Showing papers by "Nova Southeastern University published in 1995"

A Pragmatic View of Thematic Analysis

Abstract: Ethnographic interviews have become a commonly used qualitat ive methodology for collecting data (Aronson, 1992). Once the information is gathered, res earchers are faced with the decision on how to analyze the data. There are many ways to anal yze informants' talk about their experiences (Mahrer, 1988; Spradley, 1979; Taylor & Bogdan, 1984), a nd thematic analysis is one such way. Although thematic analysis has been described (Benner, 1985; Leininger, 1985; Taylor & Board, 1984), there is insufficient literature that outlines the pragmatic process of thematic analysis. This article attempts to outline the procedure for perform ing a thematic analysis. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. This article is available in The Qualitative Report: http://nsuworks.nova.edu/tqr/vol2/iss1/3 A Pragmatic View of Thematic Analysis by Jodi Aronson The Qualitative Report, Volume 2, Number 1, Spring, 1994 Ethnographic interviews have become a commonly used qualitative methodology for collecting data (Aronson, 1992). Once the information is gathered, researchers are faced with the decision on how to analyze the data. There are many ways to analyze informants' talk about their experiences (Mahrer, 1988; Spradley, 1979; Taylor & Bogdan, 1984), and thematic analysis is one such way. Although thematic analysis has been described (Benner, 1985; Leininger, 1985; Taylor & Board, 1984), there is insufficient literature that outlines the pragmatic process of thematic analysis. This article attempts to outline the procedure for performing a thematic analysis. Performing a Thematic Analysis The ethnographic interview is a commonly used interviewing process employed by researchclinicians (Kuehl & Newfield, 1991; Kuehl, Newfield & Joanning, 1990; Newfield, Joanning, Kuehl, & Quinn, 1990; Newfield, Kuehl, Joanning & Quinn, 1991; William, 1992). From the conversations that take place in a therapy session or those that are encouraged for the sake of researching a process, ideas emerge that can be better understood under the control of a thematic analysis. Thematic analysis focuses on identifiable themes and patterns of living and/or behavior. The first step is to collect the data. Audiotapes should be collected to study the talk of a session or of an enthnographic interview (Spradley, 1979). From the transcribed conversations, patterns of experiences can be listed. This can come from direct quotes or paraphrasing common ideas. The following is an example. A family was interviewed to get a better understanding of their experience with a juvenile justice system. The entire interview was transcribed. The first pattern of experience listed, was the process of the juvenile being arrested, and the different explanations from the various family members. The second pattern of experience listed was the attitude that each family member had toward the process (Aronson, 1992). The next step to a thematic analysis is to identify all data that relate to the already classified patterns. To continue the above example, the identified patterns are then expounded on. All of the talk that fits under the specific pattern is identified and placed with the corresponding pattern. For example, each family member somehow named their "attitude" while they were speaking. The father stated that he is "anti-statist," the mother said that she is "protective," and the son stated that "felt bad for what he had done" (Aronson, 1992). The next step to a thematic analysis is to combine and catalogue related patterns into sub-themes. Themes are defined as units derived from patterns such as "conversation topics, vocabulary, recurring activities, meanings, feelings, or folk sayings and proverbs" (Taylor & Bogdan, 1989, p.131). Themes are identified by "bringing together components or fragments of ideas or experiences, which often are