Pub Date : 2022-06-22DOI: 10.1080/14780887.2022.2090469
Nicole Sankofa
ABSTRACT Thick descriptions, or densely textured facts, rely heavily on the articulated reflections of participants, however, there are few methodical approaches to thick description that maximize participant reflection for deeper and more meaningful descriptions. This article explores participatory methods of thick description for a collaborative, co-constructed meaning-making process between researchers and co-researcher participants using an exemplar study that examines how a community arts organization defines and describes social capital as contextualized in their environment. A four-phase participatory thick description method is developed using an exemplar project with a non-profit community arts organization that explored their meaning-making of social capital. The four phases are pre-study tasks of examining researcher positionality and role, collective reflection, reflective interviewing, and integration of thick descriptions across co-researcher participants. The significance of this study is the use of multi-layered reflective practices for richer and more contextualized thick descriptions and a collaborative approach that elevates the voice of co-researcher participants to limit the subjective interjections of the researcher. Limitations and future directions of the participatory thick description method are discussed.
{"title":"Participatory thick descriptions: a collaborative and reflective approach","authors":"Nicole Sankofa","doi":"10.1080/14780887.2022.2090469","DOIUrl":"https://doi.org/10.1080/14780887.2022.2090469","url":null,"abstract":"ABSTRACT Thick descriptions, or densely textured facts, rely heavily on the articulated reflections of participants, however, there are few methodical approaches to thick description that maximize participant reflection for deeper and more meaningful descriptions. This article explores participatory methods of thick description for a collaborative, co-constructed meaning-making process between researchers and co-researcher participants using an exemplar study that examines how a community arts organization defines and describes social capital as contextualized in their environment. A four-phase participatory thick description method is developed using an exemplar project with a non-profit community arts organization that explored their meaning-making of social capital. The four phases are pre-study tasks of examining researcher positionality and role, collective reflection, reflective interviewing, and integration of thick descriptions across co-researcher participants. The significance of this study is the use of multi-layered reflective practices for richer and more contextualized thick descriptions and a collaborative approach that elevates the voice of co-researcher participants to limit the subjective interjections of the researcher. Limitations and future directions of the participatory thick description method are discussed.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-06DOI: 10.1080/14780887.2022.2071785
Tanya Frances
ABSTRACT This article presents reflections on using the listening guide, focusing on reflexive work with voice poems. It is based on research which explored the stories of ten young adult women who experienced parental domestic abuse in childhood. A dialogical theory is used to reflect on the process of working with three voice poems, showing that we engage with the material we work with in embodied, emotional, and personal ways. It considers working with voice poems as a ‘way in’ to our own stories and selves, by way of moving beyond empathy and attending to discomfort as a bodymind reflexive practice. Reflexivity is therefore not a mind-based activity that relies on declaring and engaging with a unitary self. Rather, researchers are dialogical selves that are both affected by, and that affect, the material we work with. This has implications for domestic abuse research where survivor-victim voices tend to be smoothened out resulting in dominant, binary narratives that risk reproducing epistemic injustices. This article concludes that poetic inquiry can be considered a method of resistance to such epistemological injustices, using bodymind reflexive engagement with our own selves, and examining the implications of this for knowledge production.
