Entrevista Presentación1 [Modo de compatibil

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C O L L EC T I V E H E A L T H M A S T E R

R E S E A R C H M E T H O D S I I

QualitativeInterviewing (Patton

Q UA L I T A T I V E D E S I G N

C L A R A V I C T OR I A G I R A LD O P S , M S C , P H. D .



Rigorous and Skillful Interviews

The popularly of interview undermines thecredibility as inquiry method. Naturalisticresearches should demonstrated that their

methods involve ri or and skill.



Inner Perspective 1

We interview people to know thing that cannot bedirectly observed. This data is more desirable, valid meaningful than self-report.

We cannot observe feeling, thoughts and

ntent ons. e cannot o serve e av ors p ace atsome pervious point on time, we cannot observesituations that preclude in presence of anotherobserver. We cannot observe how people have

organized the world and the meaning they attach to what d goes in that world.



Inner Perspective 2

Interviews allows enter into another person’sperspective. We begin with the assumptionsthat the other is meaningful, knowledgeableand able to made it explicit. We find our some

’ . Our responsibility is provide a framework for

honesty accuracy and comfortably.

Research must learn how to listen when knowledge

people is talking. The quality of the information obtained

largely dependent on the interviewer.



Variation in Qualitative Interview How to format questions ? There are three basic

approaches to colleting qualitative data throughopen-ended-interview that involve different types of preparation, conceptualization and instrumentation,each approach has strength and weakness and serveto different purposes:

relies on the natural flow of an interaction infieldwork.

The general interview guide approach, that

defines issues that will be explore, and The standardized open-ended interview that is

carefully worded and arranged interviews with very little flexibility .



The Informal Conversation Interview

It ‘s the most open approach , are also called

“unstructured interview,” it offers maximumflexibility, it is the major tool in fieldwork , somethingis known as “ ethnographic interviewing”

It has enormous variations is the amount data that

roduce with different or the same eo le. Re uired to be in the field for some period of time and does notdepend in a single interview.

It is unstructured but it focused.

In many case the researcher do not take field notes,instead writing down what they learned later. If theperson is comfortable it can taken field notes and evenuse a tape recorder.



The Informal Conversation Interview 2

It’s strength is its flexibility spontaneity and

responsiveness to individual differences andsituational changes. Question are personalized todeepened the communication.

Weakness is that requires greater amount of time to

collect s stematic information because it takes severalconversations with different people. Is also susceptibleto a leading question and biases especially withnovices.

It can be difficult to analyze them because different

questing will generate different responses. Theresearcher has to spend a great deal of time sittingthrough responses to find patterns.



The Interview Guide The interview guide list the questions or issues that are to

be explored, it is prepared to assure that the basic lines of inquiry are pursued with each person interviewed.

It provides subject area but the researcher is free to exploreand probe questions that elucidate the subject.

They are free to create a conversational style but

. A guide is essential in conducting focus groups interviews

to keep interaction focused.

The level of detail in the guide depend on the extent to whichthe researcher is able to specify important issues.

The guide provides a framework within which theinterviewer would develop questions , sequences of thosequestions, and make decisions about what informationto pursue in greater depth.



The Standardized Open-Ended Interview

It used for four major reasons:

The exact instrument used in in the evaluation is available forinspection by those who will use the findings of the study.

Variations among interviewers can be minimized where a numberof different interviewers must be used.

The interview is highly focused so the interviewee time is used

. Analysis is facilitated by making responses easy to find and

compare.

In programs evaluation potential problems of legitimacy andcredibility for qualitative data can make it politically wise

to produce and exact interview form that the evaluator canshow to primary decision maker and evaluation users.

Collect the same information for each person poses no credibility problems.



Combining Approaches

This contrasting interviews strategies are by notmeans mutually exclusive .

A common combination strategies involves using

an study and them leaving the interviewer free topursue any subject of interest in a latter interview.

The research should find a sensitize conceptthat built up a bridge across types of interviews.



Summary of Interview Strategies

All qualitative approaches questions that offershare the same the commitment task genuinely open-ended questions that offer the personthe opportunity to respond in their own

perspective.

Keep in mind that these are presented as puretypes. In practice , any particular study may employ

all of several strategies.



Questions Options

Six kind of questions can be asked of people:

Questions about experiences and behaviors.

uestions about o inions and values. Questions about feeling.