meaningless when viewed alone" (Leininger, 1985, p. 60). Themes that emerge from the informants' stories are pieced together to form a comprehensive picture of their collective experience. The "coherence of ideas rests with the analyst who has rigorously studied how different ideas or components fit together in a meaningful way when linked together" (Leininger, 1985, p. 60). Constas (1992) reiterates this point and states that the "interpretative approach should be considered as a distinct point of origination" (p. 258). When gathering sub-themes to obtain a comprehensive view of the information, it is easy to see a pattern emerging. When patterns emerge it is best to obtain feedback from the informants about them. This can be done as the interview is taking place or by asking the informants to give feedback from the transcribed conversations. In the former, the interviewer uses the informants' feedback to establish the next questions in the interview. In the latter, the interviewer transcribes the interview or the session, and asks the informants to provide feedback that is then incorporated in the theme analysis. The next step is to build a valid argument for choosing the themes. This is done by reading the related literature. By referring back to the literature, the interviewer gains information that allows him or herself to make inferences from the interview or therapy session. Once the themes have been collected and the literature has been studied, the researcher is ready to formulate theme statements to develop a story line. When the literature is interwoven with the findings, the story that the interviewer constructs is one that stands with merit. A developed story line helps the reader to comprehend the process, understanding, and motivation of the interviewer. References Aronson, J. (1992). The interface of family therapy and a juvenile arbitration and mediation program. Unpublished doctoral dissertation, Nova Southeastern University, Fort Lauderdale, FL. Benner, P. (1985). Quality of life: A phenomenological perspective on explanation, prediction, and understanding in nursing science. Advances in Nursing Science, 8(1), 1-14. Constas, M. A. (1992). Qualitative analysis as a public event: The documentation of category development procedures. American Educational Research Journal, 29(2), 253-266. Kuehl, B. P., & Newfield, N. A. (1991). Family listeners among the Nacirema: Their curative ceremonies and how the natives view them. Family Therapy Case Studies, 6(1), 55-66. Kuehl, B. P., Newfield, N. A., & Joanning, H. (1990). Toward a client-based description of family therapy. Journal of Family Psychology, 3(3), 310-321. Leininger, M. M. (1985). Ethnography and ethnonursing: Models and modes of qualitative data analysis. In M. M. Leininger (Ed.), Qualitative research methods in nursing (pp. 33-72). Orlando, FL: Grune & Stratton. Mahrer, A. R. (1988). Discovery-oriented psychotherapy research. American Psychologist, 43(9), 694-702. Newfield, N. A., Kuehl, B. P., Joanning, H., & Quinn, W. H. (1990). A mini-ethnography of the family therapy of adolescent drug abuse: The ambiguous experience. Alcoholism Treatment Quarterly, 7(2), 57-80. Newfield, N. A., Kuehl, B. P., Joanning, H., & Quinn, W. H. (1991). We can tell you about psychos and shrinks: An ethnography of the family therapy of adolescent substance abuse. In T. C. Todd & M. D. Selekman (Eds.), Family therapy approaches with adolescent substance abusers (pp. 277-310). Boston: Allyn & Bacon. Spradley, J. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston. Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings. New York: John Wiley & Sons. William, J. L. (1992). Don't discuss it: Reconciling illness, dying, and death in a medical school anatomy laboratory. Family Systems Medicine, 10(1), 65-78. Jodi Aronson, Ph.D., LMFT is the Clinical Director of MCC Behavioral Care, 3313 West Commercial Boulevard, Suite 112, Fort Lauderdale, FL 33309.

