1 / 40

general training

general training. Part 2 Ethics, interviewing and listening to survivors. 0. LIFE STORY. 0. LIFE STORY. What is a LIFE STORY INTERVIEW?

maris
Télécharger la présentation

general training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. general training Part 2 Ethics, interviewing and listening to survivors

  2. 0. LIFE STORY

  3. 0. LIFE STORY What is a LIFE STORY INTERVIEW? The life story is a multidisciplinary research method that comes from psychology, ethnography and oral history. It clarifies individuals’ life stories, shows how these represent a coherent history and highlights the relation with other individuals’ life stories and with the community as a whole. The life story allows the participants to express the complexities and contradictions of their deepest personal feelings. It is also a means of analyzing peoples’ intimate experience linked to a trauma.

  4. 0. LIFE STORY Life story vs testimony THE truth vs THEIR truth Objectivity vs Subjectivity Factual vs Personal Experience

  5. 0. LIFE STORY What a life story interview is not: Letterman: http://www.youtube.com/watch?v=h48KiQFJ1Wo&feature=related Hannity: http://www.youtube.com/watch?v=Y0EKWDisi7Y Dr Phil: http://www.youtube.com/watch?v=JrFhDBAIAe4

  6. 0. LIFE STORY Life story interview excerpt: Paul Bard Holocaust WG Janet Lumb Oral History and Performance WG Discussion Interview techniques Content Other comments *** PAUSE ***

  7. I. ETHICS

  8. I. ETHICS Oral history’s 7 guiding principles To respect peoples’ dignity To respect free and informed consent - The interview has to be held on a voluntary basis. - Consent must be informed (objectives of the project, identity of the researcher, possible uses). To respect vulnerable people - Children, the elderly, refugees, members of displaced communities, victims, disabled or any vulnerable person or person who could become vulnerable by participating to a life story interview. 4. To respect confidentiality - The respect of peoples’ privacy is a “fundamental value”; not respecting this value can cause harm. Ref.: Oral History Association’s Principles and Standards

  9. I. ETHICS Oral history’s 7 guiding principles To respect justice and inclusion - Oral history projects must do justice to the communities or groups they are studying and be just and proper towards them. - It is essential to allow divergent voices to be heard and opposite points of view to express themselves by collecting a wide spectrum of testimonies. To evaluate advantages and disadvantages To reduce negative consequences as much as possible Ref.: Oral History Association’s Principles and Standards

  10. I. ETHICS Sharing authority The Montreal Life Stories Project is based on the sharing authority (Frisch) principle and constitutes an effort of collaboration, in all directions, and at all levels. The project, at the research level, has its roots in the collaboration between researchers and participants. The sharing authority is intrinsic to the collaborative work of oral history. It implies cultivating and maintaining a relationship based on trust, respect, shared decision making and collaboration with participants, as well as facilitating their participation in research production. Instead of being considered research objects, the communities that are part of the project have a role as associates and real partners in the dialogue.

  11. I. ETHICS Consent Form What is it for? A tool for a shared authority It is important to have a good understanding to be able to explain it How to present it to the interviewee?

  12. Option 1 Open Public Access 2 sub-options Option 2 Limited Access

  13. Option 3 Anonymity Comments Conditions

  14. I. ETHICS Purpose of the interviews It is essential to spend some time with the interviewee before starting the interview to “break the ice”, to start building a relationship and obtain basic factual information. The interviewer can also give the interviewee the possibility to ask him or her questions. A relationship is built through dialoguing as equals. The project’s objective is to spend “real time” with the interviewees or at least to allow for the necessary time so that they can share their life story at their own pace and in their own manner. This explains why we have multiple sessions when the participant shows an interest in doing so. (The estimated average duration of an interview is around 5 hours, but there is no limit).

  15. I. ETHICS Guiding principles for interviews to be ethically correct Explain the goal of the project and the nature of the interview. Inform the person that he/she is free to answer the questions as he/she wishes and that he/she can refuse to answer a question or can end the interview at any time (imperative!!!!) Establish an interview framework based on “sharing of authority” to be applied throughout the whole process (egalitarian and non-hierarchal environment of mutual respect and trust). Create an interactive environment and one of collaboration

  16. II. INTERVIEWING TECHNIQUES

  17. II. INTERVIEWING TECHNIQUES Overall principles Carry out interviews in a highly sensitive manner and respectfully. Guide the person being interviewed through their memory retrieval process. Try to obtain “personalized” as opposed to “generalized” life stories. The main goal is to listen to the participant for as long and as much as he or she will be willing to speak. Ask open questions that encourage the participant to answer and develop his or her story. The interviewer should be able to control the conversation without being over controlling, discouraging or patronizing.

