Analysing Qualitative Data in Psychology [Pehme 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	(30)
Doing qualitative research: Initial questions		3	(6)
Evanthia Lyons
Background to the book		3	(1)
Conducting qualitative research: Quandaries and uncertainties		4	(2)
The structure of the book		6	(2)
Summary		8	(1)
Further reading		8	(1)
Introduction to qualitative psychological research		9	(22)
Adrian Coyle
Introduction		9	(2)
Epistemology and the `scientific method'		11	(3)
Resistance to the `scientific method': Alternative epistemologies		14	(3)
Contextualized understandings through qualitative psychology		17	(3)
Evaluative criteria for qualitative research		20	(4)
Areas for future development in qualitative psychology		24	(2)
Guarding against `methodolatry' and advocating methodological flexibility in qualitative research		26	(2)
Summary		28	(1)
Further reading		29	(2)
SECTION 2 APPROACHES TO DATA ANALYSIS		31	(144)
Preface		32	(3)
Evanthia Lyons
Adrian Coyle
Interpretative phenomenological analysis		35	(16)
Jonathan A. Smith
Virginia Eatough
Theoretical underpinnings		35	(3)
Research questions, sampling and data collection		38	(3)
Semi-structured interviewing		41	(4)
The continuum of interviewing styles		41	(1)
Constructing the interview schedule		42	(2)
Interviewing		44	(1)
Analysis		45	(4)
Summary		49	(1)
Further reading		50	(1)
Doing interpretative phenomenological analysis		51	(14)
Lesley Storey
Introduction		51	(1)
Stage 1: Initial readings of the transcript		52	(3)
Stage 2: Identifying and labelling themes		55	(2)
Stage 3: Linking themes and identifying thematic clusters		57	(1)
Stage 4: Producing a summary table of themes with illustrative quotations		58	(1)
Presentation of the analysis in narrative form		59	(5)
Theme 1: What the army gave David		60	(1)
Theme 2: What the army took away from David		61	(2)
Theme 3: The end of a relationship		63	(1)
Summary		64	(1)
Grounded theory		65	(22)
Sheila Payne
The origins of grounded theory		65	(1)
Different versions of grounded theory: Variations on a theme		66	(2)
Method and methodological issues		68	(1)
Research design		69	(2)
Types of research questions		69	(1)
When to use grounded theory?		70	(1)
When to review the literature?		71	(1)
Data collection		71	(4)
Types of data		71	(1)
How to collect suitable data?		72	(1)
Timing of data collection		73	(1)
Sampling		74	(1)
Stance of researcher to participants and data		74	(1)
Data preparation: Transformation of data		75	(3)
To transcribe or not? Types of transcription		75	(2)
Use of computer software to assist analysis		77	(1)
Data analysis		78	(5)
Initial coding and the constant comparison technique		79	(1)
Theoretical sampling and axial coding		80	(1)
Data synthesis		81	(1)
Development of new theory		81	(2)
Testing of emerging theory		83	(1)
How to assess the quality of a grounded theory analysis?		83	(2)
Goodness of fit		84	(1)
External validation		84	(1)
Reflexivity		85	(1)
Writing-up and presentation		85	(1)
Summary		86	(1)
Further reading		86	(1)
Doing grounded theory		87	(11)
Sheila Hawker
Christine Kerr
Introduction		87	(3)
Characteristics of the sample		90	(1)
Open coding		90	(4)
Axial coding		94	(1)
Selective coding		95	(1)
What next?		96	(1)
Strengths and weaknesses of the approach		96	(1)
Summary		97	(1)
Discourse analysis		98	(19)
Adrian Coyle
Introduction		98	(1)
Assumptions, approaches and applications		99	(6)
Sampling discourse		105	(1)
Techniques of discourse analysis		105	(4)
Working with data		109	(4)
Evaluating discourse analytic work		113	(2)
Summary		115	(1)
Further reading		116	(1)
Doing discourse analysis		117	(14)
Chris Walton
Introduction		117	(1)
The research questions		118	(2)
Discursive constructions		120	(9)
The army identity		121	(1)
The post-army identity		122	(1)
Discourses		123	(2)
Action orientation		125	(2)
Positioning		127	(1)
Practice and subjectivities		128	(1)
Reflections		129	(1)
Summary		130	(1)
Narrative analysis		131	(14)
Michele Crossley
