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Fourth edition

New York : Teachers College Press, [2013]

xiv, 177 stran ; 23 cm

ISBN 978-0-8077-5404-7 (brožováno)

Obsahuje bibliografii na stranách 156-168 a rejstřík

001471543

Contents // Preface ix // Acknowledgments xiii // Introduction: How I Came to Interviewing 1 // 1. Why Interview? 7 // The Purpose of Interviewing 9 // Interviewing: "The" Method or "A" Method? 9 // Why Not Interview? 11 // Conclusion 13 // 2. A Structure for In-Depth, Phenomenological Interviewing 14 // What Makes Interviewing Phenomenological // and Why Does it Matter? 15 // Phenomenological Theme One: // The Temporal and Transitory Nature of Human Experience 16 // Phenomenological Theme Two: Whose Understanding Is It? Subjective Understanding 17 // Phenomenological Theme Three: // Lived Experience as the Foundation of "Phenomena" 17 // Phenomenological Theme Four: // The Emphasis on Meaning and Meaning in Context 18 // How Do These Phenomenological Themes Matter? 19 // The Three-Interview Series 20 // Respect the Structure 23 // Length of Interviews 23 // Spacing of Interviews 24 // ? // vi Contents // Alternatives to the Structure and Process 25 // Whose Meaning Is It? Validity and Reliability 26 // Experience the Process Yourself 30 // 3. Proposing Research: From Mind to Paper to Action 32 // Research Proposals as Rites of Passage 32 // Commitment 33 // From Thought to Language 34 // What Is to Be Done? 34 // Questions to Structure the Proposal 35 // Rationale 39 // Working with the Material 40 // Piloting Your Work 42 // Conclusion 42 // 4. Establishing Access to, Making Contact with, // and Selecting Participants 44 // The Perils of Easy Access 44 // Access Through Formal

Gatekeepers 47 // Informal Gatekeepers 49 // Access and Hierarchy 49 // Making Contact 50 // Make a Contact Visit in Person 50 // Building the Participant Pool 52 // Some Logistical Considerations 52 // Selecting Participants 54 // Snares to Avoid in the Selection Process 57 // How Many Participants Are Enough? 58 // 5. The Path to Institutional Review Boards and // Informed Consent 60 // The Belmont Report 60 // The Establishment of Local Institutional Review Boards 61 // The Informed Consent Form 63 // Eight Major Parts of Informed Consent 64 // Contents vjj // 1. What, How Long, How, to What End, and for Whom? 65 // 2. Risks, Discomforts, and Vulnerability 66 // 3. Rights of the Participant 67 // 4. Possible Benefits 72 // 5. Confidentiality of Records 72 // 6. Dissemination 74 // 7. Special Conditions for Children 76 // 8. Contact Information and Copies of the Form 76 // The Complexities of Affirming the IRB Review Process // and Informed Consent 77 // 6. Technique Isn’t Everything, But It Is a Lot 81 // Listen More, Talk Less 81 // Follow Up on What the Participant Says 84 // Listen More, Talk Less, and Ask Real Questions 86 // Follow Up, but Don’t Interrupt 88 // Two Favorite Approaches 89 // Ask Participants to Reconstruct, Not to Remember 90 // Keep Participants Focused and Ask for Concrete Details 91 // Do Not Take the Ebbs and Flows // of Interviewing Too Personally 91 // Limit Your Own Interaction 91 // Explore Laughter 92 // Follow Your Hunches 93 // Use an Interview

Guide Cautiously 94 // Tolerate Silence 95 // Conclusion 95 // 7. Interviewing as a Relationship 97 // Interviewing as an "I-Thou" Relationship 97 // Rapport 98 // Social Group Identities and the Interviewing Relationship 101 // Distinguish Among Private, Personal, and Public Experiences 108 Avoid a Therapeutic Relationship 109 // Reciprocity 210 // Contents // viii // Equity 111 // Long-Distance Interviewing and the Relationship // Between Participant and Interviewer 112 // 8. Analyzing, Interpreting, and Sharing Interview Material 115 // Managing the Data 115 // Keeping Interviewing and Analysis Separate: // What to Do Between Interviews 116 // Recording Interviews 117 // Transcribing Interviews 118 // Studying, Reducing, and Analyzing the Text 119 // Sharing Interview Data: Profiles and Themes 121 // Making and Analyzing Thematic Connections 127 // Interpreting the Material 130 // Computer Assisted Qualitative Data Analysis Software (CAQDAS) 132 // Cautions Regarding CAQDAS 134 // 9. The Ethics of Doing Good Work 139 // The Ethics of Doing Good Work 139 // The Reciprocity Implicit in Treating Participants with Dignity 142 Conclusion 143 // Appendix: Two Profiles 145 // Nanda: A Cambodian Survivor of the Pol Pot Era 145 // Betty: A Long-Time Day Care Provider 152 // References 156 // Index 169 // About the Author // 178