  18. II. INTERVIEWING TECHNIQUES Overall principles Be an attentive, responsive and empathetic listener. Do your homework about the historical and social context. Do not claim to know what the participant is about to say. Do not pass judgment or jump to conclusion, never question what the interviewee is stating. Continue to be attentive with the interviewee after the end of the interview.

  19. II. INTERVIEWING TECHNIQUES How to start an interview session? There is not only one good way. What to bring? To wear? Where to conduct the interview? Tone of voice? Create a relax and comfortable atmosphere (water, tissues). Explain the project and its purposes. Start with easy questions (Where were you born? What was your childhood like?)

  20. II. INTERVIEWING TECHNIQUES How to ask questions? Interviewee-led (these are life stories and people can talk about whatever they feel is important). Be flexible! Don’t insist on sticking to the interview guide! Conversations as opposed to Q&A. Give the interviewee time. Do not interrupt. Some silence can be healthy as they formulate responses to difficult questions. Ask open-ended questions: “Could you please tell us about…?” Simple questions, uncomplicated language, one at a time. Repeat language and do not introduce controversial terminology unless the interviewee does (e.g. “rape” or “survivor”).

  21. II. INTERVIEWING TECHNIQUES Interview Guide The project has developed a chronologically organized “interview guide” for a life story interview. This guide should be used as a “general plan’”, “a road map” to make the stories more complete and relevant. However, it is the interview and the participant’s personality that will determine in great measure the questions to be asked. As much as possible, the questions should give the participant the opportunity of telling his or her life story in his or her own way.

  22. II. INTERVIEWING TECHNIQUES Examples of open questions Could you please tell me about yourself, your life? What influence did your father and mother have on your life (work, social life, education)? What do you remember from your childhood (house, neighborhood, friends and neighbors, region)? How do you speak to your children about violence? How do you express yourself on the subject?

  23. II. INTERVIEWING TECHNIQUES How to end an interview session? Be attentive to the interviewee. Do not stop the camera before the very last second! The greatest discussions often happen when the interview session is “over”. Discuss the possibility of doing another interview session. Explain the following steps: processing of the recording, DVD and evaluation form sent by mail, etc. Mention the possibility for the interviewee to get involved in the project (digital storytelling, public events, etc.) Be grateful, thank, do not leave in a hurry!

  24. II. INTERVIEWING TECHNIQUES After the interview session: Label the mini-DVs according to the post-production guidelines. Bring back equipment and mini-DVs to the Centre. Blog: interviewers and videographers should write their reflections about the interview session within 24 hours ant post their blog in the “Rapport des intervieweurs” section of Basecamp.

  25. II. INTERVIEWING TECHNIQUES The interviewer and the videographer: a team! Establishing a good relationship with your partner is important for the smooth running of the interview. Discuss the possibility of the videographer asking questions and/or contributing clarifications during the interview. Team members will be able to switch roles during subsequent sessions if they wish to do so and if it is relevant. The debriefing after the interview is a very rich moment for sharing and reflection about the running of the interview and for preparing the next one.

  26. II. INTERVIEWING TECHNIQUES Group discussion Interviewers: Imagine that you will meet an interviewee for the first time: How will you get ready? How will you present the consent form to the interviewee? What kind of behaviour is appropriate? Interviewees: Imagine that you will meet the interviewer and be interviewed for the first time: What are you concerned about? What do you expect from the interviewer? What kind of behaviour (interviewer) would not be appropriate? *** PAUSE ***

  27. III. LISTENING TO SURVIVORS

  28. III. LISTENING TO SURVIVORS Survivor, victim, displaced, « rescapé »… Life in the Open Prison http://citizenshift.org/node/27732&dossier_nid=22423 00:13:00 à 00:32:03 Leontine Uwababyeyi: Going Places

