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

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In-depth interviewing in-depth interviews in order to check the validity of interpretations made. We followed this with a theory representation exercise that examined how participants utilised theory in practice. Participants were requested to portray diagrammatically their perceptions of how they integrated physical abuse theory in their practice and then to explain their drawing to the group. We were impressed by their willingness to discuss their practice in the group and so risk exposure. We attributed this to the trust that had developed between participants and researchers and the commonality of worksetting shared by participants—although the latter could have led to competition and defensiveness among participants had trust not been present. As with in-depth interviews, attention needs to be paid to designing the types of questions that will be most effective in eliciting the type of material sought. If the focus of the research is about feelings and experiences, at some stage the focus group will have to move beyond description of events in order to find out about participants’ experiences of them. For sensitive topics, Mariampolski (1989) suggests commencing with relatively ‘safe’ issues and encouraging everyone in the group to speak early on, only moving on to more sensitive topics when there is evidence that participants are ready to do so. Equally important is the winding down period at the end. A return to ‘safe’ topics is advisable, in order to reach some closure to the discussion of potentially stressful subjects. Stories from the field The first story from the field is from Angelina Yuen-Tsang’s study of the social support networks of working mothers in Beijing, the second from Yvonne’s study of women who had been sexually abused in childhood. Angelina Yuen-Tsang—Social support networks of Chinese working mothers in Beijing We introduced Angelina Yuen-Tsang in Chapter 2 where she talked about the process of choosing a community in which to conduct her research and her engagement with that community. The study had 63
Qualitative research in practice several stages of data collection, including focus groups, observation and in-depth interviews with 27 working mothers. Here she talks about the three stages of data collection and the process of selecting the women to interview. Focus groups and observation Angelina: After gaining entry to the community, I started to do some focus groups, partly because I felt that I didn’t know enough about the culture in the Beijing community. I felt that I needed to know more about their way of life, their perceptions, et cetera, because most of the available literature was from overseas countries. Even though it talked a lot about social support, I didn’t learn a lot about how social support is being rendered in mainland China. So I used focus groups to alert me to underlying issues that I may not be aware of. For example, I asked people about their pattern of social support, the issues they encounter and any tensions that they experience. I also asked them to comment on some concepts or ideas from the western literature. This helped me to design my question guideline, even though I didn’t follow it in the end, but at least the focus groups alerted me to a lot of issues which I was not aware of earlier ... The participant observation was also very important because I felt that, in order to understand the local community and its dynamics, I have to know the community well. So I lived in a local hotel right in the middle of the community, and I tried to observe the community at different times. For example I’d get up very early and wander around the community because the community virtually woke up at around five or six and a lot of people were going to work and so on. So I’d go out at different times of the day and try to see the pattern of their daily routine . . . I’d chat with them and see the pattern of their daily life and how they interact, how they chat, what the topics of their conversations are, what their concerns are and things like that. 64
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Qualitative research in practice St
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Contents The researchers vi Table o
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Contents 8 Presenting and writing u
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The researchers Anne Coleman began
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The researchers into factors associ
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Table of research studies Tim and W
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Preface In this book we aim to brid
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Preface known to us, either through
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1 From practice to research In the
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From practice to research social wo
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From practice to research in relati
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From practice to research consumer
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From practice to research parent—
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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 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 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
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
Page 112 and 113: Tailoring data collection The exper
Page 114 and 115: Tailoring data collection be achiev
Page 116 and 117: Tailoring data collection Making us
Page 118 and 119: Tailoring data collection children
Page 120 and 121: Tailoring data collection collectio
Page 122 and 123: Tailoring data collection • Settl
Page 124 and 125: Tailoring data collection Caroline
Page 126 and 127: Tailoring data collection Dorothy:
Page 128 and 129: 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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