"We're in the land of poo" - Fertilising your work with knowledge from the field
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Talk given by Professor Chris Hatton at 5th Data Conversations, Lancaster University
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"We're in the land of poo" - Fertilising your work with knowledge from the field
- 1. “We’re in the land of poo” – Fertilising your work with knowledge from the field Chris Hatton, Centre for Disability Research, Division of Health Research, Lancaster University
- 2. How ‘the field’ can see us? (and how we sometimes feel?)
- 3. What do I do? • Have been involved in policy-relevant research involving people with learning/intellectual disabilities for 25+ years • Since 2010, have been part of a consortium forming the Public Health England Learning Disabilities Observatory – Making visible the health inequalities that people experience – Understanding these health inequalities – Using evidence to support efforts to tackle these inequalities • My relationships with ‘the field’ have changed quite a lot over time
- 4. From ‘going out into the field’… • Research questions set by Department of Health (or us) • Collecting ‘primary research’ data, sometimes in ways that felt quite intrusive • E.g. non-participant second-by- second observation of people in their homes (and wherever they went) for a total of 12 hours each • Feedback to individual services, but very much observer/observed Wellcome Collection
- 5. To long-term collaborations… • 15-year collaboration with In Control, a charity focusing on the personalisation of service supports for a wide range of people • Developing quick and cheap ways to monitor the impact of personal budgets on people’s lives • Various iterations, as circumstances change • Not classified as research for research ethics purposes (‘service evaluation’)
- 6. To ‘the field’ setting the topics of the research… • Learning Disability Observatory - Advisory Group of people with intellectual disabilities and families crucial for: – Setting the topics for systematic reviews (e.g. epilepsy, constipation, dysphagia, employment) – Setting the topics for secondary analysis of large-scale cohort study data (e.g. sexual behaviour and sexual health) – Setting the topics for some projects (e.g. national advocacy survey)
- 7. To ‘the field’ doing the research… • Social workers working in two areas to encourage people with intellectual disabilities to exercise their right to vote (or not) • We helped them to collate and analyse data they had collected to share what they had learned • Practitioners can collect data (ethically) that would be impossible as a ‘research’ project (e.g. Big Bedtime Audit)
- 8. To breaking down the field/ academy boundary • Being part of campaigns for justice and accountability for people with intellectual disabilities • Helping self-advocacy and family groups with FoI requests • Helping people and families understand what’s happening via blogs of publicly available statistics • Social media has been crucial – but a conversation, not a one-sided research spreader machine
- 9. Final thoughts – fertilisers from the field • Establishing positive working relationships take time • Humility • The load and winding road • Breaking down hierarchies of knowledge that privilege ‘research’ • Useful data are everywhere • What can you bring that is actually useful to people? • Caveat – how much of this fits with indicators of academic ‘success’?
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