Questions about knowledge.

Questions about sensory experiences.

Questions about background or demographic data



Experience and Behavior Questions

Questions about what person does or hasdone aim to elicit behaviors, experiences ,actions and activities.

Example:

If a followed you though a typical day,what would I see you doing?



Opinions and Value Questions

Questions aimed at understanding thecognitive and interpretative process of peopleask about opinion, judgments and values.

Example:

What do you think about free trade market ?



Feelings Questions

Feeling questions aim to elicit emotions. Feeling

responses of people to their experiences and thought . Example: How do you feel about that?

Opinions and feelings are often confused. Itcrucial that interviewers understand the distinction between the two in order to know when they have thekind of answer they want to question

An opinion statements are not answers toquestions about feelings. This confusionsometimes occurs because interviewers give the

wrong cues when asking questions for example by asking opinions question using this format “ How do you feel about that?” Instead of “ What is you opinionabout that?”



Knowledge Questions

Knowledge questions inquiry about therespondent's factual information. What therespondents know about services, rules,

ro rams etc.



Sensory Questions

Sensory questions ask about what is seen, heardtouched, tasted and smelled. Responses to thesequestions allow the interviewer to enter into thesensory apparatus of the respondent .

Example:

When you walk trough the door of the programwhat do you see?

Sensory questions describe stimuli that they experience. They capture the essence of the senses.



Background / Demographic Questions

Age, education and occupation are standard background questions that identifies characteristicsof the person being interview. Answer to thesequestions help interviewers locate respondentsin relation to other people.

-respondents own categorical worldview. Perhaps nowhereis such open questions more important and illuminativethat in asking people about race and ethnicity, many people resist to be assigned in a single category.

Qualitative inquiry is a particularly appropriate way of finding out how people perceive and talk about their background.



Distinguishing Question Types

All the categories described before are backgroundquestions are asked in an interview . Any kind of question that you might want to ask can besubsumed in one of these categories. Keeping

for planning , designing and focusing in anqualitative inquiry.

Time is also a dimension that must be considered.



The Time Frame of Questions

Questions are always asked in a particular time:present, past and future.

By combining the time frame of questions with different types of questions we can

construct matr x t at generates 1 ertypes of questions (see exhibit 7.3). This matrixconstitutes a set of options to help to think about what information is most important to obtain.



Sequencing Questions No recipes for sequencing question can o should

exist but the change of create a sequence vary .Opinions and feelings are likely to be more ground andmeaningful once the responded has verbally “relieve” theexperiences. Knowledge and skill’s questions also need acontext . Such questions can be threatening if asked too

abru tl . Question about the present tend to be easier than about

past and future, those times create a lot of speculations.Patton asks first about the present , later about past andfinally about future.

He considers demographic questions boring , many peoplehate interview for those questions, keep those questions tothe minimum and began with questions that givesdescriptive information .



Wording Questions

An interview question is a stimulus aimed ateliciting a response from the interviewee. How aquestion is worded and ask affects how theinterviewee responds.

Payne (1951) claimed “asking question is anart”

Good questions are neutral, singular and clear.



Asking Truly Open- End Questions

The philosophical, strategic andmethodological aim of qualitative inquiry isminimized impositions that predeterminedresponses gathered.

A truly open questions does not presuppose whichdimension of feeling or thought will be salient forthe interviewee . It allows the person to take

whatever direction and used what ever words they want to express what they want to say.



The Horns of a Dichotomy Dichotomous responses questions provide the

interviewee with a grammatical structure suggestion“yes” or “no” answers. Are you satisfied with the program? .

In contrast, in-depth interviewing strives to getthe person being interviewed to talk about

experiences, feelings, opinions and knowledge,dichotomous responses limit expression.

Those questions turn interviews into interrogationsor quizzes rather than a in-depth conversation.

Many interviews who become aware of the grammaticalstructure of those questions are less likely to go beyonda simple “yes” or “no”.



INTERVIEW DEMONSTRATION

Patton proposes a fairly extreme examples of posingdichotomous questions in the interview . Theopen-ended questions generate richeranswer and quite different information that

.addition, dichotomous questions can easily become leading questions once the interviewee begins to cope with what appears to be a reluctantor timid interviewee by asking even more detaileddichotomous questions. Guessing at possibleresponses, the interviewer may actually imposes those responses on theinterviewee.



