Data collection

Grinnell and Unrau (2005:77) described research “data” as pieces of evidence in the form of words (qualitative data) or numbers (quantitative data) that are put together to provide information. Creswell (2014:178) described qualitative data collection as a process that includes the following: Setting boundaries, collecting information through unstructured or semi-structured observations and interviews, documents and visual material, and establishing the protocol for recording information.

In terms of the data collection method, and based on the explorative, narrative and contextual research designs, the researcher made use of narrative inquiry because the participants‟ life experiences would be best understood by exploring their own stories (Schwandt, 2007:22). Denzin and Lincoln (2005) advised that the researcher should “gather and present data in such a way that the subjects speak for themselves”. Therefore, the researcher is led by hearing the individual‟s personal experiences as these relate to the research topic (Kumar, 2005:124). The following description by Mitchell and Egudo (2003:1) guided the researcher‟s approach during data collection: “Narrative is an interpretive approach in the social sciences involving

storytelling methodology. The story becomes an object of study, focusing on how individuals or groups make sense of events and actions in their lives.”

Based on the above description, as well as the descriptive research design, the researcher opted to make use of semi-structured interviews. The questions (provided in Section 2.2.4.3 below) ensured that the data related to the research question and goal, and that the researcher encouraged the participants to tell their stories the way they wanted to. Therefore, the value of the semi-structured type of interview was that the researcher could ensure that the discussion remained focused on the research topic and the research problem. In addition, semi-structured interviews provided sufficient scope for further elaboration and expansion to ensure richness of data. This allowed the researcher to explore the participants‟ experiences in order to obtain a deeper understanding of their social reality. The researcher made use of interview techniques (that will be discussed below) to ensure that the participants explored all possible answers or viewpoints that could contribute to the richness of the data (Gill & Stewart, 2008:293).

2.2.4.1 Gaining access to the participants

The first step towards collecting the data was to obtain access to the participants.

The researcher gained access to the participants from her caseload and through contact with gatekeepers such as social workers in the Department of Social Development in the area in which the research was conducted. Social workers from welfare organisations were not part of this study. The use of the social workers as gatekeepers served a dual purpose, namely 1) to assist the researcher to identify possible participants that adhered to the inclusion criteria, and 2) to ensure that there is no breach of confidentiality between the social workers and their clients (Jones &

Bamford, 2004:281). The social workers were informed of the goal of this research study, the criteria for inclusion as well as the format and nature of data collection.

Once participants were identified, the gatekeepers made contact with the parents to provide them with the above information and to ensure that they felt safe and not threatened. Next, the parents who agreed that their adolescents may participate were contacted by the researcher. The parents were presented with the letter of

invitation (see Annexure B) and the researcher took specific care to make sure that the parents had the opportunity to ask questions and to explore possible risks related to participation. They were also informed of the ethical practice that would be followed. This process was repeated with the participating adolescents. Once the parents and the adolescents had no more questions, they were requested to sign the informed consent forms (see Annexures C and D).

2.2.4.2 Pilot study

Fouché and Delport (2011:73) emphasised the importance of assessing the feasibility of a research study. In this regard, the concept pilot study refers to the testing of the data collection method on a small scale (Barker, 2003:327-328;

Grinnell & Unrau, 2008:336; Monette et al., 2005:9). Bless et al. (2006:184) referred to a pilot study as the testing of a small sample prior to commencing with the data collection process to determine whether the methodology, sampling, questions and analysis for the intended study were adequate and appropriate.

The researcher first conducted one interview with a participant from the sample who adhered to the inclusion criteria to ensure that the interview questions were understood, that the participants would be able to answer and discuss these questions and that the overall research question was answered (Maxwell, 2008:227).

Next, this data was transcribed and analysed. A discussion with the supervisor followed, after which it was decided that this data collection method, as well as the questions, would indeed assist the researcher to answer the research question and to attain the research goal.

2.2.4.3 Collecting the data

As described above, the researcher made use of semi-structured face-to-face interviews to collect the qualitative research data. The interviews were conducted at predetermined times and venues to ensure privacy and comfort for the participants.

The researcher started each interview with casual conversation to put the participants at ease. She again explained the purpose and the content of the interview to ensure that the participant understood the information. She responded with a non-judgemental attitude and also emphasised the fact that the participant could withdraw from the interview at any time. Once the researcher was sure that the participant was comfortable, she started the interview with the demographic information pertaining to the specific participant. The biographical information focused on age, race/ethnic group, language, school grade, and the nature of the parent/caregiver‟s addiction and the use of substances by the participants. The questions that guided the interviews were as follows:

 Tell me the story of how you came to know about your parent‟s addiction?

 Tell me what it is like for you to live with a parent who is addicted to substances?

 Tell me how do you cope with a parent who is addicted to substances?

 How would you like to be supported?

The following interviewing techniques were used to explore the research topic thoroughly and to enhance the communication process, as described by Greeff (2011:345-346):

 Minimum non-verbal responses: The researcher made use of non-verbal responses, for example: Nodding, which showed the participants that the information was understood and that she was interested and listening.

 Encouragement: The researcher employed this technique to encourage participants to feel comfortable and to expand on their stories. This technique was used without guiding and influencing the participant‟s responses/stories. An example: “That sounds interesting. Can you tell me more?”

 Reflective summaries: The researcher made use of summarising the participant‟s ideas, thoughts and feelings. For example: “So what you are saying is …” This allowed the participants to feel understood and gave them an opportunity to reflect and provide additional information.

 Probing: This technique was used to deepen the responses of the participants to the questions in order to increase the richness of data being obtained and to give cues to the participants about the level of the response that is desired. An example: “Can you tell me more about …?” or “What do you mean with…?”

An integral part of data collection was the documentation thereof.

2.2.4.4 Recording the data

The researcher made use of tape recordings to record the interviews. Additional data was obtained by means of field notes, focusing on aspects such as communication patterns and non-verbal communication to add to the transcripts in order to complete the data collection (Creswell, 2014:181-183). The tape recordings and field notes were transcribed as soon as possible following the interviews.

The researcher sent the transcripts to the independent coder as soon as they were completed. The independent coder assisted the researcher to identify when data saturation took place. It should be noted that no discussions related to the content of the transcriptions took place during this time. Once the data was collected, the researcher proceeded with the analysis process.