Bill Gillham – författare

* The most comprehensive book available on methods in research interviewing!

* What is research interviewing?

* What techniques are used? Exactly what do you do in each technique?

* How is interview data analysed and written up?

The robust, real-world approach makes this book appropriate for practitioner researchers and postgraduate students up to PhD level. Covers distance and face-to-face interviewing, from the un-structured and naturalistic to the highly structured, focused and time-efficient.

Emphasis is placed on using the most appropriate methods for the research purpose and how to identify which method is practicable. Based on over thirty years of teaching and supervising research and postgraduate students, the author anticipates questions and difficulties at a level of practical detail. Practical and easy to use, this book is essential for anyone doing research interviewing.

Child safety is everybody's concern, but much professional activity is misinformed or based on a misrepresentation of the facts, and preventative action is rarely adequately evaluated. Written and edited by leading researchers with an active role in social policy, this new book challenges both our understanding of the problem of child safety and points to the impotence of "educational" approaches based on "knowledge enhancement". The strong message is that improving children's knowledge has little or no effect on their behaviour. From the physical abuse of young children to drug abuse in adolescence, this book presents a radical new perspective on a key social issue.

Child safety is everybody's concern, but much professional activity is misinformed or based on a misrepresentation of the facts, and preventative action is rarely adequately evaluated. Written and edited by leading researchers with an active role in social policy, this new book challenges both our understanding of the problem of child safety and points to the impotence of "educational" approaches based on "knowledge enhancement". The strong message is that improving children's knowledge has little or no effect on their behaviour. From the physical abuse of young children to drug abuse in adolescence, this book presents a radical new perspective on a key social issue.

A critical introduction to William Blake's poetry, which concentrates on the most accessible of Blake's writings, but which also gives careful consideration to the longer prophetic works. Biographical material has been kept to a minimum, allowing a full concentration on the poetry itself. Professor Gillham maintains that The Songs should be viewed as a dramatic unity and that their interpretation is not aided by a study of the later prophetic works as has so often been maintained. He analyses Blake's lapse from the deceptively simple clarity of The Songs into the strained, obscure and abstract manner of the later poems in a way which, while helping the reader to a full appreciation of the early work, enables him at last to come to grips with the Prophecies.

In a fresh examination of Blake's Songs of Innocence and Experience, poems which often seem strangely contradictory, Dr Gillham suggests that Blake is not stating his own thoughts and feelings but presenting 'dramatic' statements; he projects himself into other points of view, thus exploring possible states of being and feeling in which spiritual energy expresses itself. Certain eighteenth-century theories of the mind are examines, explaining the mind in terms of self-interest. Blake included this view in his vision of 'Experience'. The poems suggest, and explore the possibility that such a view, while true of the mind in one state, is not true of it in another. This other state, 'Innocence', is more outgoing, more responsible and more self-aware. The two states lead to quite different moral, religious and political beliefs, though they can use the same terms in doing so. Dr Gillham shows that poems seemingly in conflict can be seen from a consistent point of view.

In Lifetime Guarantee (more than 100,000 copies sold), Bill Gillham writes of his struggle to live a life of victory in Christ, “After 12 years…I finally crashed and burned. That was the best thing the Lord could have ever let happen to me.”As a professor, counselor, and radio host, Gillham heard countless stories of people who tried to live the Christian life but repeatedly failed. Then he realized that only one person can live like Christ—Jesus Himself—and that He wants to live His life through each and every believer.Readers will appreciate Gillham’s gut-honest and encouraging tone as they discover…the root of their problems—the techniques they have developed for satisfying their needs for love and self-esteemthe key to victory—their true identity in ChristGod’s goal for their lives—conformity to Christ’s image as He lives through themPerfect for individuals or small groups.

More people than ever are using case studies in research, yet there is very little guidance on how to construct case studies effectively. Drawing on his vast experience of teaching and mentoring researchers, Bill Gillham here provides a comprehensive guide to this popular method of research.Using real-life examples throughout, Case Study Research Methods guides the reader through all the stages of a case study, from initial design to the processing and writing up of findings. Especially detailed guidance offered on observation techniques, using documentary and electronic sources and physical artifacts, conducting interviews and analyzing and writing up case-study data.

The Research Interview acts as an aid to students and professionals who aim to achieve high standards of research, either when training in research methods is unavailable or when practical guidance is needed.This book provides a comprehensive knowledge of the basic techniques of interviewing as well as lessons in controlling an interview schedule, using the techniques of questioning prompting and probing and analyzing the contents of interviews.

Observation is arguably the most direct and valid method of research because the resulting data is derived from what people actually do rather than what they say they do. This practical and introductory guide covers: understanding the value of observation; setting up the observation; and developing structured or unstructured techniques."The Real Word Research" series provides readers in a variety of fields - academia, business and the professions - with accessible concise and reliable guides to all of the important aspects of research projects and their methods.

Carrying out a survey is a common element in postgraduate study and professional practice. Surveys are usually done badly but could easily be done to a higher standard by using the straightforward guidance provided in "Small -Scale Social Survey Methods". In this practical and introductory book Gillham provides guidance on: finding the right group to respond to the survey; developing the right questions to ask; understanding the different types of sampling; and analysing the data produced by the survey. "The Real Word Research" series provides readers in a variety of fields - academia, business and the professions - with accessible concise and reliable guides to all of the important aspects of research projects and their methods.

Developing a Questionnaire: 2nd Edition is a comprehensive guide to the successful design and implementation of questionnaires as a research method. It covers: how, why and when to use questionnaires how to analyse data how to present results how to relate questionnaires to other forms of research. This second edition contains new chapters on the use of questionnaires in surveys, face-to-face questionnaires and telephone interviews.