  29. Survivor, victim, displaced, « rescapé »… What is a survivor? Why does this person accept to grant us an interview? Why are we interested in interviewing survivors? What are our questions, our concerns about these interviews? “Those who went through hell and somehowcame out the other side” (Greenspan, 2006) III. LISTENING TO SURVIVORS

  30. III. LISTENING TO SURVIVORS To be aware of the participants’ psychological and emotional needs Remember however that to show sensitivity and empathy does not mean that you consider the survivors of human rights violations as victims, or that you pity them or let yourself become angry. Remember that they are stronger than you think. Nevertheless, you should be on the look out for signs indicating that the interviewee is having emotional difficulties with the interview. It is encouraged to alert the organizers so that a follow-up could be done as well as inform again about the available psychological resources.

  31. III. LISTENING TO SURVIVORS Principles for listening and interviewing survivors The experience of the survivors has such a deep impact on the telling and the narrative that some principles are necessary to interview them. To be trustworthy, listeners must be strong enough to hear without injury; strong enough to hear without having to deny the reality of experience or blame the victim; and ready to experience some of the terror, grief and rage the survivor did (Shay 1994; Kleinman, Das and Lock, 1997; Langer 1991, 1997 in Uehara et al., 2001).

  32. III. LISTENING TO SURVIVORS Sharing authority LEARNING - about - from - with - together (Henry Greenspan)

  33. III. LISTENING TO SURVIVORS Collaborative engagement • Interviews are so much more than oral history; it’s a reflection on personal impact, faith, etc. that is intertwined with history. • Two persons working together hard, understanding the reflection of an experience and wondering what is “tellable” or not, what can be said or not. • The goal of life stories is to have a collaborative, interactive and interpretative environment. • It’s a collaboration and being partners in conversation.

  34. III. LISTENING TO SURVIVORS Wandering and extracting A good interview: • Is to allow the interviewees to take their minds and heart where it will take them and when needed it is about gently guiding them back to the chronology of their narrative. • Involves a mutuality of engagement, purposeful and yet not rushed which allows the interviewee to be relaxed to allow memories to come up. • Is about pacing and the survivor’s confidence that the rhythm of question and answer will be developed in concert rather than imposed.

  35. III. LISTENING TO SURVIVORS Wandering and extracting • A good interview is unhurried, somehow both orderly and organic, with an evolving life of its own. When there is “flow”, let it go, only listen, clarify and so on. • The most professional and relaxing interview is bout the interviewer facilitating the fullest possible articulation of each individual memory, whenever and however it arises, while returning to the broader context and chronology when the time is ripe.

  36. III. LISTENING TO SURVIVORS Resonance • Allow the words of the life story to flow; the listener has to be very close to and aware of his or her feelings. • Strong emotions may come up • These emotional responses when acknowledged and expressed work as a restitution of a human response that the survivor did not receive during the time of persecution. • By the way you emotionally react you reassure the survivor about the truth of his story, which often seems incredible to be true and denied by some. “When I see the emotions on your face, said Mr. V. to the person who is interviewing him, I know that what I say is true” (a survivor) • It is important to show that the interviewee feels understood, held as if in a way you would have already heard it before.

  37. III. LISTENING TO SURVIVORS Engaged listening: • Being totally focused like everything else goes away (the same way you feel when you practice sports, listen to music or read a good book). It’s like having the best conversation, as you are totally engaged. • Be sensitive and tolerant to silences, pauses and emotions and allow them to run their course Silence: an important way of expressing feelings and emotions; an effective way to elicit information as it allows the person to think, reflect and recall memories Do not try to resume the conversation even if there is a long pause • Give time to the story to unfold and allow trust building.

  38. III. LISTENING TO SURVIVORS “As Fred, a Holocaust survivor said, the memories themselves are endless. But within the intimacy of a genuine interview, there are also moments that seem like homecoming, or at least like moments of reprieve.” (Greenspan, 2006)

  39. Conclusion • It is important to show respect and empathy, as well as to create a strong trusting relationship between interviewee and interviewer. • INTERVIEWS ARE ALWAYS LED BY THE INTERVIEWEE. • Try not to be thinking of the worst possible scenarios. It is normal to be apprehensive before your first interview. • Your reactions to the interview material are important to acknowledged. It is important to get support if needed.

More Related