Presenting Qualitative Data

Abstract: After all the data have been collected and the analysis has been completed, the next major task for qualitative researchers is to re-present the study in the form of a paper or a lecture. The challenge of converting mounds of data and analysis can be quite overwhelming even for the experienced researcher. To help you with your efforts at presenting qualitative research in your papers and in your talks, I ask you to consider the following ideas: Openness, Data as Star, Juxtaposition, and Data Presentation Strategies. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. This article is available in The Qualitative Report: http://nsuworks.nova.edu/tqr/vol2/iss3/5 Presenting Qualitative Data by Ronald J. Chenail The Qualitative Report, Volume 2, Number 3, December, 1995 After all the data have been collected and the analysis has been completed, the next major task for qualitative researchers is to re-present the study in the form of a paper or a lecture. The challenge of converting mounds of data and analysis can be quite overwhelming even for the experienced researcher. To help you with your efforts at presenting qualitative research in your papers and in your talks, I ask you to consider the following ideas: Openness, Data as Star, Juxtaposition, and Data Presentation Strategies.

Continuity of psychopathology in a community sample of adolescents.

Abstract: Objective To examine the continuity between the primary (first) diagnosis and secondary (second) diagnosis of those adolescents who have more than one episode of psychiatric disorder. Data were examined to determine whether the second episode “breeds true” (i.e., remains within the same diagnostic category as the first) or involves a different disorder. Method The sample consisted of 236 youngsters selected from the larger (n = 1,507) population of adolescents (aged 14 through 18 years) from the Oregon Adolescent Depression Project who had been assessed on two occasions, approximately 1 year apart. Results Results support the continuity hypothesis for the categories of disorder studied (major depression, anxiety, disruptive, substance use), with the exception of dysthymia. Primary dysthymia did not result in the diagnosis of secondary dysthymia, because most adolescents who had dysthymia had not recovered within the time frame of the study and were chronic cases, often with secondary anxiety. Also presented are data on age of onset of disorder (lowest for anxiety and highest for substance use) and information on remission intervals between episodes (well time) (lowest for substance use and highest for anxiety). Conclusion The findings are interpreted as providing support for the “breed true” hypothesis, although clearly not all second episodes are identical with the first. While the psychosocial factors examined did not predict the nature of the second disorder, this clearly needs further study.

What Works for Whom

Abstract: The findings of the study as presented in this work have been summarized from the the PhD thesis on which this work is based for the purpose of increasing its readability. However, all key tables are included so that interested readers might make their own examination of the data should more detail be desired.

Influence of the ITCZ on the flow of thermocline water from the subtropical to the equatorial Pacific Ocean

Abstract: The flow of thermocline water from the subtropical to the equatorial Pacific Ocean is investigated using a 2½-layer numerical model. In this system, the lower of the two active layers represents the thermocline region of the ocean, and the upper layer simulates the near-surface region including the mixed layer. Water is allowed to move between the layers via an across-interface velocity that parameterizes the processes of upwelling and subtropical subduction. Solutions are obtained in a basin that resembles the Pacific basin, and they are forced by Hellerman and Rosenstein winds. The primary result is that the intertropical convergence zone (ITCZ) creates a potential vorticity barrier that inhibits the direct flow of lower-layer (thermocline) water from the subtropical North Pacific to the equator. Lower-layer water must first flow to the western boundary north of the ITCZ and only then can it move equatorward in a western boundary current to join the Equatorial Undercurrent. Another result is th...

Structure of Africa's southernmost coral communities

Abstract: The structure of Africa's southernmost coral communities, which grow on submerged fossil dune and beachrock systems and do not form true coral reefs, was quantitatively investigated by means of line transects and phototransects. None of the typical geomorphological reef-zones such as lagoons, reef crests or reef slopes were developed. A uniform community structure, differentiated only into two major community-types with three subcommunities, was found. Shallow reefs were dominated by alcyonaceans and differed from scleractinian dominated deep reefs. A high proportion of alcyonaceans was found in shallow communities (40-60%). Subcommunities, which were found on most reefs, were an alcyonacean dominated «reef-top» community in areas of low sedimentation, dominated by the genera Sinularia and Lobophytum, and a scleractinian dominated «gully» community (predominantly Montipora and Faviidae), in areas of high sedimentation. A deep sponge-dominated subcommunity existed on the deepest outcrops. The lower limit for most coral growth was between 35 and 40 m

The Relationship Between Graduate Student Attitudes and Attrition

Abstract: Although much is known about undergraduate student attrition in the United States, very little is known about graduate student attrition. In this study, researchers sought to identify a set of personal variables to predict graduate student attrition, emphasizing variables that universities can influence. The results indicated that in this sample, graduate student attitudes and intentions were significant factors in attrition: Intent to remain, affective commitment, met expectations, and need for achievement were important predictors of attrition 18 months later.