First published in 1986, Handicapping Conditions in Children provides an accessible overview of a wide range of handicapping conditions and their remediation, and gives a balanced perspective on the medical, educational and social issues. It will therefore be of value to a wide audience in these professions as well as to students and parents. Each chapter deals with one specific area but is presented to cover: description of the condition and its aetiology; its prevalence in the population and relatives; developmental characteristics; special problems and needs; educational and social provision; the potential for the future; and further reading lists. The book does not include every possible condition, but concentrates on those that are most frequent or problematic.This book is a reissue originally published in 1986. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this republication

First published in 1986, Handicapping Conditions in Children provides an accessible overview of a wide range of handicapping conditions and their remediation, and gives a balanced perspective on the medical, educational and social issues. It will therefore be of value to a wide audience in these professions as well as to students and parents. Each chapter deals with one specific area but is presented to cover: description of the condition and its aetiology; its prevalence in the population and relatives; developmental characteristics; special problems and needs; educational and social provision; the potential for the future; and further reading lists. The book does not include every possible condition, but concentrates on those that are most frequent or problematic.This book is a reissue originally published in 1986. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this republication

First published in 1978, Reconstructing Educational Psychology presents a new look at topics of central social concern such as children’s rights, the community approach to children’s problems, the inutility of traditional concepts of intelligence and personality, the interactionist approach to the concept of ‘deviant’ behaviour and the invalidity of psychiatric concepts of ‘maladjustment’. New ideas are the core of the book. It begins with historical and personal accounts of the origin and the nature of the situation of educational psychology. It spells out the way in which new thinking determines new practice, and the extent to which progress has been made. The book will be of interest to teachers, psychologists as well as to students of pedagogy and psychology.

First published in 1978, Reconstructing Educational Psychology presents a new look at topics of central social concern such as children’s rights, the community approach to children’s problems, the inutility of traditional concepts of intelligence and personality, the interactionist approach to the concept of ‘deviant’ behaviour and the invalidity of psychiatric concepts of ‘maladjustment’. New ideas are the core of the book. It begins with historical and personal accounts of the origin and the nature of the situation of educational psychology. It spells out the way in which new thinking determines new practice, and the extent to which progress has been made. The book will be of interest to teachers, psychologists as well as to students of pedagogy and psychology.

First published in 1981. The inadequacy of traditional ‘solutions’ is nowhere more apparent than in the area of problem behaviour in secondary schools. Neither tough-minded punishment nor tender-minded treatment seems to be the answer. But the practical failure is also a theoretical one, since it misconstrues the determinants of behaviour. Taking a system perspective, Bill Gillham argues in his introductory chapter that ‘our conception of the individual has been too narrow’, so that both treatment and punishment approaches have missed out important elements in an adequate psychology of individuals: the roles they fill, the tasks they perform, the people they encounter – and the institutional settings where all these are experienced. Drawing together a wide range of theory, evidence and practice, the present book makes out a case for a school-centred, interactionist, approach to dealing with problem behaviour.

First published in 1981. The inadequacy of traditional ‘solutions’ is nowhere more apparent than in the area of problem behaviour in secondary schools. Neither tough-minded punishment nor tender-minded treatment seems to be the answer. But the practical failure is also a theoretical one, since it misconstrues the determinants of behaviour. Taking a system perspective, Bill Gillham argues in his introductory chapter that ‘our conception of the individual has been too narrow’, so that both treatment and punishment approaches have missed out important elements in an adequate psychology of individuals: the roles they fill, the tasks they perform, the people they encounter – and the institutional settings where all these are experienced. Drawing together a wide range of theory, evidence and practice, the present book makes out a case for a school-centred, interactionist, approach to dealing with problem behaviour.

First published in 1987. Most non-handicapped children entering school are prepared for the school curriculum in that they have acquired, incidentally, a range of skills that are needed for school-type attainments (reading, numbers, etc.). However, by definition mentally handicapped children make slower progress and do not learn so easily in this indirect fashion. This book is a manual presenting a programme which sets specific objectives and methods by which mentally handicapped children can be taught the basic prerequisites of school success. Implicit in this intention is the assumption that many such children can and should be admitted to ordinary schools. A linked assumption is that parents and non-specialist teachers will therefore need practical guidance in this area. The book will also be of value to teachers in special schools for the handicapped because it focuses on the difficult-to-teach basic prerequisites of school attainments. Each chapter contains: ‘ceiling’ objectives; an outline summary of step-by-step objectives; an assessment-for-teaching checklist; background teaching activities; general teaching rules; and specific teaching procedures for each stage.

First published in 1987. Most non-handicapped children entering school are prepared for the school curriculum in that they have acquired, incidentally, a range of skills that are needed for school-type attainments (reading, numbers, etc.). However, by definition mentally handicapped children make slower progress and do not learn so easily in this indirect fashion. This book is a manual presenting a programme which sets specific objectives and methods by which mentally handicapped children can be taught the basic prerequisites of school success. Implicit in this intention is the assumption that many such children can and should be admitted to ordinary schools. A linked assumption is that parents and non-specialist teachers will therefore need practical guidance in this area. The book will also be of value to teachers in special schools for the handicapped because it focuses on the difficult-to-teach basic prerequisites of school attainments. Each chapter contains: ‘ceiling’ objectives; an outline summary of step-by-step objectives; an assessment-for-teaching checklist; background teaching activities; general teaching rules; and specific teaching procedures for each stage.