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In-depth interviewing Yvonne: So a lot of that was orienting you to the community, helping you to get some sense of what life was like in that community. Angelina: And also helping me to understand the context of their lives because when I started to do the interviews, I needed to know what they were talking about and to be able to strike up a conversation. So it helped a lot. The interviews Angelina: I remember that for the first interview, I had a very detailed question guideline set up after the focus groups, but in the end I think I only asked a few questions from it. I then decided not to use it at all because I found that if I followed the question guideline mechanically, it ruined my relationship with the interviewee and the flow of conversation ...so I still had a set of questions at the back of my mind but these questions were rather free-flowing and open-ended. I tried to follow [the interviewee’s] direction as it went ...for me the most important question was to find out about the flow of their life course and the most critical events they encounter. Also, during these critical events, what kind of support do they receive, from whom, and how and what kind of difficulties do they encounter—do they really receive the help that they would like to receive and what are the consequences, et cetera. In addition, I wanted to know their values and their perceptions of the whole process. So these were basically the major issues that I had. Other than that, all the little questions didn’t really matter, so after the first interview I decided to scrap the guideline and just let the conversation flow. Yvonne: And did you tape the interviews? Angelina: Yes. I asked the interviewees’ permission and usually in the beginning they were a little bit cautious but gradually they began to enjoy doing the interview. Yvonne: Were there cultural issues around the process of interviewing? I’m wondering was this an unfamiliar kind of encounter for the women? 65
Qualitative research in practice Angelina: I think it was something that most of them had not encountered. That’s why I think some of them enjoyed the interview because they felt that they were being treated with respect. They felt that they had a chance to talk about their underlying feelings which they don’t get the chance to share with other people, even with their relatives or close friends or whatever. And also [the interview] was about something they probably had not thought of before, because in their daily encounters with friends and relatives they seldom talked about support and what kind of support they receive from their relatives and what kind of impact that support has on them. They have not thought of things in this way. So I think most of them were very interested in the process because they hadn’t had that sort of relationship in the past—a very, not intense, but very close interaction in which they could talk heart-to-heart with another woman about their personal feelings or their problems. A few of them have written to me afterwards saying how much they have enjoyed the interview, and one or two of them said that I’ve helped them even though I didn’t intend to do so . . . Yvonne: Did the women talk easily about their feelings? If this was an unusual situation for them, did it take a while for some of them to warm up? Angelina: Oh sure, yes. It took some time to warm up but many of them revealed their feelings, even though a lot of my academic friends were rather suspicious. They said that it would not be easy to get them to reveal their feelings but I found it was not that difficult. There were a few with whom I had a very good rapport . . . but for some it was probably the local official’s introduction that made them decide to be interviewed, so they regarded it as a duty or whatever ...So there were a few who just did the interview as dutiful interviewees, but even they answered the questions and I managed to get the information that I needed. 66
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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
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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 80 and 81: In-depth interviewing in-depth inte
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:
Page 130 and 131: 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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