CLASES TEORICAS DE HISTOLOGIA GENERAL

Qualitative research is only as good as the researcher who undertakes the research, as it is the researcher who, through skill, patience and wisdom, obtains the information necessary for the study (Creswell, 2007; Monette et al., 2011). The relationship between the researcher and the research participant is based on mutual respect and a position of equality as human beings. I was constantly aware of my position of authority and power, based on my age, role as a researcher, and my professional status. In this study, as a researcher, it was essential that I brought genuineness, positive regard and empathy to the relationship with the young people who participated in the study. Listening to participants‟ perspectives and respecting the way in which they developed and phrased their responses were important. The researcher‟s attitude should be one of openness to a wide range of types of behaviours and of respect for the dignity of the research participants (Monette et al., 2011:235). My attitude needed to demonstrate reciprocity, and I had to recognise that the participants made a significant contribution to the production and

63

interpretation of the knowledge that was necessary to achieve the objectives of this study. The counselling and communication skills I acquired in my career as a social worker enabled me to facilitate more open interaction with the individual members of the participating families during the interviews (previously, I worked as a social worker at FAMSA). In this latter role, I worked with families in need, and this experience enabled an in-depth and intimate understanding of the experiences, challenges and needs of these families. However, at times I struggled to clarify my role as a researcher. This was particularly the case when I visited one of the youth- headed families for the first time. I was taken aback by the unacceptable living conditions I observed, to the extent that I feared for the safety of this family. I referred the case to the social workers, with the family‟s cooperation. I noticed that my need to follow up on the case was very strong. It was upon reflecting on this with a colleague that I realised that my previous role as a social worker and counsellor was influencing my role as researcher and that I found it difficult to maintain role boundaries.

When conducting any form of qualitative research, the researcher him- or herself is the primary data collection instrument (Creswell, 2007:38). The qualities and skills of the interviewer impact significantly on the study and it is therefore crucial that the interviewer be competent and effective in order to make the most of the interviews and gather the maximum amount of data from the informants. In this study, it was important for me to build trust with the children and young people, both before and during the interviewing process. The desired rapport was promoted by engaging in initial small talk and showing interest in what the participants were saying. Rapport was also achieved through both verbal and non-verbal behaviour. It was crucial for me as a researcher to observe and effectively interpret all verbal and non-verbal communication taking place between the participants and myself.

As a researcher, I had to be aware of my own attending behaviour during the interview, such as the need to maintain appropriate eye contact, facial expression and posture (for example, leaning forward slightly to encourage communication). This demonstrated respect for interviewees, encouraged them to continue sharing with the researcher, and enhanced the sense of equality.

64

An interview is essentially a process of communication between the interviewer and interviewee. Attentive listening is the most important part of communication. As a researcher, I was constantly aware of my own non-verbal communication and its effect on the interviewee. Non-verbal cues, such as body language, expressions and tone of voice, played an important role in adding to and clarifying meaning. Silences were also used effectively, as they provided opportunities for thinking and reflection by all parties during the interviewing process. However, at times I struggled with long silences and was tempted to fill the gaps by asking a question. I soon realised the negative effect this had, as in one case, I picked up that I was not giving the informants enough time to think. I then dealt with the long silences by pointing out my observations, and these were then processed in terms of meaning and significance.

The ability to utilise questions effectively ensures that the researcher assumes a learner role (Holloway & Wheeler, 2002:84). Paraphrasing and probing were utilised effectively during the interviews. This enabled me to adopt a frame of mind in which assumptions that I „knew‟ what the informants meant, were set aside and I rather sought explanations about their meaning.

At times during the family interviews, confrontations between family members were experienced. At these times, I suspended any desire to intervene, listened attentively and calmly, and remained neutral until the feelings were vented. This helped me to observe how conflicts were resolved in the family.