Computational Geometry and Computer Graphics in C

Abstract: I. BASICS. 1. Introduction. Framework. Our Use of the C++ Language. Robustness. 2. Analysis of Algorithms. Models of Computation. Complexity Measures. Asymptotic Analysis. Analysis of Recursive Algorithms. Problem Complexity. Chapter Notes. Exercises. 3. Data Structures. What are Data Structures? Linked Lists. Lists. Stacks. Binary Search Trees. Braided Binary Search Trees. Randomized Search Trees. Chapter Notes. Exercises. 4. Geometric Data Structures. Vectors. Points. Polygons. Edges. Geometric Objects in Space. Finding the Intersection of a Line and a Triangle. Chapter Notes. Exercises. II. APPLICATIONS. 5. Incremental Insertion. Insertion Sort. Finding Star-Shaped Polygons. Finding Convex Hulls: Insertion Hull. Point Enclosure: The Ray-Shooting Method. Point Enclosure: The Signed Angle Method. Line Clipping: The Cyrus-Beck Algorithm. Polygon Clipping: The Sutherland-Hodgman Algorithm. Triangulating Monotone Polygons. Chapter Notes. Exercises. 6. Incremental Selection. Selection Sort. Finding Convex Hulls: Gift-Wrapping. Finding Complex Hulls: Graham Scan. Removing Hidden Surfaces: The Depth-Sort Algorithm. Intersection of Convex Polygons. Finding Delaunay Triangulations. Chapter Notes. Exercises. 7. Plane-Sweep Algorithms. Finding the Intersections of Line Segments. Finding Convex Hulls: Insertion Hull Revisited. Contour of the Union of Rectangles. Decomposing Polygons into Monotone Pieces. Chapter Notes. Exercises. 8. Divide-and-Conquer Algorithms. Merge Sort. Computing the Intersection of Half-Planes. Finding the Kernel of a Polygon. Finding Voronoi Regions. Merge Hull. Closest Points. Polygon Triangulation. Chapter Notes. Exercises. 9. Spatial Subdivision Methods. The Range Searching Problem. The Grid Method. Quadtrees. Two-Dimensional Search Trees. Removing Hidden Surfaces: Binary Space Partition Trees. Chapter Notes. Exercises. Bibliography. Index.

The severity of academic dishonesty: A comparison of faculty and student views

Abstract: This study considers the severity of academic dishonesty as an important factor in dealing with academic integrity. The results indicate that although faculty generally consider specific dishonest behaviors as more severe than do students, the differences appear to lessen as students progress toward graduation.

The relationship between ADHD and anxiety in boys: Results from a family study

Abstract: OBJECTIVE Recent studies have found an increased risk for both anxiety disorder and attention-deficit hyperactivity disorder (ADHD) in the adult relatives of children with ADHD in comparison with adult relatives of normal controls. Such findings may account for the high rates of comorbid anxiety found in children with ADHD, and they suggest a relationship between the two disorders. However, additional studies are needed to address this relationship that include both anxiety disorder and normal control groups. METHOD The first- (n = 239) and second-degree relatives (n = 1,266) of clinically referred boys with ADHD (n = 49), clinically referred boys with anxiety disorder (n = 46), and controls who have never been psychiatrically ill (NPI controls) (n = 37) were assessed with structured interview and diagnosed according to DSM-III-R criteria. Lifetime rates of ADHD and anxiety disorder were then compared for relatives in the three proband groups. RESULTS Female relatives of ADHD probands had significantly higher rates of anxiety disorder than female relatives of NPI controls. However, relatives of anxious probands and NPI controls did not differ for ADHD. Furthermore, no evidence of cosegregation of anxiety disorder with ADHD was found in the relatives of probands in the two patient groups. CONCLUSIONS ADHD and anxiety may share common risk factors but appear to be independently transmitted in families. The high rate of anxiety in female relatives of ADHD probands was comparable with that found in relatives of anxious probands and warrants further investigation.

Practical Algorithms for Programmers

Abstract: From the Publisher: This book focuses on practical, immediately usable code with extensive discussion of portability and implementation-specific details. The authors present the useful but rarely discussed algorithms for phonetic searches, date and time routines (to the year AD 1), B-trees and indexed files, data compression, arbitrary precision arithmetic, checksums and data validation, as well as the most comprehensive coverage available of search routines, sort algorithms, and data structures. Practical Algorithms for Programmers requires only a working knowledge of C and no math beyond basic algebra. The source code is ANSI-compliant and has been tested and run under UNIX and on compilers from Borland, Microsoft, and Watcom.

Mirrors of Madness: Paul Auster's The New York Trilogy

Abstract: (1995) Mirrors of Madness: Paul Auster's The New York Trilogy Critique: Studies in Contemporary Fiction: Vol 37, No 1, pp 17-33

Schizophrenia and Related Disorders

Abstract: Andreasen (1982) developed the Scale for the Assessment of Negative Symptoms (SANS) to measure negative schizophrenic symptoms, including affective blunting, alogia (impoverished thinking and speaking), avolition, anhedonia, and attentional impairment. She developed the Scale for the Assessment of Positive Symptoms (SAPS) to measure positive schizophrenic symptoms, including hallucinations, delusions, formal positive thought disorder, bizarre behavior, and inappropriate affect (Andreasen, 1984; Andreasen, 1990). Together the scales provide a fairly comprehensive set of schizophrenia-symptom ratings.