Asking Singular Questions 1 One of the rules of questionnaires writing is that each item mustbe

singular that is not more than one idea should be contained in any

given question. Consider this example :

How well do know and like the staff in this program?

A) A lot

B) Pretty much

C) Not too much

ot at a This item is impossible to interpret and analysis because it ask two

questions

How well do know the staff?

How much do you like the staff?

Sometimes questions solicit different answers ¨” strengths,weakness, likes, dislikes and recommendations” Eachquestion means something different and deserve to be askedseparately . Qualitative questions can be deepened throughthoughtful , focused and distinct questions.



Asking Singular Questions 2

A consist theme runs through this discussion of

question formulation . The wording used is askingquestions can make significant differences inthe quality of responses elicited. Put a lot questionat one put unnecessary burden in the interviewee and

waste the recious time of the interview ivin multi lesstimuli and not being sure of the focus of questions , theinterviewee is free to go off any directions at all ,including tangents and even irrelevant issue under thestudy .

To make best use of time , it is helpful to think through priority questions that will elicitrelevant responses.



Clary of Questions 1 The interviewer bears the responsibility to pose questions that

make it clear to the interviewee what is being asked . Askingunderstandable questions facilitates establishing rapport .Unclear questions can make the person feelunconformable, ignorant , confused, or hostile. Askingsingular questions helps great deal to make thinks clear.Others factor contribute to clarity:

rst n prepar ng or an nterv ew n out w at spec a termsare commonly used by people in the setting. In many placescertain terms and denomination are not known.

Second, clarity can be sharpened by understanding whatlanguage participants use among themselves in talking

about a setting activity or other aspect of life. When weinterview juveniles we had to spend some time trying tofind out juvenile typically referred to the group,fathers and others.



Clary of Questions 1 Third proving clarity in interview questions may

mean avoiding uses labels altogether, when we ask about a particular program is better to find out whatthe interview believe.

Taking special care to find out about languages show that interviews are sensitive to “lenguaculture” that

allows researcher lead the interview into the speaker world.

Using word that make senses to the interview reflects respect to respondent's worldview, this

will improve the quality of the data, withoutthe sensitivity to the impact of particular words on a person being interviewed, ananswers may make no sense at all.



Why to Take Care Asking Why 2 Be careful asking why questions. Why questions presume that thinks

happen for a reason and that those reasons are knowledge. Why questions presume cause-effect relationships , and ordered worldand rationality.

Qualitative inquiry tries to understand situations, personalities,desires, when you used a probe why questions can impliesthat the person response was somehow inappropriate.

Why did you do that? May sounds like doubt that an actionor feeling was justified. “ A simple tell me more, if you will, about your thinks on that,” may be more inviting.

Think carefully about what do you want to know there is greaterlikelihood that respondents will supply answer that make sense

and are relevant, usable and interpretable . My cautions about thedifficulties raise with why questions came for trying to analyzethose , such questions cover a multitude of dimensions that it wasclear that different people was answering different things.



Rapport and Neutrality

Neutrality means that the person can tell meanything without endangering either my favor ordisfavor with regard to the content of theresponses. I cannot be shocked, anger, embarrassedor sad. At the same time, I am neutral about to the

content of what is said to me.

Rapport is a stance vis-à-vis with the person.Neutrality is a stance vis-à-vis with theconnect of what people say

There are ways or wording questions that convey aimportant sense of neutrality , these strategies aredescribed in the following slides:



Using Illustrative Examples in Questions 1

This technique increases neutrality, phrasing

questions in that way I make to know intervieweethat I heard bad and good thing that he mention, weare not particularly interested sensation orparticularly negatives testimonies. I want to elicit

o en and honest ud ments without makethem to feel judged .

Example :

Some kids had told us that they got knocked, someother they got fun, some other told me they weretried well while others told me they tried prettybad, how have you been treaded in that home?



Using Illustrative Examples in Questions 2

This format avoids leading question. Leadingquestions are the opposite of neutralquestions ; they give the interviewee hintsabout what would be desirable or

.lead persons in certain directions.

Example:

We have been hearing a lot of really positive

comments about this program. So what’s your assessment?



Role Playing and Simulation Questions

These questions provide a context for what would otherwise be a quite difficult questions.Besides the role playing questions emphasizesthe interviewee expertise, the input in the role

,plays as insider member.