{"title":"Feminist listening and becoming: voice poems as a method of working with young women’s stories of domestic abuse in childhood","authors":"Tanya Frances","doi":"10.1080/14780887.2022.2071785","DOIUrl":"https://doi.org/10.1080/14780887.2022.2071785","url":null,"abstract":"ABSTRACT This article presents reflections on using the listening guide, focusing on reflexive work with voice poems. It is based on research which explored the stories of ten young adult women who experienced parental domestic abuse in childhood. A dialogical theory is used to reflect on the process of working with three voice poems, showing that we engage with the material we work with in embodied, emotional, and personal ways. It considers working with voice poems as a ‘way in’ to our own stories and selves, by way of moving beyond empathy and attending to discomfort as a bodymind reflexive practice. Reflexivity is therefore not a mind-based activity that relies on declaring and engaging with a unitary self. Rather, researchers are dialogical selves that are both affected by, and that affect, the material we work with. This has implications for domestic abuse research where survivor-victim voices tend to be smoothened out resulting in dominant, binary narratives that risk reproducing epistemic injustices. This article concludes that poetic inquiry can be considered a method of resistance to such epistemological injustices, using bodymind reflexive engagement with our own selves, and examining the implications of this for knowledge production.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46443034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-24DOI: 10.1080/14780887.2022.2067509
G. Ivey
ABSTRACT Hidden meaning, understood as relationally constituted unformulated or defended experience, presents both opportunities and challenges not adequately theorised and explored in the qualitative research literature. This paper outlines weaker and stronger forms of hiddenness and discusses the epistemological and methodological difficulties that hidden meaning presents. Many qualitative approaches claiming to accommodate hidden meaning are significantly flawed because of their attenuated conceptions of intersubjectivity and consequent reliance on interview transcripts, rather than the rich intersubjective data co-created in the interview process. If the researcher’s subjectivity is the primary research instrument, we need to work with both verbal content and affect-laden embodied experience, reflexively observing its manifestations and intersubjective impacts. The disciplined use of reflexive subjectivity involves paying close attention to our affective resonances, reveries, and/or researcher countertransference, which signal implicit research manifestations of the relational unconscious. I propose an interpretive process model, underpinned by a critical realist ontology and epistemology, and illustrate this with reference to some interview material. I conclude with an overview of the ethical challenges of interpreting hidden meaning and the crucial role that rigorous and holistically conceived reflexivity plays as an interpretive and ethical resource.
{"title":"Interpreting hidden meaning in qualitative research interview data: opportunities and challenges","authors":"G. Ivey","doi":"10.1080/14780887.2022.2067509","DOIUrl":"https://doi.org/10.1080/14780887.2022.2067509","url":null,"abstract":"ABSTRACT Hidden meaning, understood as relationally constituted unformulated or defended experience, presents both opportunities and challenges not adequately theorised and explored in the qualitative research literature. This paper outlines weaker and stronger forms of hiddenness and discusses the epistemological and methodological difficulties that hidden meaning presents. Many qualitative approaches claiming to accommodate hidden meaning are significantly flawed because of their attenuated conceptions of intersubjectivity and consequent reliance on interview transcripts, rather than the rich intersubjective data co-created in the interview process. If the researcher’s subjectivity is the primary research instrument, we need to work with both verbal content and affect-laden embodied experience, reflexively observing its manifestations and intersubjective impacts. The disciplined use of reflexive subjectivity involves paying close attention to our affective resonances, reveries, and/or researcher countertransference, which signal implicit research manifestations of the relational unconscious. I propose an interpretive process model, underpinned by a critical realist ontology and epistemology, and illustrate this with reference to some interview material. I conclude with an overview of the ethical challenges of interpreting hidden meaning and the crucial role that rigorous and holistically conceived reflexivity plays as an interpretive and ethical resource.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46927507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-19DOI: 10.1080/14780887.2022.2066036
Mariah Kornbluh
ABSTRACT Focus groups are a common and popular qualitative research method within the field of psychology. While ample literature exists regarding designing, recruiting, and conducting focus groups, there is less research surrounding the facilitation techniques needed to solicit a data-rich, participatory, and authentic group dialogue while attending to power. Contributing to literature addressing this gap, this manuscript provides tangible steps surrounding facilitating focus groups guided by social constructivist and transformative epistemological orientations. These practices encompass: a) fostering a climate seeking equitable participation, b) engaging in critical self-reflexivity, and c) capturing moments of convergence and divergence in perspectives. Each strategy will be illustrated from a qualitative research project with sixth and seventh graders, yet, these practices are translatable and can be employed with diverse populations.