Cognitive Estimation in Traumatic Brain Injury: Relationships with Measures of Intelligence, Memory, and Affect

Abstract: Brain injury is associated with a reduced capcity to engage in effective cognitive estimation. The current study utilized two measures of this construct, the Cognitive Estimation Test (CET) and Luria Memory Test (Luria), to investigate the relationships between cognitive estimation and intelligence, memory, and affect in a sample of 30 traumatically brain-injured individuals. Results demonstrated significant correlations between cognitive estimation and tests of intelligence and memory. However, measures of depression and state anxiety were not meaningfully associated with cognitive estimation. The ability to recall stories accounted for the greatest portion of the variance for both the CET and Luria. Specifically, the 30-minute Logical Memory subtest from the Wechsler Memory Scale-Revised accounted for 38% of the variance in the CET, while the Logical Memory 30-minute savings score accounted for 47% of the variance in the Luria. Intellectual and affective variables explained only negligible amounts of variance on cognitive estimation tasks.

Sex and Gender Differences in Leadership

Abstract: There is a continuing dispute in the literature over whether sex and/or gender differences exist in leadership behavior. The purpose of this paper is to purview the literature, make recommendations...

Waterborne lead affects circadian variations of brain neurotransmitters in fathead minnows

Abstract: Lead is a potent neurotoxin affecting brain levels of a number of vertebrate neurotransmitters. Reports on these effects are, however, not consistent either among or within species. For example, with lead-intoxicated rats there are reports of decreased acetylcholine (ACh) release and decreased ACh brain levels as well as reports of increased levels or no change in levels. Also, with rats there are reports of increased levels, decreased levels, or no change in brain catecholamines, with lead producing similar changes in both norephinephrine (NE) and dopamine (DA) in some cases and differences in response between the two in others. Although most early reports dealt with whole brain levels, reports on neurotransmitter levels in specific brain regions can be equally conflicting. Similar sorts of discrepancies exist among studies with fishes. Much of the variation among studies on lead effects on neurotransmitters is, no doubt, due to differences among the studies in variables such as: species, age, dosage and duration, route of administration. However, lead can apparently affect circadian locomotor rhythms of both rats and fishes. Therefore, another possible cause for the variation among studies is that there is an interaction among dosage, sampling time and endogenous rhythms. A lead-produced phase shift ormore » disruption in endogenous neurotransmitter rhythms could in turn elicit a host of varying results and interpretations depending on the circadian time of sampling. We elected to examine this possibility in the fathead minnow, Pimephales promelas, a freshwater species widely used for toxicity studies. 15 refs., 3 figs.« less

Social Skills Training for Depressed, Visually Impaired Older Adults: A Treatment Manual.

Abstract: Late-onset visual impairment due to cataracts, glaucoma, macular degeneration, or diabetic retinopathy afflicts approximately 10% of people older than 65, and often results in depression and social dysfunction. Whereas the majority of sighted older adults are active participants in their community, individuals suffering from progressively worsening vision experience heightened levels of isolation and reduced social support, and participate in fewer reinforcing recreational activities. This article describes our social skills training package for the treatment of depressed, visually impaired, older adults. Our treatment focuses on increasing the frequency and level of assertiveness with which visually impaired older adults interact with each other. In addition to specified treatment methods, our empirically derived program employs standardized assessment measures to evaluate therapeutic progress. Sessions are implemented to reinforce efforts to apply social skills in the environment and reestablish skills that have begun to fade.

Group composition and its impact on effective group treatment of HIV and AIDS patients

Abstract: This paper reviews the literature on group therapy in the treatment of people with the Human Immunodeficiency Virus (HIV) and people with Acquired Immune Deficiency Syndrome (AIDS). Specifically, it examines the effect of group composition on the curative factors of group therapy. The variables of group composition explored are stage of illness, risk group for contracting HIV, and gender. This paper suggests that support groups that are homogeneous for stage of illness, risk behaviors, and gender provide members with the greatest benefits through facilitating the curative factors of group therapy: instillation of hope, universality, and group cohesion.