Analysing Qualitative Data in Psychology [Kõva köide]

List of Contributors		xi
List of Boxes		xv
List of Tables		xvii
List of Figures		xix
SECTION 1 QUALITATIVE RESEARCH IN PSYCHOLOGY: SETTING THE SCENE		1
1 Doing qualitative research: Initial questions		3
Evanthia Lyons
Background to the book		3
Conducting qualitative research: Quandaries and uncertainties		4
The structure of the book		6
Summary		8
Further reading		8
2 Introduction to qualitative psychological research		9
Adrian Coyle
Introduction		9
Epistemology and the 'scientific method'		11
Resistance to the 'scientific method': Alternative epistemologies		14
Contextualized understandings through qualitative psychology		17
Evaluative criteria for qualitative research		20
Areas for future development in qualitative psychology		24
Guarding against 'methodolatry' and advocating methodological flexibility in qualitative research		26
Summary		28
Further reading		29
SECTION 2 APPROACHES TO DATA ANALYSIS		31
Preface		32
Evanthia Lyons and Adrian Coyle
3 Interpretative phenomenological analysis		35
Jonathan A. Smith and Virginia Eatough
Theoretical underpinnings		35
Research questions, sampling and data collection		38
Semi-structured interviewing		41
The continuum of interviewing styles		41
Constructing the interview schedule		42
Interviewing		44
Analysis		45
Summary		49
Further reading		50
4 Doing interpretative phenomenological analysis		51
Lesley Storey
Introduction		51
Stage 1: Initial readings of the transcript		52
Stage 2: Identifying and labelling themes		55
Stage 3: Linking themes and identifying thematic clusters		57
Stage 4: Producing a summary table of themes with illustrative quotations		58
Presentation of the analysis in narrative form		59
Theme 1: What the army gave David		60
Theme 2: What the army took away from David		61
Theme 3: The end of a relationship		63
Summary		64
5 Grounded theory		65
Sheila Payne
The origins of grounded theory		65
Different versions of grounded theory: Variations on a theme		66
Method and methodological issues		68
Research design		69
Types of research questions		69
When to use grounded theory?		70
When to review the literature?		71
Data collection		71
Types of data		71
How to collect suitable data?		72
Timing of data collection		73
Sampling		74
Stance of researcher to participants and data		74
Data preparation: Transformation of data		75
To transcribe or not? Types of transcription		75
Use of computer software to assist analysis		77
Data analysis		78
Initial coding and the constant comparison technique		79
Theoretical sampling and axial coding		80
Data synthesis		81
Development of new theory		81
Testing of emerging theory		83
How to assess the quality of a grounded theory analysis?		83
Goodness of fit		84
External validation		84
Reflexivity		85
Writing-up and presentation		85
Summary		86
Further reading		86
6 Doing grounded theory		87
Sheila Hawker and Christine Kerr
Introduction		87
Characteristics of the sample		90
Open coding		90
Axial coding		94
Selective coding		95
What next?		96
Strengths and weaknesses of the approach		96
Summary		97
7 Discourse analysis		98
Adrian Coyle
Introduction		98
Assumptions, approaches and applications		99
Sampling discourse		105
Techniques of discourse analysis		105
Working with data		109
Evaluating discourse analytic work		113
Summary		115
Further reading		116
8 Doing discourse analysis		117
Chris Walton
Introduction		117
The research questions		118
Discursive constructions		120
The army identity		121
The post-army identity		122
Discourses		123
Action orientation		125
Positioning		127
Practice and subjectivities		128
Reflections		129
Summary		130
9 Narrative analysis		131
Michele Crossley
Introduction		131
Social constructionist approaches and the study of self/identity		131
Problems with social constructionist approaches: 'Losing the subject'		132
Narrative psychology and the study of self/identity		134
The central role of language and stories		135
Research questions and potential sources of data		135
A method for exploring personal narratives		136
Autobiographical interview protocol		137
Analysing narrative		139
Step 1: Reading and familiarizing		139