Example:

Suppose I was a new kid in this group home and I

didn’t know anything a bout what goes on around here, what would you tell me about the rules I have to be sure to follow?



Role Playing and Simulation Questions 2

Another variation on role playing format involvesthe interviewee dissociations fromquestions to make feel it less persona andprobing.

Example:

Think of someone you know and like who ismoody. Suppose that this person told you they werecompleting suicide. What would you tell them?

Role play allows to ask difficult questions to

deepen answer and enhance quality of responses. Simulation questions find the riches and the most

detailed descriptions.



Presupposition Questions

Natural language is filed with presupposition. In thecourse of our day-to-day communications , we oftenemploy presuppositions without known that we aredoing that . By becoming aware of presuppositionquestions , we can used them strategically in

.presuppositions to increase the richest anddepend of responses.

In those questions we have something to say andthey may enhance the quality of the descriptionreceived. This format should not be overused as asingle form of questioning .



Prefatory Statements and Announcements

Another technique is alerting the interview

to what is about to be asked before do it. Thishas two functions. First preface alerts intervieweesto the nature of the question that is coming, thisfocused their attention. Second, the introduction

ives res ondents few seconds to or anize theirthoughts. Besides it helps to smooth the flow of theinterview.

An alternative form is a summarizing transition in which the researcher summarized what has

been said and asking if they are anything toadd or clarify. This allows to show the interview that interviewers are actively listening andrecording what had been said.



Probes and Follow- Up Questions A set of conventional probes are “where”, “who”, “what”,

“when” and “how” They allow to obtain a complete pictureof some activity or experience.

At other times an interviewer may want to keep arespondent talking about a subject by using elaborationprobes. The best clues is nodding your head as positivereinforcement but sometimes it can be misunderstood assignal that the interviewer has understood and theinterviewee should not extend his or her explanations.

If someone has said something ambiguous a clarification

probe maybe useful Example

You said that the program is a “success” . What do youmean about?



Process of Feedback During the Interview

As interviewer you must maintainawareness of how the interview is flowing ,how the interview is reacting to questionsand what kind of feedbacks are appropriate

communication .

Two techniques will be explained in thefollowing slides:



Support and Recognition Responses

Let the interview to know from time to time that thepurpose of the interview was fulfilled. Praise theinterviewee will help to make him or her to feel wellduring the process.

et c ues a out your nterv ewee ver a an no verbal expression and every time that he or she works hard trying to form and answer make him orher know : “that that you know how difficult is thisquestion and that you appreciate your workbecause it is meaningful and came out very clear”.



Maintaining Control and Enhancing theQuality of Responses

Time is precious in the interview. Long –widenresponses, irrelevant remarks and digression reducethe amount of time available to focus criticalquestions. These problems increase for lack of

. 1) Knowing what you want to find out.

2) asking focus questions to get relevant answers.

3) listening attentively to assess the quality

and relevance of responses. 4) giving appropriate verbal and nonverbal

feedbacks to personal being interviewed.



The One-shot Questions

When people is unwilling to cooperate or too busy,one shot questions can useful . Patton believes that ishelpful to have a single question on mindthat you will ask if someone is only going to

.



The Final Closing Question

A good finals statements and questions are:

“ I have gotten some my richest data from thesequestions with the interview that I never occur tobe pursued.” “ Anything that you care to add?

What should have I asked you that I didn’t thin toask?



Beyond Techniques

Do not become overtly technique oriented, you aretrying to understand a person ‘s worldview.

There are not recipes to interview, no singlecorrect format exists that is appropriated

or a s tuat ons an not part cu ar orm o wording questions will work.

Maintain focus in gathering information that isuseful, relevant and appropriate , try to practice the

ability to separate that which is foolish from whichis important.



Mechanics of Gathering Interview Data

Recording the Data

Taking Notes During the Interview

After the Interview



Recording the Data

No matter what style of interview you use and notmatter how carefully you word questions, it allcomes to naught if you fail to capture theactual words of the persons being

. The quality of the analysis depends on the quality of

data collection.

When is not possible to use the type recorder

because of some sensitive situation, interviewee’srequest , or tape recording malfunctioning , notesmust become much more thorough andcomprehensive.