{"title":"Facilitation strategies for conducting focus groups attending to issues of power","authors":"Mariah Kornbluh","doi":"10.1080/14780887.2022.2066036","DOIUrl":"https://doi.org/10.1080/14780887.2022.2066036","url":null,"abstract":"ABSTRACT Focus groups are a common and popular qualitative research method within the field of psychology. While ample literature exists regarding designing, recruiting, and conducting focus groups, there is less research surrounding the facilitation techniques needed to solicit a data-rich, participatory, and authentic group dialogue while attending to power. Contributing to literature addressing this gap, this manuscript provides tangible steps surrounding facilitating focus groups guided by social constructivist and transformative epistemological orientations. These practices encompass: a) fostering a climate seeking equitable participation, b) engaging in critical self-reflexivity, and c) capturing moments of convergence and divergence in perspectives. Each strategy will be illustrated from a qualitative research project with sixth and seventh graders, yet, these practices are translatable and can be employed with diverse populations.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41360651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-11DOI: 10.1080/14780887.2022.2047246
A. LaMarre, Carla M. Rice, May Friedman, Hannah Fowlie
ABSTRACT Over the past decade, we have worked alongside storytellers to bring their stories into the world. These encounters have been challenging, exciting, and intimate. In this paper, we reflect on a digital/multimedia storytelling project in which we engaged with people who have experienced weight stigma in fertility, pregnancy, and motherhood care. We use the metaphors of story midwifery and surrogacy to describe the methodological-substantive interplay between what we do, how we do it, and what emerges in this (un)doing. In this reflexive and methodological paper, we engage with the affect and relationality of doing storywork. We reflect on and theorize around embeddedness, othering, belonging, power, shame, and joy in research encounters. Pragmatically, we consider how relational ethics combine with exhaustion and logistical challenges. Finally, we explore the tensions inherent to (co)producing stories at the boundaries of neoliberal academic temporalities and structures.
{"title":"Carrying stories: digital storytelling and the complexities of intimacy, relationality, and home spaces","authors":"A. LaMarre, Carla M. Rice, May Friedman, Hannah Fowlie","doi":"10.1080/14780887.2022.2047246","DOIUrl":"https://doi.org/10.1080/14780887.2022.2047246","url":null,"abstract":"ABSTRACT Over the past decade, we have worked alongside storytellers to bring their stories into the world. These encounters have been challenging, exciting, and intimate. In this paper, we reflect on a digital/multimedia storytelling project in which we engaged with people who have experienced weight stigma in fertility, pregnancy, and motherhood care. We use the metaphors of story midwifery and surrogacy to describe the methodological-substantive interplay between what we do, how we do it, and what emerges in this (un)doing. In this reflexive and methodological paper, we engage with the affect and relationality of doing storywork. We reflect on and theorize around embeddedness, othering, belonging, power, shame, and joy in research encounters. Pragmatically, we consider how relational ethics combine with exhaustion and logistical challenges. Finally, we explore the tensions inherent to (co)producing stories at the boundaries of neoliberal academic temporalities and structures.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41640596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-12DOI: 10.1080/14780887.2022.2033898
Eva A. Sprecher, Elizabeth Li, M. Sleed, N. Midgley
ABSTRACT Novel psychological theories are often conceived in a general or heuristic form that can benefit from development and granulation through context-specific theory testing. Here, a theory-testing single case study methodology, adapted from an approach developed in the field of psychoanalysis, is presented. The study exemplifies this methodology though an interrogation of the explanatory value of a relatively new child development theory, the theory of epistemic trust, in the context of the relationship between a foster carer (“John”) and a young person in their care (“Buster”). Using in-depth interview material, the ways and extent to which the theory of epistemic trust could aid understanding of this fostering relationship are examined. We discuss the implications for the development of the theory of epistemic trust and the applications of these findings to social work contexts. The strengths and limitations of this theory-testing case study approach are explored.
