Peer Involvement in Research: A Foster Carer’s Perspective

1. Participating in research as an interviewer – a foster carer’s perspective Colin Chatten International Foster Care Organisation; Core Assets colin_chatten@yahoo.com Nikki Luke Rees Centre for Research in Fostering and Education nikki.luke@education.ox.ac.uk

2. Carer-interviewers • The Rees Centre’s approach • Working with carer-researchers • Feedback from carer-researchers • One carer’s experience • Recommendations for researchers

3. Peer-researchers: The Rees Centre’s approach • User groups are involved in the design, implementation and analysis of research projects • 22 foster carer-researchers recruited from local authority and independent fostering service providers • In-house training in research interviewing techniques • Involved in three projects to date • Quality assurance conducted at an early stage and throughout transcription process • A further 7 carers are awaiting training next month

4. Working with carer-researchers • Advantages of working with carer-researchers: • ‘translating’ the research process for interviewees • rapport with interviewees through shared understanding • ability to recognise and follow up on interesting responses • Challenges: • matching carers to locations and services • fitting in work around existing commitments • being mindful of biases/assumptions/jargon

5. What has your experience been like working as an interviewer on the peer support study? I have really enjoyed engaging with foster carers and have been privileged to listen to their experiences - the most striking aspect of the interviews is that the foster carers are willing and more importantly want their experiences to be heard - both negative and positive to effect change for the better. (Sue) I find I am better at the face to face interviews than the phone interviews because the expressions of interviewees are easier to read. I had to make sure they understood the questions so they would give their own views. People’s answers to the same questions can be completely different. (Theresa)

6. What has your experience been like working as an interviewer on the peer support study? The experience was interesting and uplifting because it was a reminder of how many good people there are prepared to help others. In a practical sense it was difficult because having three placements at that time, the key moments for getting hold of people were when my youngsters were around and needing attention. (Jane) I have found the experience enlightening and challenging.  I was not prepared for how welcoming the group of carers would be when we arrived to carry out the interviews. (Colin)

7. What have you learned in the process? I have learned that some foster carers don't feel they can speak out about how they are being treated in case this has a negative effect on their relationship with social services. Also that the peer support set up is a very valued but patchy service depending on where you live. Perhaps not surprising that more rural areas are not as well served as cities - however the need for support remains. (Sue) I have learned to be patient when listening to the interviewee’s interpretation of the question. Many interviewees can use the session as a complaints interview. I try to keep the interviewees on track with the questions. (Theresa)

8. What have you learned in the process? I learned that communication is not good between procurers and foster carers. Foster carers seem to have a ‘jig-saw’ compilation of knowledge which is patchy. (Jane) I have learned that there are many different ways to organise and facilitate peer support groups for foster carers. (Colin)

9. Has anything surprised you? In some instances foster carers were not kept in the loop about placements especially when cancelled at the last minute. Overwhelmingly from the interviews - the lack of communication between social services or agency and the foster carers was concerning. (Sue) I interviewed some Asian carers and had to have an interpreter as English was their second language and I have a strong northern accent, however we managed! What surprised me was the three way conversation between the Asian carer, the interpreter and myself. I was also surprised that two foster carers have met through a support group and are now in a relationship. (Theresa)

10. Has anything surprised you? I was surprised at how much empathy I felt for the foster carers that I interviewed. (Colin)

11. How do you strike the right balance with your interviewees between being a fellow foster carer and a researcher? An interviewer’s role is to remain neutral, however the interviewees are much more open if they feel you as the interviewer has understanding of their frustrations with systems. Striking a balance is showing that you empathise whilst neither condoning nor supporting their view point. (Sue) It is difficult to strike a balance between being a foster carer and a researcher but I tried to be as honest as possible and put them at their ease. I try to keep on track with the question and to be non-judgemental. Some of them said they might be interested in becoming researchers. (Theresa)

12. How do you strike the right balance with your interviewees between being a fellow foster carer and a researcher? It’s probably good for the foster carers to know that the interviewer is a foster carer but for the interviewer to be up front and say “I’m a foster carer myself so I have some understanding of your experiences, but I am putting that aside today and want to talk about you”. (Jane) I had to consciously stay on topic in order not to start discussing my own similar experiences and trying to help them solve some of their challenges. I had a desire to veer away from the interview into a peer to peer discussion. (Colin)

13. Colin Chatten Colin Chatten International Foster Care Organisation; Core Assets colin_chatten@yahoo.com

14. Recommendations Research teams seeking to engage service users as co-researchers should: • Offer accessible training • Give opportunities for practice-runs of interview schedules and technology • Provide early feedback • Encourage listening over talking • Discuss how much they can (and should) balance the tension in roles • Ensure they clarify jargon / ‘insider knowledge’ in recordings • Regularly review commitments and have more co-researchers than you think you will need