Qualitative psychology (Washington, D.C.)最新文献

Interviewing is considered a key form of qualitative inquiry in psychology that yields rich data on lived experience and meaning making of life events. Interviews that contain multiple components informed by specific epistemologies have the potential to provide particularly nuanced perspectives on psychological experience. We offer a methodological model for a multi-component interview that draws upon both pragmatic and constructivist epistemologies to examine generational differences in the experience of identity development, stress, and health among contemporary sexual minorities in the United States. Grounded in theories of life course, narrative, and intersectionality, we designed and implemented a multi-component protocol that was administered among a diverse sample of three generations of sexual minority individuals. For each component, we describe the purpose and utility, underlying epistemology, foundational psychological approach, and procedure, and we provide illustrative data from interviewees. We discuss procedures undertaken to ensure methodological integrity in process of data collection, illustrating the implementation of recent guidelines for qualitative inquiry in psychology. We highlight the utility of this qualitative multi-component interview to examine the way in which sexual minorities of distinct generations have made meaning of significant social change over the past half-century.

The Interpersonal-Psychological Theory of Suicide (IPTS) has emerged as an empirically supported theory of suicide risk, yet few studies have utilized IPTS to examine the suicidal behaviors of Latina adolescents. In this study, we explore the cultural and developmental appropriateness, as well as the explanatory fit, of IPTS within a sample of Latina adolescents. Data for this project were drawn from qualitative interviews conducted with Latina adolescents with (n=30) and without (n=30) histories of attempted suicide. We employed a deductive qualitative approach to define and compare core constructs of IPTS (perceived burdensomeness, thwarted belongingness, and acquired capability), and then use qualitative comparative analysis to evaluate how core constructs were linked with the occurrence of a suicide attempt. Consistent with IPTS, perceived burdensomeness, thwarted belongingness, and acquired capability were present in 20 of the 30 adolescents who had attempted suicide, and absent in 22 of the 30 adolescents with no lifetime history of suicidal behaviors. Notably, alternative combinations of IPTS constructs were found in 10 cases of adolescents who attempted suicide, suggesting a need to adjust IPTS to fit the developmental and cultural contexts of Latina teens. Although our results suggest predominantly positive support for IPTS, participants varied in terms of how their experiences resonated with the conceptual definitions put forward by the theory. Ultimately, our findings point to the ways in which developmental tensions are exacerbated by broader sociocultural dynamics, contributing to a broader understanding of suicide risk among ethnic minority adolescents.

Policies by the National Institutes of Health and the National Science Foundation, as well as scandals surrounding failures to reproduce the findings of key studies in psychology, have generated increased calls for sharing research data. Most of these discussions have focused on quantitative, rather than qualitative, research data. This paper examines scientific, ethical, and policy issues surrounding sharing qualitative research data. We consider advantages of sharing data, including enabling verification of findings, promoting new research in an economical manner, supporting research education, and fostering public trust in science. We then examine standard procedures for archiving and sharing data, such as anonymizing data and establishing data use agreements. Finally, we engage a series of concerns with sharing qualitative research data such as the importance of relationships in interpreting data, the risk of re-identifying participants, issues surrounding consent and data ownership, and the burden of data documentation and depositing on researchers. For each concern, we identify options that enable data sharing or describe conditions under which select data might be withheld from a data repository. We conclude by suggesting that the default assumption should be that qualitative data will be shared unless concerns exist that cannot be addressed through standard data depositing practices such as anonymizing data or through data use agreements.

This paper describes how to use qualitative data for adapting an existing behavioral intervention to a new population using a specific illustration-the adaptation of the Women's CoOp HIV intervention to the needs of women prisoners who have experienced interpersonal violence. We describe and illustrate how we conducted each step in the adaptation process, including (1) choosing a well-matched intervention to adapt, (2) setting specific goals for the adaptation, (3) writing a focus group agenda that will collect the data you need for the adaptation, (4) recruiting participants and conducting the focus groups, (5) using debriefs to assess the data as you gather them, (6) coding, (7) analysis, (8) using the qualitative data to guide the intervention adaptation, (9) conducting additional groups and making final revisions, and (10) pilot testing the intervention. These steps provide an effective model for how to collect and analyze qualitative data that support behavioral intervention development.

Researchers have focused on preadolescents' appraisals, coping, and adjustment in the context of postdivorce interparental conflict, but have yet to assess their goals in these events. Fifty 9- to 12-year-old (52% female) preadolescents were interviewed to assess their goals for the coping strategies that they reported using in response to interparental conflict at home. The patterns observed were consistent with goal-oriented research in the peer conflict literature. Preadolescents reported goal orientations that matched (i.e., were functionally similar to) their respective behaviorally-based coping strategies, multiple goals for the same type of coping strategy, and multiple coping strategies for the same goal orientation. Relative to other coping strategies, preadolescents were more likely to choose a matching coping strategy to obtain social support, maintain self-boundary, and distraction goals. Relative to other goals, preadolescents' matching goal-strategy pairs occurred more frequently than nonmatching pairs, but these pairings accounted for about only one-third of the goals reported for a given strategy. Emotional regulation goal orientations more often than any other goal, which highlighted their importance in preadolescents coping with parental conflict. Finally, preadolescents' coping efforts were chosen for objectives beyond traditional category systems of coping, such as the personal characteristics of family members and others, helping others, and threats to self and others. Thus, the assessment of preadolescents' goals may improve our understanding of the motivations underlying their appraisals and coping strategies as they seek to adapt to interparental conflict environments.

The benefits and challenges of insider positionality have been much written about in relation to qualitative research. However, the specific emotional implications of insider research have been little explored. In this manuscript, I aim to bring the literature on insider positionality to the study of emotion in qualitative research through a reflection on my experiences as a "total insider" conducting interviews for a longitudinal qualitative study examining mental health during the transition to parenthood among sexual minority women. On the basis of this experience, I highlight emotion-related benefits and challenges of my insider positionality, as they pertain both to the quality of the research and to my personal experiences as a qualitative researcher. In particular, I examine the potential benefits of my insider positioning for establishing rapport and my capacity for empathy, and the personal emotional growth and learning that my insider positioning made possible for me. With respect to challenges, I examine how my emotional investment in the researcher-participant relationship influenced my role as a research instrument, and discuss the difficulties I encountered in managing appropriately boundaried relationships and making decisions about self-disclosure. I close by highlighting promising avenues for further exploration of the emotional implications of insider research, from the perspectives of both researchers and participants.