CHAPTERl
3. RESEARCH APPROACH AND METHODOLOGY
3.8. ETIDCAL ISSUES
Firstly, informed consent was sought from participants, their foster parents and the orphanage director. The purpose of the study and how it was going to be conducted were discussed in advance. Permission was sought from participants to use a tape recorder.
Confidentiality and privacy was discussed, to assure them that even though the conversation was going to be tape-recorded it was only for the purpose of the study. It was going to help the researcher when doing transcription. Their names were not going to be used in the study, only pseudonyms. Because of the nature of study (which deals with death), some painful experiences would have to be taken to a professional counsellor or social worker, where I did not feel competent to handle them. Permission from the children for this step would be obtained. My academic supervisor, herself a psychologist, would also be consulted. The children's rights were considered in the sense that they were respected and their feelings catered for. This idea is supported by Reynolds (1982:6) when he says, "Perhaps most common rights are the rights accorded not to be deceived, to privacy, and to be treated with dignity and respect; [even though] the potential for permanent physical harm is usually remote". Furthermore, privacy and confidentiality were also maintained by keeping all of the documents, that is, the consent letters, diaries, questions schedules, audiocassettes and transcriptions safely in a cabinet.
but it is worth doing it for it paves the way to discourse analysis (Burman & Parker, 1993).
3.8. ETIDCAL ISSUES
Firstly, informed consent was sought from participants, their foster parents and the orphanage director. The purpose of the study and how it was going to be conducted were discussed in advance. Permission was sought from participants to use a tape recorder.
Confidentiality and privacy was discussed, to assure them that even though the conversation was going to be tape-recorded it was only for the purpose of the study. It was going to help the researcher when doing transcription. Their names were not going to be used in the study, only pseudonyms. Because of the nature of study (which deals with death), some painful experiences would have to be taken to a professional counsellor or social worker, where I did not feel competent to handle them. Permission from the children for this step would be obtained. My academic supervisor, herself a psychologist, would also be consulted. The children's rights were considered in the sense that they were respected and their feelings catered for. This idea is supported by Reynolds (1982:6) when he says, "Perhaps most common rights are the rights accorded not to be deceived, to privacy, and to be treated with dignity and respect; [even though] the potential for permanent physical harm is usually remote". Furthermore, privacy and confidentiality were also maintained by keeping all of the documents, that is, the consent letters, diaries, questions schedules, audiocassettes and transcriptions safely in a cabinet.
The first step was to send letters seeking permission and explaining the study to the Durban North Regional office of the Department of Education, the Inanda district superintendent, the school, and the orphanage in Inanda (see Appendix A). A list of schools from the Inanda Central circuit with a total number of schools was requested. Because this was a comparative study of orphans from the orphanage in the Inanda informal settlement, only the schools which were in this informal settlement and surrounding areas were identified. Random sampling was done resulting in one school being selected as an institution to work with.
The school had a total number of 17 orphans in Grades 9, 10, 11 and 12; that is, 6 boys and 11 glrls. In order to he certain that the sample was not biased, the orphans were randomly selected. All the orphans participating in the study were gathered in the school computer laboratory for privacy. An hour was set aside for introductions, to let the participants feel at ease, to explain the need for the study, and to stress the importance of their participation. They were given consent 1etters, which were c1early explained to them, so that they could help their guardian/parents read the letters, and co.nsent or not consent (see Appendix A). Days and times for individual interviews were arranged. Two weeks were used to conduct the interview, that is, on Tuesdays, Wednesdays and Thursday. These days were chosen because at school they have a supervised hour set used for study and meeting with. different educators for academic probJems. This was to avoid disturbing lesson time.
The 5 orphans from the orphanage, that is, 2 boys and 3 girls were also randomly selected, Factors such as gender, age and grades were considered so that ~~.~ orphans living with relatives could be chosen to match along these lines. A le~r W~~ fyen to the
;.
The first step was to send letters seeking permission and explaining the study to the Durban North Regional office of the Department of Education, the Inanda district superintendent, the school, and the orphanage in Inanda (see Appendix A). A list of schools from the Inanda Central circuit with a total number of schools was requested. Because this was a comparative study of orphans from the orphanage in the Inanda informal settlement, only the schools which were in this informal settlement and surrounding areas were identified. Random sampling was done resulting in one school being selected as an institution to work with.
