| Getting names or titles wrong |
If you are unsure on how to address a participant, ask what they would like to be called and if unsure on pronunciation, get them to repeat their name to you.
The researcher called me Daisy from the word go. It would have been polite to call me Mrs Collins, but she never asked. I didn't like being called by my first name by someone younger than my granddaughter. (Participant in trial on Parkinson's disease-name has been changed)
The researcher got my name wrong every time he called. He must've pronounced it so many different ways. I kept telling him how to say it, but he just replied "Oh your names are all so funny I never know how to say them." (Comfort, participant in study on exercise for African women)
Last time she came, she called us "you kids" and then "children". We didn't talk to her after that. (Darren, participant in after-school study)
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| Acting like you own the place |
When you visit a participant, either in their home or in a place that is not your office, ensure you are polite and ask permission for things like where you can sit, using their bathroom, etc. Complimenting someone on their home is fine, but make sure you don't seem like you're being nosy (see Gillespie and King, 1998, pp. 49-50). He walked in and straightaway acted like he owned the place, he threw his coat over my chair and plonked his computer down on my table. I didn't want him to put it there, but before I could say he'd already done it. (Joe, participant in care at home study)
After my Caesarean the researcher came over and sat on my bed. She didn't ask if she could, and she bumped down so hard it really hurt me. (Michelle, participant in a birthing experience project)
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| Forgetting your introductions, or giving the wrong impression |
Remember that as well as introducing the research, you need to explain who you are, and why you are doing the research (your qualifications may be mentioned here). Don't forget to say who you are, and don't mislead participants in the research.
He came and interviewed me at work and asked me about workload. I said I was exhausted and wanted to know what I could do about it. He said "I can't help you, I'm not a doctor" but it said he was on his name badge and on his letter. I didn't know what to believe after that. My boss said he was a PhD, but I don't know why that meant he couldn't answer my question. (Jenny, participant in workplace stress evaluation)
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| Not making people feel valued |
People are giving up their time for your study, often voluntarily. You should do your utmost to make them feel appreciated.
I did the questionnaire, and she took it back. She didn't even say thank you. She collected them in and said to us "You can go now." (Alex, participant in another student's project)
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| Having unclear roles and boundaries |
Make it clear to participants what you can and can't do. Explain your role and what it qualifies you for. Don't make promises you cannot deliver.
Last week a researcher came and she promised she'd help me fill in my benefit forms. This week she calls and says she's not allowed to. By who? It's only a silly form. I'd do it myself but it's hard to follow and she said she'd do it for me. I'm missing out on money while I wait for her. (Michael, participant in a back-to-work evaluation)
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| Being very busy |
If participants have given time to you, then you need to give time back to them. This means having time built into your research to allow for this, and having referral services if participants will require more support. It also means clarifying your roles and boundaries (see above).
I enjoyed doing the research and I wanted to know more about being a psychologist, but the lady who I did the questions with said "I haven't time for that now." I'd spent a whole hour telling her things she wanted to know and she couldn't spare me five minutes. I think she just thought I was too thick to understand. (Ginny, participant in survey of gym activity)
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