed the child at the initial interview that sometimes there would be people behind the window and did not mention it again, while others informed the child on each occasion and even showed them the observation room and introduced them to those observing. Although I was uncomfortable watching interviews in which I was unsure whether the child was aware of being observed, it is possible that the more comfortable I felt, the more intrusive the observation may have been and the greater its effect on the interview. In relation to the informed consent of colleagues, a difference between [my] understanding of what the social workers had agreed to and their understanding 37
Qualitative research in practice of what they had agreed to emerged late in the study. For example, in relation to the hospital social workers [I] believed that they understood that I would be observing intake meetings to describe how a case and other agencies involved were perceived. Yet when I presented my preliminary findings to the team some social workers expressed concern that I had drawn on all that I had observed and heard during intake meetings while they had believed that I was only at the intake meeting to ‘pick up a new case’. I had very openly taken detailed notes throughout all of the intake meetings [that] included negative ‘off the cuff’ comments social workers and others had made about clients and other agencies. This type of data was very significant to the research questions. This placed me in a dilemma. Should data be used which some subjects believed was obtained under false pretences, even if this was not done so deliberately? Alternatively, was the objection an attempt to restrict academic freedom, and would not using the data compromise the integrity of the research? The matter was resolved, probably not to the satisfaction of either party, by removing the verbatim quotations and substituting paraphrasing of their comments. Another ethical issue which unexpectedly arose was ‘researcher as whistle-blower’—whether it was appropriate for me to intervene in a situation in which malpractice appeared to have occurred. In one case a 10-year-old boy was coercively removed from his family by child protection authorities in a way which appeared both unethical and illegal. While he had already been returned home by the stage I became involved, as the hospital social worker had intervened to secure this, if she had not done so should I have taken on this role? If I had, would I have endangered the study? If I hadn’t, would I have been colluding with injustice? Confidentiality also proved to be a more complex issue than I had originally anticipated. As the research progressed, I become increasingly aware of the difficulty of presenting the findings of research based on 38
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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 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 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
Page 100 and 101: Observation Yvonne: Anne: Yvonne: A
Page 102 and 103: 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
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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