Step 2: Identifying important concepts to look for		140
Step 3: Identifying 'narrative tone'		141
Step 4: Identifying 'imagery' and 'themes'		141
Step 5: Weaving all of this together into a coherent story		141
Step 6: Writing up as a research report		141
Reflections on the analytic process		142
Methodological considerations		142
Summary		144
Further reading		144
10 Doing narrative analysis		145
Neil Harbison
Introduction		145
Narrative analysis		146
Sutures and stitches in the group process		149
The presentation		152
Scene 1: Arnie and David		157
Scene 2: Ghost town and Civvie Street		153
Scene 3: David's voicings		153
Scene 4: The missus		154
Scene 5: Arnie and David		154
Interpretation after performance		154
Concluding thoughts		156
Summary		157
11 Analysing qualitative data: Comparative reflections		158
Evanthia Lyons
Comparing the epistemological underpinnings of the four analytic approaches		160
The role of the researcher		161
Taking into account the researcher's theoretical knowledge and biographical experiences		161
Representing 'the Other'		164
Evaluating the four analytic approaches		169
Summary		172
Further reading		173
APPENDIX 1 DATA SET		175
Preface		176
Arnie Reed
Interview transcript: David		179
Interview transcript: Brian		189
APPENDIX 2 REPORTING QUALITATIVE RESEARCH		201
Preface		202
Adrian Coyle and Evanthia Lyons
Report 1 Making sense of anger: A case study using interpretative phenomenological analysis		205
Virginia Eatough and Jonathan A. Smith
Introduction		205
Method		207
Participant		207
Data collection		207
Analysis		208
Results		208
'That's all hormones'		209
It was the alcohol'		210
'I think I got depressed'		211
Discussion		212
Summary		215
Report 2 Critical care experiences and bereavement among families of organ donors: A reflective account of grounded theory analysis		217
Magi Sque and Sheila Payne
Introduction		217
Method		219
Results		221
Deciding — donation decisions		222
Parting — saying goodbye		225
Parting — what do I do now?		225
Coping — dealing with grief and donation		226
Theory of dissonant loss: Conflict and resolution in the donation experience		227
Discussion of the method		231
Summary		232
Report 3 Counselling psychologists' talk about 'psychopathology' and diagnostic categories: A reflective account of a discourse analytic study		235
Mark Craven and Adrian Coyle
Introduction		235
Method		237
Analysis		239
'Empiricist' repertoire		239
'Contingent' repertoire		240
Dilemmatic dances		241
Conclusion		245
Summary		246
Report 4 Adapting to life with oral cancer: A reflective account of a narrative analytic study		248
Michele Crossley
Introduction		248
Method		250
Analysis: The patient's 'timetable'		250
(1) Pre-cancer: 'Touch wood'		251
(2) Learning to live in 'therapeutic emplotment'		251
(3) In limbo: 'Holding one's breath'		251
(4) Recurrence: 'Therapeutic emplotment' continued		252
(5) Through the mirror: The 'unspoken narrative'		252
(6) Endings or the end?		252
Discussion		253
Reflections on methodological and theoretical issues		255
Summary		257
References		258
Name Index		269
Subject Index		273

Evanthia Lyons is a Professor at Kingston University London and a Social Psychologist. Her research interests include identity and social representational processes in contexts of intergroup conflict and multi-cultural societies. Adrian Coyle: My engagement with higher education began with my degree in Psychology (with Philosophy), completed at University College Dublin in 1986. In 1987 I moved to London and worked as a research assistant at what was then South Bank Polytechnic until 1989 before transferring to the NHS to work as an HIV Training Officer and Counsellor. After completing my PhD at the University of Surrey in 1991, I took up a lectureship there and have remained at Surrey ever since, fulfilling various roles, principally in relation to the Practitioner Doctorate in Psychotherapeutic and Counselling Psychology (as Research Tutor) and currently the MSc in Social Psychology (as Course Director). In recent years, I returned to academic study at the University of London, obtaining qualifications in Theology (at Birkbeck) and in the Psychology of Religion (at Heythrop College).