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Observation Anne Coleman—Five star motels Anne’s was a multi-method, five-phase study, each phase building on the one before. The phases were observation, followed by informal interviews with a range of people in public spaces, then in-depth interviews with homeless people, a search of documents that related to the local urban renewal process and, finally, a second phase of observation. Anne has published on ethical issues encountered during observation (McAuliffe & Coleman, 1999) and social policy implications of the study (Coleman, 1997). She is talking here about her use of observation as a data collection method. Choosing observation Yvonne: Anne: Yvonne: Why did you choose observation as an approach to data collection? Simply because I’d known people in this group long enough to know that in fact they could be quite devilish . . . They could, just for the fun of it, tell you the biggest story and then tell you something else the next day and then you were caught in that terrible dilemma about, well, what am I going to believe? It’s also a very divided community so if you talk to one person they will tell you this is a fact and there’s no question about that and if you talk to somebody else they’ll tell you something else is a fact. And you find out that none of those things are actually facts ...So I knew that observation was going to be a really useful way to check what was said to me against what I’d actually seen myself . . . The other really important reason for doing the observation first up was that because of [my] familiarity [with the area] I had a fair degree of knowledge but I knew that some of that knowledge would be outdated ...I wanted to go back and just have a look at the whole place and the range of things that happened in those spaces before I actually started to focus myself in again . . . What were the benefits of that first stage of observation? 81
Qualitative research in practice Anne: Well, the first one was that I got re-orientated and that was because, actually, in my field journal you can see that there was a level of tension and expectation about me going back in there, and that was about my being in a very different role ...I was aware that even though I’d talked to people about the fact that I was coming back as a researcher, for most people, as soon as they saw me, I was Anne the social worker not Anne the researcher. So it gave me a chance to reorientate myself and other people to that new role. It also gave me a chance to see clearly what I suspected, that there were some spaces in the Valley that already were shared public spaces, where in fact homeless people and mainstream community people did have a reasonable level of interaction, but that those spaces had changed in the four years that I hadn’t been working in the Valley. It gave all sorts of people a chance to get used to me and that was really important . . . One of the things that happened all the time was that constantly people would come up to me and say, ‘What are you doing? What’s in the book? What are you writing down there?’ A lot of them were homeless people I knew but a great number of them were just local people who felt that this was their space too and they wanted to know who I was, writing in this book, and what I was writing about ... Informal interviews in public spaces Anne: Phase two was like the active engagement—I was in those public spaces I’d identified in the first phase and my purpose was to talk to anybody that used those spaces. ‘What do you think about this place? What do you like about the Valley? Why do you come here? Is it interesting? Does it make you feel scared?’ Anything that people wanted to tell me about the Valley, I wanted to hear . . . So in between encounters I’d be sitting down taking some notes and if I was just sitting around looking for some interesting people to have a talk to I’d be taking a note of what I was seeing. So it 82
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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
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From practice to research developed
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From practice to research or exit f
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From practice to research tracked d
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2 Ethics and organisations The best
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Ethics and organisations relevant i
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Ethics and organisations Informed c
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Ethics and organisations Yet a mino
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Ethics and organisations Observatio
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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 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
Page 132 and 133: Tailoring data collection supermark
Page 134 and 135: Tailoring data collection Wendy: th
Page 136 and 137: 6 Mixing methods ‘Mixed methods
Page 138 and 139: Mixing methods the different compon
Page 140 and 141: Mixing methods methods which allowe
Page 142 and 143: Mixing methods obtained through one
Page 144 and 145: Mixing methods in itself. Rather, t
Page 146 and 147: 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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