I could have called it violence! : a conversation with Maria Takolander

Kate Middleton interviews Maria Takolander for Sydney City Poet

7 questions with award-winning writer and poet Maria Takolander

 Maria Takolander is interviewed by Danielle Williams.

Turning tapes into text: issues surrounding the transcription of interviews

Transcription of interview data is a common practice in qualitative health research. However, there has been little discussion of the techniques of transcription and the issues inherent in the use of transcription as a strategy for managing qualitative data in nursing publications. The process of transcription may disclose or obscure certain information. Researchers need to question practices of transcription that have been taken for granted and make transparent the processes used to preserve the integrity of data. This paper first examines research reported in nursing and allied health journals employing interviews for data collection and the attention given to the transcription phase. It then deals with issues of concern regarding the transcription of interviews, and offers suggestions for promoting validity.

The Εffects of censoring and the spiral of silence on focus group interviews: a case study of discussions on immigration

Focus groups assess the oral expressions of opinions of participants on a particular topic under discussion. They have several advantages over other qualitative research methodologies such as depth interviews because focus groups can discover people's attitudes and motivations while revealing the underlying views or values held by them. However, as focus groups elicit more socially expressed and contested opinions and discourses than Individual opinions, their discussions can be contaminated by the situational constraints and social pressures within the group. These include group dynamics, confonnity, censoring, the Group Leader Effect, the Groupthink Syndrome, the effects of the Spiral of Silence, characteristics of group members, and the climate of opinion within the group and in society at the time. This case study examines the effects of these factors on the 'horizontal interactions' between group members during a discussion with undecided voters about immigration, using two situations where focus group members took offence at comments made by another and challenged them, when the topic under discussion was personally relevant to them. Other members of the group, offending or otherwise, then remained silent, retracted their opinions to placate the challenger, and expressed neutral or conciliatory opinions in an effort to return the discussion to a state of equilibrium. It then examines some measures that can reduce such contaminations, including
methodological triangulation, where several methods and methodological
approaches are used to examine a given phenomenon, instead of just one method, such as the sole use of transcripts of focus group discussions.

Police perceptions of interviews involving children with intellectual disabilities: a qualitative inquiry

This study employed a qualitative method to explore the experiences of 20 police officers when interviewing children with intellectual disabilities. Three main themes were interpreted as representing challenges to the officers when interviewing special-needs children: police organizational culture, participants' perceptions of these children as interviewees, and prior information. Participants in this inquiry mentioned poor organizational priority within the police force for child abuse cases and children with intellectual disabilities, as well as inadequate support for interviewing skills development and maintenance. Participants also attempted to equalize these children by interviewing them in the same way as their mainstream peers. Finally, participants viewed interview preparation as influential in determining an interview's successful outcome, but recognized that preparedness could bias their interviewing techniques. Increased attention towards these issues will provide a basis for developing strategies to minimize such challenges and thus improve the quality of interviews with children with intellectual disabilities.

The effect of events context on children's recall of non-experienced events across mutiple interviews

Purpose: The current study examined whether young children's willingness to assent to, and provide details about, a false (non-experienced) activity differs depending on whether the activity was allegedly embedded within (a) a specific event or (b) a broad (non-specified) time frame.
Method:  Ninety-nine children aged 4--5 years (from both low and high socioeconomic backgrounds) either (a) participated in a staged event that consisted of two activities or (b) did not participate in the staged event. One or two days later, all children were given false suggestions about a non-experienced (false) activity that had either high or low plausibility. Approximately 8, 15, and 22 days after the event, children were asked to recall the activities, and to answer a series of specific cued-recall questions.
Results: There was no effect of event context on assent rates, and the rate at which children reported interviewer suggestions. However, children who participated in the staged event provided fewer details about the false activity. Further, among those children who assented to the false activity, fewer subjects, objects, actions, temporal markers, locations, fantastic/improbable details, and confabulation errors were reported when the activity was embedded within the specific staged event.
Conclusion: The degree of error in children's accounts of a completely false activity is reduced when the activity is suggested to have occurred within a specified event as opposed to a broad (non-specified) time frame.