Introduction		131	(4)
Social constructionist approaches and the study of self/identity		131	(1)
Problems with social constructionist approaches: `Losing the subject'		132	(2)
Narrative psychology and the study of self/identity		134	(1)
The central role of language and stories		135	(1)
Research questions and potential sources of data		135	(1)
A method for exploring personal narratives		136	(3)
Autobiographical interview protocol		137	(2)
Analysing narrative		139	(3)
Step 1: Reading and familiarizing		139	(1)
Step 2: Identifying important concepts to look for		140	(1)
Step 3: Identifying `narrative tone'		141	(1)
Step 4: Identifying `imagery' and `themes'		141	(1)
Step 5: Weaving all of this together into a coherent story		141	(1)
Step 6: Writing up as a research report		141	(1)
Reflections on the analytic process		142	(1)
Methodological considerations		142	(2)
Summary		144	(1)
Further reading		144	(1)
Doing narrative analysis		145	(13)
Neil Harbison
Introduction		145	(1)
Narrative analysis		146	(3)
Sutures and stitches in the group process		149	(3)
The presentation		152	(2)
Scene 1: Arnie and David		152	(1)
Scene 2: Ghost town and Civvie Street		153	(1)
Scene 3: David's voicings		153	(1)
Scene 4: The missus		154	(1)
Scene 5: Arnie and David		154	(1)
Interpretation after performance		154	(2)
Concluding thoughts		156	(1)
Summary		157	(1)
Analysing qualitative data: Comparative reflections		158	(17)
Evanthia Lyons
Comparing the epistemological underpinnings of the four analytic approaches		160	(1)
The role of the researcher		161	(8)
Taking into account the researcher's theoretical knowledge and biographical experiences		161	(3)
Representing `the Other'		164	(5)
Evaluating the four analytic approaches		169	(3)
Summary		172	(1)
Further reading		173	(2)
APPENDIX 1 DATA SET		175	(26)
Preface		176	(3)
Arnie Reed
Interview transcript: David		179	(10)
Interview transcript: Brian		189	(12)
APPENDIX 2 REPORTING QUALITATIVE RESEARCH		201	(4)
Preface		202	(3)
Adrian Coyle
Evanthia Lyons
Report 1 Making sense of anger: A case study using interpretative phenomenological analysis		205	(12)
Virginia Eatough
Jonathan A. Smith
Introduction		205	(2)
Method		207	(1)
Participant		207	(1)
Data collection		207	(1)
Analysis		208	(1)
Results		208	(4)
`That's all hormones'		209	(1)
`It was the alcohol'		210	(1)
`I think I got depressed'		211	(1)
Discussion		212	(3)
Summary		215	(2)
Report 2 Critical care experiences and bereavement among families of organ donors: A reflective account of grounded theory analysis		217	(18)
Magi Sque
Sheila Payne
Introduction		217	(2)
Method		219	(2)
Results		221	(6)
Deciding - donation decisions		222	(3)
Parting - saying goodbye		225	(1)
Parting - what do I do now?		225	(1)
Coping - dealing with grief and donation		226	(1)
Theory of dissonant loss: Conflict and resolution in the donation experience		227	(4)
Discussion of the method		231	(1)
Summary		232	(3)
Report 3 Counselling psychologists' talk about `psychopathology' and diagnostic categories: A reflective account of a discourse analytic study		235	(13)
Mark Craven
Adrian Coyle
Introduction		235	(2)
Method		237	(2)
Analysis		239	(6)
`Empiricist' repertoire		239	(1)
`Contingent' repertoire		240	(1)
Dilemmatic dances		241	(4)
Conclusion		245	(1)
Summary		246	(2)
Report 4 Adapting to life with oral cancer: A reflective account of a narrative analytic study		248	(10)
Michele Crossley
Introduction		248	(2)
Method		250	(1)
Analysis: The patient's `timetable'		250	(3)
Pre-cancer: `Touch wood'		251	(1)
Learning to live in `therapeutic emplotment'		251	(1)
In limbo: `Holding one's breath'		251	(1)
Recurrence: `Therapeutic emplotment' continued		252	(1)
Through the mirror: The `unspoken narrative'		252	(1)
Endings or the end?		252	(1)
Discussion		253	(2)
Reflections on methodological and theoretical issues		255	(2)
Summary		257	(1)
References		258	(11)
Name Index		269	(4)
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).