Taking Notes During the Interview

The need of tape recorder does not eliminate theneed for taking notes, but does allow you toconcentrate on taking strategic and focused notes ,rather than attempting to get verbatim notes.

otes serve at east to 4 purposes: 1) Formulate new questions.

2) Verify that the inquiry is unfolding in thehoped/for direction.

Facilitate later analysis. Backups in the event of data loses.



After the Interview

The period after the interview or observations iscritical to the rigor and validity. This time is alsocritical to elaborations and reflections.

You must do the same day extends notes from

everyt ng t at you can remem er .



Special Applications and Issues

Think – Aloud Protocol Interview

Focus Groups Interviews

Group Interview



Think – Aloud Protocol Interview

Is a way to elicit the inner thoughts or cognitiveprocess that illuminate what is going in a person’shead during the performance of the task .

The basic idea is getting people that is doingsomething to verbalize their thoughts andfeelings.



Focus Groups Interviews

G I i



Group Interview

No all focus group interviews are from the focusgroup variety. During the fieldwork, unstructuredconversational interviews may occur in groups thatare not at all focused.



Cross Cultural Interviewing

Cross-cultural inquiry add layers of complexity tothe already complex interaction of interview. Thepossibility for misunderstanding andmiscommunication are increased significantly and

attempt to be cross-cultural sensitive.

Language Differences

Differing Norms and Values

iff



Language Differences

The data from an interview is trick enough to besure what a person means when using a commonlanguage , but words can take different meaning inother cultures.

t suggest to use an spec a ze trans ators.

Some words and ideas simply cannot be translateddirectly. People who use the language come to know

the unique cultural meaning of special terms. We should be aware of those issues.



Differing Norms and Values

Research is not always accepted in non-westernculture and not all persons are allowed to speak withforeigners or men, specially women from muslin andnative American cultures.

nterv ewers are not n t e e to u geand change norms and values, but rather todevelops develop a cross-cultural approach thatallows to gather meaningful and credible data.



Beyond Standard Interviewing: CreativeQualitative Modes of Inquiry

Insight into the lives of others can be elicited in many

ways: Trough projection techniques such us the

Rorchard test .

Robert Kegan and colleagues have had success basing

called subject-object interview in order to understandhow the interviewee organizes interpersonalexperiences and real life-situations elicitation from 10elicitation probes.

Another substitute for straight questions is to ask forexplanations of reactions to critical incidents.This can be selected in the fieldwork or priorinterviews.



Participant Interview Chain

Patton designs a evaluation to provide creativeinsights designing a data collection approaches in which participant were paired to interview each other. At the very begging of the experiences

, -interview of 10 questions. There were given very littletraining , they were given a lot of instructions to doprobing questions and told to record responsesfully, by taking responsibility of this,

researchers were able to gather a largeamount of data.



Data Collection by Program Staff

Programs staff can be another resource of datacollections that is often overlook because isconsidered subjective, contaminate or lessconfident. Balancing a these objections are thing

evaluation because it increases its reflexivity and enhances the understanding of the data.



Interactive Group Interviews and Dialogues

Willian Tikunoff (1980) used the interactive research

approach in a educative research project, he foundthat putting teachers, researchers andtrainer/developer together as a teamincreased both the meaningfulness and the validit of the findin s because teacherscooperation's with the understanding of the researchmake the researcher less intrusive , thusreducing rather than increasing reactivity .There discussion were group discussion, in which all

of them asked each other questions, this approach canreframe inquiry from the dualistic interviewer-interviewee to a dialogue in which all of them were co-inquires.



Creativity and Data Quality : Qualitative Bricolage 1

Creative approaches are those that are situational

responsive and appropriately credible to primary intentof the users and effecting in opening up new understanding, buteach idea is subject to misuses and abuses if applied without regard the quality of the data.

Is impossible to identify in abstract and in advanced all the

ra e-o s nvo ve n a anc ng concern or accuracy, u y,feasibility and property.

Practical , but creative data collection consists in using whatever recourse are available to do the best jobpossible.

Some people want to attack naturalistic inquiry always arguingthat our ability to think alternatives are limited, resources arealways limited and that data collection will be imperfect.

Creativity and Data Quality : Qualitative



Creativity and Data Quality : QualitativeBricolage 2

The creative inquirer use diverse techniques as a bricolage as Levi-Strauss claimed. In a bricolage thecreator uses the aesthetic and material tools on his/ hercraft.