{"title":"‘Trust me, we can sort this out’: a theory-testing case study of the role of epistemic trust in fostering relationships","authors":"Eva A. Sprecher, Elizabeth Li, M. Sleed, N. Midgley","doi":"10.1080/14780887.2022.2033898","DOIUrl":"https://doi.org/10.1080/14780887.2022.2033898","url":null,"abstract":"ABSTRACT Novel psychological theories are often conceived in a general or heuristic form that can benefit from development and granulation through context-specific theory testing. Here, a theory-testing single case study methodology, adapted from an approach developed in the field of psychoanalysis, is presented. The study exemplifies this methodology though an interrogation of the explanatory value of a relatively new child development theory, the theory of epistemic trust, in the context of the relationship between a foster carer (“John”) and a young person in their care (“Buster”). Using in-depth interview material, the ways and extent to which the theory of epistemic trust could aid understanding of this fostering relationship are examined. We discuss the implications for the development of the theory of epistemic trust and the applications of these findings to social work contexts. The strengths and limitations of this theory-testing case study approach are explored.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2022-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45382277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-02DOI: 10.1080/14780887.2021.2001704
Tara Morrey, M. Larkin, Alison Rolfe
ABSTRACT This paper focuses on the concept and analysis of photographic encounters which we utilised in an interview study to explore experiences of psychotherapy environments. Our study involves a dual perspective design (a sample of therapists, and a sample of clients). Interviews incorporating photographic encounters were transcribed, and then analysed with Interpretative Phenomenological Analysis. Nine therapists and five clients were recruited from a voluntary counselling service in the West Midlands. Two of the therapists first took photographs of the setting. These photographs were used in the study. Interviews involved participants viewing the photographs and then choosing images to discuss. A theoretical framework for analysing the photographic encounters was incorporated alongside IPA analysis. We show how photographic encounters facilitated insights about how participants were experiencing new, layered and embodied engagement with the therapy environment. We argue that photographic encounters in qualitative interviews can foster awareness of tacit experiencing, and that IPA is an effective and complementary approach for working with such data. Our use of photographic encounters contributes to the existing literature on generating multi-modal accounts of experience using visual methods. This paper also offers a distinctive, conceptually-based framework for use alongside IPA to analyse photographic encounters.
{"title":"”Screaming isolation” when is a chair more than a chair? Photographic encounters, IPA and capturing out of awareness experiencing: A novel approach to working with temporal, spatial and embodied dimensions","authors":"Tara Morrey, M. Larkin, Alison Rolfe","doi":"10.1080/14780887.2021.2001704","DOIUrl":"https://doi.org/10.1080/14780887.2021.2001704","url":null,"abstract":"ABSTRACT This paper focuses on the concept and analysis of photographic encounters which we utilised in an interview study to explore experiences of psychotherapy environments. Our study involves a dual perspective design (a sample of therapists, and a sample of clients). Interviews incorporating photographic encounters were transcribed, and then analysed with Interpretative Phenomenological Analysis. Nine therapists and five clients were recruited from a voluntary counselling service in the West Midlands. Two of the therapists first took photographs of the setting. These photographs were used in the study. Interviews involved participants viewing the photographs and then choosing images to discuss. A theoretical framework for analysing the photographic encounters was incorporated alongside IPA analysis. We show how photographic encounters facilitated insights about how participants were experiencing new, layered and embodied engagement with the therapy environment. We argue that photographic encounters in qualitative interviews can foster awareness of tacit experiencing, and that IPA is an effective and complementary approach for working with such data. Our use of photographic encounters contributes to the existing literature on generating multi-modal accounts of experience using visual methods. This paper also offers a distinctive, conceptually-based framework for use alongside IPA to analyse photographic encounters.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46465431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1080/14780887.2021.2003493
S. Clay, G. Treharne
ABSTRACT This article outlines the experiences of a postgraduate student conducting research on drug use and ‘wild self-care’ in the format of a dialogue with their supervisor. There is a wealth of literature on the ethics of drug use research, the unique issues postgraduate students contend with during their tenure, researcher emotions in the field, and how self-care can be included in the research process, but there is surprisingly little literature discussing the intersection of these issues. Furthermore, it is established good practice for qualitative researchers to engage in reflexive thinking and writing as part of their data analysis process, yet this does not appear to be commonly applied in qualitative drug research. The structure of a dialogue between the postgraduate (Simon Clay) and their supervisor (Gareth Treharne) is used to critically analyse issues of participant and researcher vulnerability when conducting field work, intoxication, and the potential benefits of researchers being more reflexive and open about their personal relationship to substance use. The role of ‘wildness’ and ‘wild self-care’ are used to explore the study of drug use and the research process in general through a series of questions for researchers to consider in practice.
