Reliability

Morse (2015) reasoned that the major strategies for determining reliability occurred primarily during coding. For coding to be considered reliable she described how creating a code book that enabled a second trained coder to code script in the same

way. For semi-structured interviews where the responses were limited to short statements about a specific topic, the use of a coding system allowed responses to be systematically coded. However in my research, the questions were open-ended and responses at times extensive. Morse (2015) was categorical in her consideration of unstructured interviews, stating that inter-coder systems should not be used and “actually invalidates the research” (p.1218). She argued that in grounded theory the researcher was learning about the phenomenon as the research progressed. Therefore coding patterns were not pre-determined but interpreted in light of previous

interviews. Small pieces of data could be considered significant and change how coding developed and these cues would be missed by a second coder. She reasoned that using a second coder inhibited interpretive coding and kept the analysis

superficial. Within this research I did share transcripts with others to check the clarity of the codes I had used and to provide further insights into the data. This to and fro discussion, particularly at the early stages of analysis supported rigor and greater abstraction, reducing bias.

I was aware of my own potential biases based upon the work that I had done with foster-carers and the potential for personal feelings to impact on how what had been said was interpreted. Once I became aware of this, I reviewed the coding that had been carried out and checked coding. Because of the nature of this work there clearly was an incentive to ‘find’ something in the data and I was also sensitive to how I coded first and second interviews. Once interviews had been coded and recoded, all interviews were again checked to ensure consistency. The richness of the data and the thick description allowed for overlap and for replication of examples and this built internal reliability.

The foster-carers were contacted prior to other linked professionals to ensure that they could read and discuss the research and their involvement and to reduce the likelihood of any feelings of coercion. Only if the foster-carers were in agreement was the consent personalised and sent to the social worker for approval and again further discussion or information was then provided. Signed consent was gained for each person involved; the foster-carer and the child’s social worker on behalf of the child. (See Appendix 8 for consent request signed by participants and their social workers and Appendix 8.1 for the child version.)

The semi-structured interview provided participants a further opportunity to ask questions and check their understanding of what had been agreed. Should any

member have wished to withdraw, all the information from that foster-carer would be removed from the research. Participants’ names were removed from the thesis and were changed.

Data was stored in a secure location. Once the research was completed and written up, film footage was deleted and paper work destroyed using secured waste disposal bins for the disposal of confidential information. All data was collected and stored in accordance with the Data Protection Act 1998.

The principles and ethos behind the use of VIG is based upon the principle of respect. VIG is based upon the core belief that people in troubled situations do want to change, a respect for what they are managing to achieve in their current difficulties and a

conviction that the power for change resides within clients and their situations.

Each of the foster-children was informed of the research and they signed consent forms (See Appendix 8.1). They were told that I would be videoing them with their foster- carer and I would share the video of when they and their foster-carer are doing things well together. The children were also offered an opportunity to view the clips if they so

wished. Times for videoing and review of the video were agreed at mutually agreeable times to reduce disruption to the child and at the convenience of the foster-carer and school.

To meet the conditions of being a guider and trainer and to maintain registration with AVIGUK

, I continue to receive intervision (peer supervision) with other colleagues who are trained within the method. The use of Video Interaction Guidance is an integral part of the range of interventions offered to clients within the Psychology Service. (Ethical approval was gained from the University of Essex – See Appendix 8.)

3.5.1 Reflections on Ethics

The use of video in itself could be of concern to many and I was aware before the first review, when already there had been a taped interview and a film of the foster-carer with the foster-child that they were unable to give informed consent as until that point they did not know what the intervention would look like. After each shared-review I checked out whether the carer was happy to continue and used this to support ongoing consent.

Throughout the process of VIG judgements were made about what to film, what to show the foster-carer and how this was then shared. On one level there as a constant internal dialogue regarding whether to activate the client or compensate. Each decision could lead to an improvement in empowerment of the client or not.

“These moments involve researchers in iterative reflexivity that moves between ethical principles and values, particular contexts, and the complexities of ethical presence in such intersubjective experience.”

The power relationship was considered and the aim of VIG was that clients found their own solutions to their own problems through the development of a new shared understanding. During the shared review I made my thinking explicit with regard to what I saw and shared my views whilst also valuing and challenging those of the client. The potential inequity of power was recognised between the foster-carer and I and I worked to minimise it.

Other power relationships were in evidence; adults and children and those in particular roles having other powers. As far as the children were concerned all participated willingly and enjoyed the time with the foster-carer when being filmed. The children needed to be in the film with the foster-carer but the focus was not on them but on the actions the foster-carer did to make the interaction more successful. The consent was given by social workers on behalf of the child with the belief that the intervention would indirectly support the child through improved interactions with the carer. The consent to be spoken about was given by the social worker and later was explained to the children before filming.

3.6 Conclusion

This chapter has detailed the procedures that were undertaken to analyse the

descriptions provided by foster-carers of their perception of their relationships with foster-children and of the intervention, VIG. The procedures used were those

developed and extended by Corbin and Strauss (2008) with some amendments due to the design of the research and the nature in which it was carried out (within work constraints and as part of a thesis). It is recognised that, “Dissertations present problems of their own for a standard format must be followed, “(p.294) when summarising some of the difficulties with presenting GT to varied audiences. The significant variation with the GT Methodology was the use of repeated open-ended semi-structured interview questions as part of the data collection so that changes could be determined. This methodology has been used previously but appeared to be

a relatively novel adaptation. Validity and reliability were achieved by the

maintenance of prolonged engagement, persistent observation and rich description as well as ongoing monitoring and reflection of the codes and coding used. The work was carried out with continued maintenance of ethical standards which lie at the heart of VIG as well as work and research practises.

Chapter 4: Findings

4.1 Introduction

The focus of this chapter is to directly address the research questions:

What are the factors that foster-carers identify when they talk about their relationship with children in their care that might affect their interactions? What are the potential mechanisms underlying changes in foster-carer’s perceptions of these factors within their relationships with foster-children over the course of a video-feedback intervention, such as VIG?

In addition, the chapter presents the developing theoretical explanatory model in relation to the underlying mechanisms. This will be done by analysing the data from a GT perspective as outlined in Chapter 3. Initially there is a description of the codes generated and how the analysis with this data set evolved. Examples of the data are presented and how the open codes linked with axial codes. The remaining part of the chapter is separated into two sections to clearly delineate each of the research

questions.

1. An Explanatory Model that identifies the relationship factors that were

important to carers when talking about their relationships and had the potential to affect effective interaction is presented. Subsequently data is shared that illuminates how these factors were derived; this links with the first research question.

2. The next section focuses on the second research question and describes how the processes inherent in VIG and the mechanisms underlying VIG were determined through how carers changed what they said before and after the intervention and their comments about VIG. The overall model created which links both research questions also provides a possible explanation of how VIG can be varyingly effective with different foster-carers.