Creativity begins with being open to new

poss t es, t e r co age com n ng o t ngand emergent forms of data collection,transformed observer-observed relationship, andreframed interviewer-interviewee interconnection.

Naturalistic inquiry calls for ongoing openness

to whatever emerges in the field and during theinterviews. This openness means avoid forcing new possibilities into old molds.

Specialized and Targeted Interview



Specialized and Targeted Interview Approaches 1

Most interviewers have target population such as

elites , experts, victims, abusers and others thatoften require to develop a and interactive styleand extra debriefing sessions to compensatefeelings of draining and exhaustion .

and to and intelligent provocative open-endedquestions that allow them the freedom to show theirknowledge and imagination. Working with elitesdemands great abilities in interviewers who must

establish competence by displaying knowledge of the topic, or lacking such knowledge , by projecting anaccurate conceptualization of the problemshrewd questioning.



Specialized and Targeted Interview Approaches 2

Extreme interviewing takes unusual skill,

dedication self-knowledge , coupled with a keeninterest in the dynamic s of the human interaction.

Create portrait about someone will also demand anintense commitment , long hours and hard work involved. Creating a portrait requires a negotiation

between the social scientist and the person beingdepicted, this methods is subject to attack for tobe to much art and too little sciences.

Another challenge is placed to those who manage atremendous amount of data that is place for intensiveinterview process.

The application of this kind of specialized techniques

will continue evolve.



Ethical Challenges in Qualitative Interview 1

Interviews allow people to know things

about themselves that they didn’t know or atleast were not fully aware of before the interview.

Neither you nor your interviewee can know inadvanced, and sometimes after that fact, what

has had.

The purpose of the interview is first andforemost to gather data, not change people.

According to the neutrality principle interviewersshould neither be judge nor a therapist.Staying focus in the purpose of the interview iscritical to gather high-quality data.



Ethical Challenges in Qualitative Interview 2 On the other hand, the interviews by establishing a

rapport cannot be a cold slap of graniteunresponsive to humans issues.

Interviews would open old wounds, lead to second-guessing decisions made long ago, or bright forth painfulmemories of dream never fulfilled.

People often ask for advice about differentissues, but we are there not to give advice, ourtask is to inform about the needs that they mightor might not, that lead to a new programs of

assistance . As a researcher can us justify in any way intervening?

Such is the ethical dilemma that derives from the powerof interviews.

hi l Ch ll i Q li i i




While interviews may intrusive in reopening old wounds , they can also heal. When interviews are openand willing to talk, the power of interviewingposes new risk, people will tell you things thatthey never intended to tell you, this can be true with reluctant and hostile interviews.

Interviews can become confessional because of theconfidentiality promise, but be aware that socialscientists can be summoned to testify in acourt, we do not have the legal protection that clerks

and lawyers have. The interview needs to have anethical framework for dealing with such issue.

E hi l Ch ll i Q li i I i




Interviewers may need a debriefing sessions andtheir interventions and feeling can be part of thedata on team projects .

It is important to anticipate and deal with the ethicaldimensions of qualitative research inquiry because

naturalistic inquiry takes the researcher into the real wordand because in-depth interviewing opens up s what isinside people, qualities inquiry may be moreintrusive than a survey test and other quantitativeapproaches.



Informed Consent and Confidentiality 1

Informed consent protocols and openingstatements typically cover the following issues?

What is the purpose of collecting information?

Who is the information for? How will be used?

What will be asked in the interview?

How the responses will handle, includingconfidentiality?

What risks and or benefits are involved for

person being interviewed? .



Informed Consent and Confidentiality 2

The interview often provides this informationin advance of the interview and again at the beginning of the interview . We should stressthat “as we go through the interview if you have

, please feel free to ask me”.

This may seem straightforward enough, butdealing with real people in the real world, allkind of complications arise.

HOW MUCH OF AN INTERVIEW MUST



HOW MUCH OF AN INTERVIEW MUSTBE APPROVED IN ADVANCE?

There are problems with pre-approved questions when ethical committees request a preapprovedquestions , because in naturalistic inquiry interview questions can and should change

and discovers new pathways of questioning.

You cannot achieve an ethical research by followinga pre-established procedures that always be correct,through your research, keep thinking and judging

what are your ethical obligations .