{"title":"The ethics of drug use research and ‘wild self-care’: a dialogue between a postgraduate student and their supervisor","authors":"S. Clay, G. Treharne","doi":"10.1080/14780887.2021.2003493","DOIUrl":"https://doi.org/10.1080/14780887.2021.2003493","url":null,"abstract":"ABSTRACT This article outlines the experiences of a postgraduate student conducting research on drug use and ‘wild self-care’ in the format of a dialogue with their supervisor. There is a wealth of literature on the ethics of drug use research, the unique issues postgraduate students contend with during their tenure, researcher emotions in the field, and how self-care can be included in the research process, but there is surprisingly little literature discussing the intersection of these issues. Furthermore, it is established good practice for qualitative researchers to engage in reflexive thinking and writing as part of their data analysis process, yet this does not appear to be commonly applied in qualitative drug research. The structure of a dialogue between the postgraduate (Simon Clay) and their supervisor (Gareth Treharne) is used to critically analyse issues of participant and researcher vulnerability when conducting field work, intoxication, and the potential benefits of researchers being more reflexive and open about their personal relationship to substance use. The role of ‘wildness’ and ‘wild self-care’ are used to explore the study of drug use and the research process in general through a series of questions for researchers to consider in practice.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46049232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1080/14780887.2021.1992061
Emily Castell, S. Muir, L. Roberts, P. Allen, Mortaza Rezae, A. Krishna
ABSTRACT The increasing prominence of qualitative inquiry in psychological research has been accompanied by reflection on teaching and learning practices within undergraduate and postgraduate psychology courses. To date, there is limited empirical understanding of how experienced qualitative researchers approach teaching students about qualitative research design. The present study draws on interviews with qualitative researchers (N = 12) from multiple disciplines, occupying various positions within academia. Using thematic analysis, seven themes were developed, under the superordinate theme present qualitative research as a legitimate approach to enquiry. The themes illuminate practical pedagogical implications for teaching qualitative research, including introducing qualitative research in bite-sized chunks and initiating students to qualitative inquiry through foundational methods. The findings contextualise the teaching of qualitative methods as a site of multiple tensions, for example, balancing pragmatism and idealism, and providing structure to students while enabling flexibility. Educators and supervisors of qualitative research navigate these tensions in their teaching practice to provide students with what they see as the best possible learning experiences. We call for further research to build a profile of evidence-based pedagogical practice for teaching qualitative research, while also acknowledging the fluidity needed to embrace changing epistemologies, methodologies, methods, and data sources.
