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Journal Article•DOI•

A reflective journal as learning process and contribution to quality and validity in interpretative phenomenological analysis

Sarah Vicary1, Alys Young1, Stephen Hicks1•
University of Manchester1
01 Jul 2017-Qualitative Social Work (SAGE Publications)-Vol. 16, Iss: 4, pp 1473325016635244
TL;DR: This paper examined the relationship between journaling as a learning process when undertaking computer-assisted qualitative data analysis and establishing quality and validity in interpretative phenomenological analysis, and argued that these constructs are intimately linked to the researcher-learning-process.
Abstract: Using selected, contemporaneous illustrations from the reflective journal of a doctoral student undertaking data analysis for the first time, this article examines the relationship between journaling as a learning process when undertaking computer-assisted qualitative data analysis and establishing quality and validity in interpretative phenomenological analysis. The writing of the journal is shown both to enact some potential validity criteria (e.g. in producing an audit trail) whilst also recording and reflectively prompting the process of learning, interpretation and bracketing, thus evidencing transparency. By using a journal inside the software package and alongside the stages of the interpretative phenomenological analysis, analysis within the software package, it is argued that quality and validity become dynamic, not static constructs. These constructs are intimately linked to the researcher-learning-process and permit a critical stance to be taken.

Summary (1 min read)

Jump to: [Introduction] – [The learning process] and [Conclusion]

Introduction

  • It examines the activity of journaling, (i.e. the use of a reflective researcher-created regular written log) as a learning process when undertaking data analysis.
  • The use of a software package instead can enable and in turn, be judged against, as being of quality and valid.

The learning process

  • The doctoral study from which the data are being analysed concerns the exploration of the role and experience of Approved Mental Health Professionals , a statutory role in which various approved non-medical professionals assess people for admission to mental health hospital in England and Wales.
  • At this stage in the process the student was beginning to use the journal to reflect upon the reading she was doing in relation to the use of the software package to manage the analysis.
  • In IPA the analyst is offering an interpretative account of what it means for the participant to have such concerns in a particular context 18/11/2014 10:06 what it means for the person in this particular situation (Larkin et al.
  • This, as it turns out, did not matter as she was becoming more aware that her use of the journal was allowing her to reflect upon the learning and in turn she could use journals linked to each source as a way of not just analysing each source but of adding layers.

Conclusion

  • This article discusses the relationship between such use and the process of data analysis when they are both housed inside a software package.
  • The journal that began about the process became within the process.
  • Using a journal inside the same software package housing the data is dynamic, simultaneously enabling the process of moving from description to interpretation and the development of the hermeneutic and later double hermeneutic, essential to IPA, and the assurance of its quality and validity.
  • The testimony upon which their argument is based relies on the experience of one student.
  • The student has also realised that analysis is an ongoing process.

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A reflective journal as learning process and
contribution to quality and validity in interpretative
phenomenological analysis
Journal Item
How to cite:
Vicary, Sarah; Young, Alys and Hicks, Stephen (2017). A reflective journal as learning process and contribution to
quality and validity in interpretative phenomenological analysis. Qualitative Social Work, 16(4) pp. 550–565.
For guidance on citations see FAQs.
c
2016 The Authors
https://creativecommons.org/licenses/by-nc-nd/4.0/
Version: Accepted Manuscript
Link(s) to article on publisher’s website:
http://dx.doi.org/doi:10.1177/1473325016635244
Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright
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page.
oro.open.ac.uk
Open Research Online
The Open University’s repository of research publications
and other research outputs
A reflective journal as learning process and
contribution to quality and validity in interpretative
phenomenological analysis
Journal Article
How to cite:
Vicary, Sarah; Young, Alys and Hicks, Stephen (2016). A reflective journal as learning process and
contribution to quality and validity in interpretative phenomenological analysis. Qualitative Social Work
(early access).
For guidance on citations see FAQs.
c
2016 The Authors
Version: Accepted Manuscript
Link(s) to article on publisher’s website:
http://dx.doi.org/doi:10.1177/1473325016635244
Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other
copyright owners. For more information on Open Research Online’s data policy on reuse of materials please
consult the policies page.
oro.open.ac.uk
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Citations
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Journal Article•DOI•
Booming clangs and whispering ghosts: Attending to the reflexive echoes in IPA research

[...]

Sally Goldspink1, Hilary Engward1•
Anglia Ruskin University1
03 Apr 2019-Qualitative Research in Psychology
TL;DR: In this paper, the authors propose that reflexivity can be revealed through a deliberate adjunct to the interpretative phenomenological analysis (IPA) process, which they refer to as "echoes".
Abstract: In this article, we propose reflexivity can be revealed through a deliberate adjunct to the interpretative phenomenological analysis (IPA) process. This adjunct, which we refer to as “echoes,” is a...

17 citations

Strategies to Combat Tenant Fraud in the Rental Housing Market

[...]