New Directions In Informed Consent :



New Directions In Informed Consent :Confidentiality Versus People Owning

Their Own Stories 1

Confidentiality norms are been challenged,traditionally researches have been advised todisguise locations and respondents’ identities with

pseu onyms, t s rema ns as om nantpresumption, however, currently there areparticipants in research who insist in “owning their stories” specially among political active groups whotake pride or their identity and find empowerment

in it.

New Directions In Informed Consent :



New Directions In Informed Consent :Confidentiality Versus People Owning Their

Own Stories 2 Patton encourages victims of abuse to overcome and go

through healing process telling their stories of r suffering.Has the researcher the right to impose confidentiality against the whishes of the participants? Patronization

research make women incapable to understandtheir own risk and for others from who shementioned.

There are now new dissertation in which some

participants reveal their names while other not, for thatreason is recommended that informed consentsexplain risks of benefits to have their real names

reported.

Reciprocity: Should Interviewees Be



Reciprocity: Should Interviewees BeCompensated? 1

To give incentives even in small amount affects

people’s response increasing acquiescence oralternately enhancing the incentive to respondthoughtfully and honestly.

Modest payments in survey can increase response ratesto assure and adequate sample size.

In Western capitalist societies, issues of compensationare arising more and more, both because disadvantagecommunities are reacting to be overstudied andundervalued.

It always important to make clear that althoughrespondents are paid for their time, there are notpaid for their responses an should as candid and

forthright as possible.





Other researchers give incentives other than cash,e.g. vouchers, gift certificate donated by localscommercial vendors.

John Reed owner of TEcMRKT claims that one of his concerns is that they are moving in a direction in

which it is assumed that people will only respond if is given incentives. Their studies, tell them thatthe most frequently cited reason why peopleparticipate is for the community good.

Reed believes that if you are doing something that isperceived to be value and you do it professionaland respectful way, people will respond.





He also believes we they paid to low-income people or

professionals they haven’t seen evidence that people feel that are paid to say what they want to hear , itdepends on good design credibility and assurance of respondents’ response confidentiality.

erna ves o cas can encourage a eeper sense oreciprocity, giving families copy of their interviews, videotapes increase the depth of the responses and areconsider ways of reciprocities.

Participants provide us with something of great value, their stories and perspectives on their world, we should show that we value what they giveus by offering something in exchange .

How Hard Should Interviewers Push for



How Hard Should Interviewers Push forSensitive Information

Skillful interviewers can get people to talk about thingthat they may later regret.

Sharing revelations with an interviewer may unburdenpeople , letting them get something off their chest

Interviewer’s interest is pushing for much as possible , but he/she

s ou a ance e va ue o po en a response aga ns e po en adistress

In those cases is good to say: “I realize this is a difficult thing totalk about. Sometimes people feel better talking about somethingsome others don't . Decide how much comfortable for you is toshare, if you tell me something that feel you won’t share, I promise

to delete it. I am very interesting in what happen to you Please tellme what you comfortable to say”

B C f l It’ D O t Th



Be Careful, It’s Dangerous Out There

We tend to show interview as neat, idealized un

activity problematic but honestly there are pains andperils there.

Fieldwork and interviews can be dangerous forparticipants and yourself. Interviewers have to

Notes and registers about these activities can berequested for authorities for prosecuting participantsor the same researcher.

In those cases the researcher has discharged those

notes.

Think ahead and plan about the potential perils in your research and you will act.



Personal Reflections on Interviewing

Interview people is an invigorating and stimulatingactivity for a short period of time to enter in anotherperson’s world.

A depth-interview allows you “walk a mile in

anot er person s ea In order to be a good interviewer you must

like to do it . This means to be interested in whatpeople have to say . You must yourself believe thatthe thoughts and experiences of people beinginterviewed are worth knowing.

An Interview With the Kind of the



An Interview With the Kind of theMonkeys

When a interview goes bad think how to unlock the

internal perspective of every interviewee.

The challenge and responsibility asinterviewer is to find an effective andappropriate style and question format to a

part cu ar nterv ewee. Interviewer should revise their own shortcomings

and miscalculations.

It is important to develop reflexivity not only as

intellectual feature but also as personal andprofessional commitment to foster respecttoward the interviewee.

Entrevista Presentación1 [Modo de compatibil

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