Long-term flowering patterns of melliferous Eucalyptus (Myrtaceae) species

The flowering patterns of 28 Victorian melliferous (honey-producing) eucalypts were investigated by using long-term observations of highly experienced, commercial apiarists. Frequency, timing, duration and intensity of flowering were determined, as were spatial differences within and among species. Data were obtained by face-to-face interviews with 25 Victorian apiarists, each of whom had operated a minimum of 350 hives for a minimum of 30 years. Flowering frequency ranged from 1 to 7 years, and most species flowered once every 2–4 years. Long-term flowering frequency, timing and duration were reported as constant, although short-term perturbations could occur. Most melliferous species flowered during spring and summer for a period of 3 months or more. Only few species had shorter flowering periods. Information provided by apiarists compared well with available published information (e.g. flowering period reported in field guides) and revealed a reliable, largely untapped source of long-term data, the use of which could benefit many ecological research endeavours.

So what's a boy? : addressing issues of masculinity and schooling

This book focuses on the impact and effects of masculinities on the lives of boys at school. Through interviews with boys from diverse backgrounds, the authors explore the various ways in which boys define and negotiate their masculinities at school. Through looking at the problems and examining the question of what makes a boy a boy, this title offers recommendations and outlines directions for working with boys in schools in the future."

Gender performativity and normalizing practices

In this chapter we examine the normalizing regimes of practice that impact on the various ways in which young people at school define desirable forms of masculinity and femininity. Attention is given to the particular role that compulsory heterosexuality and gender duality play in prescribing appropriate behavior for boys and girls. By drawing on interviews with adolescent boys, a 13-year-old self defined "tomgirl," and an adult transgender woman, and examining written responses by girls, we highlight the kinds of issues that impact on their lives at school. We also consider the invisibility of transgender
and intersexual perspectives in most educational debates on gender and sexuality.

The effect of intra- versus post-interview feedback during simulated practice interviews about child abuse

Objective
This study compared the effectiveness of two types of instructor feedback (relative to no feedback) on investigative interviewers’ ability to adhere to open-ended questions in simulated practice interviews about child abuse.
Method
In one condition, feedback was provided at the end of each practice interview. In the other, the instructor stopped the interviewer at various stages during the practice interviews to provide feedback. The relative effect of these conditions was examined by measuring interviewers’ performance in a standardized mock interview paradigm immediately prior to, immediately after, and 12 weeks after the practice and feedback sessions.
Results
Prior to and 12 weeks after the practice sessions were administered, there was no significant difference in participants’ adherence to open-ended questions irrespective of the nature of the feedback, or whether feedback was received. At the immediate post-practice assessment interval, however, the participants who received feedback during the practice interviews performed better (M proportion of open-ended questions = .85, SD = .13) than the other participants (post-interview feedback M = .67, SD = .18, p < .001; no feedback M = .56, SD = .16, p < .001). This heightened use of open-ended questions was associated with a greater tendency among the interviewees to provide abuse-related details in response to open-ended questions (M = .91, SD = .11) compared to the other participants (post-interview feedback M = .77, SD = .15, p < .05; no feedback M = .69, SD = .16, p = .001).
Conclusions
Different types of feedback can be differentially effective in training child abuse investigators to adhere to open-ended questions. The benefits of any training program, however, are likely to be short-lived without ongoing practice.
Practice implications
A single study compared the relative effectiveness of two types of instructor feedback (relative to no feedback) on investigative interviewers’ ability to adhere to open-ended questions in simulated practice interviews about child abuse. This research is relevant to trainers of investigative interviewers because there is currently large variability in the type of feedback employed in training programs. This study is one of the first to empirically demonstrate that different types of feedback may be differentially effective in improving the performance of investigative interviewers.