The school had a total number of 17 orphans in Grades 9, 10, 11 and 12; that is, 6 boys and 11 glrls. In order to he certain that the sample was not biased, the orphans were randomly selected. All the orphans participating in the study were gathered in the school computer laboratory for privacy. An hour was set aside for introductions, to let the participants feel at ease, to explain the need for the study, and to stress the importance of their participation. They were given consent 1etters, which were c1early explained to them, so that they could help their guardian/parents read the letters, and co.nsent or not consent (see Appendix A). Days and times for individual interviews were arranged. Two weeks were used to conduct the interview, that is, on Tuesdays, Wednesdays and Thursday. These days were chosen because at school they have a supervised hour set used for study and meeting with. different educators for academic probJems. This was to avoid disturbing lesson time.
The 5 orphans from the orphanage, that is, 2 boys and 3 girls were also randomly selected, Factors such as gender, age and grades were considered so that ~~.~ orphans living with relatives could be chosen to match along these lines. A le~r W~~ fyen to the
;.
orphanage director to consent to the researcher working with the children. A hall was secured for interviews. The interviews were conducted on Saturdays. The first meeting was with all 5 participants. An hour was set aside for introductions, getting to know each other, to talk about the study, its values and what was expected of them as participants. Four Saturdays mornings were set aside for introductions and interviews. On each Saturday two interviews were conducted according to the children's choice. Each child's interview was recorded using a battery-operated audiotape with ninety-minute cassettes.
The institution furniture was used and arranged in a comfortable way suitable for an interview but not intimidating for children.
Within the fIrst sessions, in both the orphanage and at school, all 10 participants were given prepared diaries. The procedure for diaries was explained, and the guiding questions that were to be answered were clearly defIned. The children were given two weeks for writing about their perceptions of their day-to-day experiences including their academic performance and their feelings. After two weeks for completion, the diaries were collected. Participants who did not fInish were given another week. It was important that they all do their diaries for consistency.
The interviews were planned to last about 45 minutes per participant. An interview schedule was used to ask questions and probe where necessary. Producing the interview schedule in advance helps'the interviewer to be familiar with the questions. Also during the interview concentration is more·-{)n the participant's responses and non-verbal cues because these are important in communication (Smith et ai, 1995).
orphanage director to consent to the researcher working with the children. A hall was secured for interviews. The interviews were conducted on Saturdays. The first meeting was with all 5 participants. An hour was set aside for introductions, getting to know each other, to talk about the study, its values and what was expected of them as participants. Four Saturdays mornings were set aside for introductions and interviews. On each Saturday two interviews were conducted according to the children's choice. Each child's interview was recorded using a battery-operated audiotape with ninety-minute cassettes.
The institution furniture was used and arranged in a comfortable way suitable for an interview but not intimidating for children.
Within the fIrst sessions, in both the orphanage and at school, all 10 participants were given prepared diaries. The procedure for diaries was explained, and the guiding questions that were to be answered were clearly defIned. The children were given two weeks for writing about their perceptions of their day-to-day experiences including their academic performance and their feelings. After two weeks for completion, the diaries were collected. Participants who did not fInish were given another week. It was important that they all do their diaries for consistency.
The interviews were planned to last about 45 minutes per participant. An interview schedule was used to ask questions and probe where necessary. Producing the interview schedule in advance helps'the interviewer to be familiar with the questions. Also during the interview concentration is more·-{)n the participant's responses and non-verbal cues because these are important in communication (Smith et ai, 1995).
All interviews were tape-recorded and were conducted in IsiZulu. After the interviews were finished transcriptions followed. First, the conversations were transcribed in IsiZulu, and then translated in English. The transcripts were then read over and over to identify themes, and from themes were coded. Three themes were identified, that is, the "
loss", "trust" and "motivation". Sub-themes emerged relating to the main theme. Analysis and discussion of the data followed.
All interviews were tape-recorded and were conducted in IsiZulu. After the interviews were finished transcriptions followed. First, the conversations were transcribed in IsiZulu, and then translated in English. The transcripts were then read over and over to identify themes, and from themes were coded. Three themes were identified, that is, the "
loss", "trust" and "motivation". Sub-themes emerged relating to the main theme. Analysis and discussion of the data followed.