{"title":"Experienced qualitative researchers’ views on teaching students qualitative research design","authors":"Emily Castell, S. Muir, L. Roberts, P. Allen, Mortaza Rezae, A. Krishna","doi":"10.1080/14780887.2021.1992061","DOIUrl":"https://doi.org/10.1080/14780887.2021.1992061","url":null,"abstract":"ABSTRACT The increasing prominence of qualitative inquiry in psychological research has been accompanied by reflection on teaching and learning practices within undergraduate and postgraduate psychology courses. To date, there is limited empirical understanding of how experienced qualitative researchers approach teaching students about qualitative research design. The present study draws on interviews with qualitative researchers (N = 12) from multiple disciplines, occupying various positions within academia. Using thematic analysis, seven themes were developed, under the superordinate theme present qualitative research as a legitimate approach to enquiry. The themes illuminate practical pedagogical implications for teaching qualitative research, including introducing qualitative research in bite-sized chunks and initiating students to qualitative inquiry through foundational methods. The findings contextualise the teaching of qualitative methods as a site of multiple tensions, for example, balancing pragmatism and idealism, and providing structure to students while enabling flexibility. Educators and supervisors of qualitative research navigate these tensions in their teaching practice to provide students with what they see as the best possible learning experiences. We call for further research to build a profile of evidence-based pedagogical practice for teaching qualitative research, while also acknowledging the fluidity needed to embrace changing epistemologies, methodologies, methods, and data sources.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41767651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1080/14780887.2021.1996664
David A. Caicedo, Andrea Nikté Juarez Mendoza, M. Pinedo
ABSTRACT Multimodal psychological research highlights the benefit of using complementary approaches to the phenomenological study of lived experience. Rather than focus on any individual method, this study attempts to concentrate on the transition, or hyphen, between them, as a place for reflexivity, ethics, and theory. Participants were 14 adults, recruited from ‘New York Community College’ and ‘New Jersey Community College’ in the U.S., who engaged in focus groups where they completed two activities: drawing a map of their personal journey to the college or of their self-identity, and their definitions for the immigration-related terms illegal and undocumented. Results demonstrated that journey and identity maps contained obstructive and supportive elements, and that the definitions reflected differential cognitive and emotional elements. However, focusing on the transition between these two activities revealed that whereas most participants viewed illegal and undocumented as different, participants who noted many more obstacles reported that the terms had both different but also similar qualities. Implications are discussed with a pivot towards the psychological link between methods as a generative space for future theoretical and conceptual work.
多模态心理学研究强调了在生活经验现象学研究中使用互补方法的好处。本研究并不关注任何一种单独的方法，而是试图把重点放在它们之间的过渡或连字符上，作为反思、伦理和理论的场所。参与者是来自美国“纽约社区学院”(New York Community College)和“新泽西社区学院”(New Jersey Community College)的14名成年人，他们参加了焦点小组活动，完成了两项活动:绘制他们到大学的个人旅程或自我认同的地图，以及他们对移民相关术语非法和无证的定义。结果表明，旅程和身份地图包含阻碍和支持元素，并且定义反映了不同的认知和情感元素。但是，着重于这两种活动之间的过渡表明，虽然大多数与会者认为非法和无证件是不同的，但注意到许多障碍的与会者报告说，这两个术语既有不同的性质，也有相似的性质。影响讨论与枢纽的心理联系之间的方法作为未来的理论和概念工作的生成空间。
{"title":"Intra-participant and inter-analyst cacophony: working the hyphen between modalities using provocative reflexivity","authors":"David A. Caicedo, Andrea Nikté Juarez Mendoza, M. Pinedo","doi":"10.1080/14780887.2021.1996664","DOIUrl":"https://doi.org/10.1080/14780887.2021.1996664","url":null,"abstract":"ABSTRACT Multimodal psychological research highlights the benefit of using complementary approaches to the phenomenological study of lived experience. Rather than focus on any individual method, this study attempts to concentrate on the transition, or hyphen, between them, as a place for reflexivity, ethics, and theory. Participants were 14 adults, recruited from ‘New York Community College’ and ‘New Jersey Community College’ in the U.S., who engaged in focus groups where they completed two activities: drawing a map of their personal journey to the college or of their self-identity, and their definitions for the immigration-related terms illegal and undocumented. Results demonstrated that journey and identity maps contained obstructive and supportive elements, and that the definitions reflected differential cognitive and emotional elements. However, focusing on the transition between these two activities revealed that whereas most participants viewed illegal and undocumented as different, participants who noted many more obstacles reported that the terms had both different but also similar qualities. Implications are discussed with a pivot towards the psychological link between methods as a generative space for future theoretical and conceptual work.","PeriodicalId":48420,"journal":{"name":"Qualitative Research in Psychology","volume":null,"pages":null},"PeriodicalIF":19.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42477859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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