{"id":2120,"date":"2013-03-14T11:00:55","date_gmt":"2013-03-14T15:00:55","guid":{"rendered":"https:\/\/njcts.org\/tsparents\/?p=2120"},"modified":"2013-03-14T11:00:55","modified_gmt":"2013-03-14T15:00:55","slug":"tourette-syndrome-coping-with-difference-methods-of-inquiry","status":"publish","type":"post","link":"https:\/\/njcts.org\/tsparents\/tourette-syndrome-coping-with-difference-methods-of-inquiry\/","title":{"rendered":"“Tourette Syndrome: Coping With Difference” — Methods of inquiry"},"content":{"rendered":"
The following is part 3 of a series of entries that, as a whole, comprise a paper titled “Tourette Syndrome: Coping With Difference” I wrote for a class I am taking at the University of Texas-San Antonio. Read part 1 here<\/strong><\/a>. Read part 2 here<\/strong><\/a>. <\/em><\/p>\n After scouring the many methods used for inquiry, my first method is qualitative and goes back to the interviews. Qualitative inquiry is defined by Denzin and Lincoln as a civic, participatory, collaborative project; a project that joins the researcher with the researched in an on-going moral dialogue (Gergen, 2002).<\/p>\n Through the interviews, I was able to stay connected to my resources as we worked together to complete this inquiry. The interviews were my primary source for each perspective. Martinello kick-started her research on carousel horses after finding people that were willing to share their knowledge.<\/p>\n I knew this was the only way to find out the information I was looking for, and I used bits of this methodology for all of my perspectives. I was drawn to the historical perspective after I met a gentleman in his 50s who had not received a Tourette diagnosis until his was in his late 30s. I wandered why it took so long for doctors to give his tics a name and how his life had been impacted by the lack of help.<\/p>\n