Gwendolyn B Dawson
01 Jan 2018
TL;DR: In this paper, the authors explored strategies some business executives used to detect and eliminate tenant fraud in subsidized rental housing and investigated the effect of fraudulent behavior on tenant attitudes and belief systems, and verification procedures.
Abstract: Strategies to Combat Tenant Fraud in the Rental Housing Market by Gwendolyn B. Dawson MBA, Nova Southeastern University, 1990 BS, University of Florida, 1985 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration Walden University December 2018 Abstract Many business executives lack strategies to detect and eliminate tenant fraud in subsidized rental housing. The purpose of this multicase study was to explore strategies some business executives used to detect and eliminate tenant fraud in subsidized rental housing. The conceptual framework used to guide this study was the theory of planned behavior. Data were gathered using semistructured interviews with 6 purposively selected business executives of public housing authorities, supplemented with a review of policies and procedures that business executives used. Yin’s 5-step analysis, which entails examining, categorizing, tabulating, creating a data display, and testing the data, guided the process of coding participants’ responses. Member checking validated that emerging themes were in alignment with participant experiences. The 4 major themes of the study were: perception of tenant fraud, detection and minimization of fraud, the effect of fraudulent behavior on tenant attitudes and belief systems, and verification procedures. The results of the study might support positive social change by providing leaders with insights related to fraud-reducing fragmentation, duplication, and overlapping of programs, which may result in federal funds being available for federal government public services. The findings of this study might add to the body of knowledge and further contribute to social change through a coalition of housing agencies working together to share their knowledge of combatting tenant fraud in subsidized rental housing and restoring the integrity of the Housing Choice Voucher Program.Many business executives lack strategies to detect and eliminate tenant fraud in subsidized rental housing. The purpose of this multicase study was to explore strategies some business executives used to detect and eliminate tenant fraud in subsidized rental housing. The conceptual framework used to guide this study was the theory of planned behavior. Data were gathered using semistructured interviews with 6 purposively selected business executives of public housing authorities, supplemented with a review of policies and procedures that business executives used. Yin’s 5-step analysis, which entails examining, categorizing, tabulating, creating a data display, and testing the data, guided the process of coding participants’ responses. Member checking validated that emerging themes were in alignment with participant experiences. The 4 major themes of the study were: perception of tenant fraud, detection and minimization of fraud, the effect of fraudulent behavior on tenant attitudes and belief systems, and verification procedures. The results of the study might support positive social change by providing leaders with insights related to fraud-reducing fragmentation, duplication, and overlapping of programs, which may result in federal funds being available for federal government public services. The findings of this study might add to the body of knowledge and further contribute to social change through a coalition of housing agencies working together to share their knowledge of combatting tenant fraud in subsidized rental housing and restoring the integrity of the Housing Choice Voucher Program. Strategies to Combat Tenant Fraud in the Rental Housing Market by Gwendolyn B. Dawson MBA, Nova Southeastern University, 1990 BS, University of Florida, 1985 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration Walden University December 2018 Dedication I dedicate this study in loving memory of my beautiful, sweet, and loving rose— my mother, Mrs. Jacquelyn J. Brewton. My only regret is that you did not live long enough to witness me complete what you have always encouraged me to do, which is to pursue my dream of earning a doctoral degree. You have always purposed in my heart to continue reaching for the stars until I touched them. However, I know your spirit resided in me and guided me every step of the way on this incredible journey; and I am confident you have continued to watch over me with love and care. I also dedicate this study to a phenomenal, gentle giant—my husband, Reverend Winston Dawson, for your many sacrifices demonstrated daily through your love, concern, and patience. You have done so much to ensure I was able to complete this study with the least amount of distraction as possible. You were extremely flexible and always adjusted to my adjustments, without ever complaining. I love you beyond measure and I thank God for love and support! Acknowledgments First, I give thanks, honor, and all praises to God for his grace and mercy on this phenomenal journey; for giving me the strength and faith to persevere when I thought I could not go on. I extend Hallelujah, the highest praise to God, for blessing me with an extraordinary family who endured with me every step on this journey. I acknowledge my loving, patient, and devoted husband, Reverend Winston Dawson, and I acknowledge my daughter, Wantanisha Jacquelyn Dawson Morant, and my Goddaughter, Rina BrownBradley. Thank you both for being my biggest cheering squad and for encouraging me during many tireless nights, to continue pressing and praying my way to the finish line. I express special gratitude to the two of you for traveling this incredible journey with me, as we cheered one another along the way to reach our goals. Next, I would like to extend my sincere appreciation to my amazing doctoral study chair, Dr. Marilyn Simon, without whom I could not have accomplished this study. I appreciate your support, nurturing, guidance, lessons taught, and genuine care and concern for me. You were the captain of my cheering squad and providing not only much needed encouragement, but also firm direction when appropriate. I also acknowledge and extend appreciation to Dr. Jorge Gaytan and the rest of my doctoral study committee members to ensure my study met the required academic standards of Walden University. Finally, I acknowledge the participants for their willingness to share information that was an integral part of this study.

16 citations

Cites methods from "A reflective journal as learning pr..."

  • ...Using the journaling process, the researcher focuses on the participants’ rich, thick description of the phenomenon, and accurately obtains a construct of the participants’ perspectives (Vicary et al., 2017)....

    [...]

Exploring Occupational Stress Through the Persepectives of the Child Welfare Workforce

[...]

Ann Christine Obermann
01 Jan 2017
TL;DR: In this paper, a qualitative secondary data analysis of over 400 child welfare professionals including caseworkers, supervisors, and managers was conducted to understand the impact of occupational stress on their physical and mental health, family work balance, team morale, effective practice, intent to stay, program implementation, organizational climate and client outcomes.
Abstract: The child welfare system is charged with providing safety, permanency, and wellbeing for millions of children impacted by abuse and neglect requiring a highly effective and efficient workforce. Unfortunately, the health of the child welfare workforce, organizations, and system have been described as substandard as evidenced by chronic rates of high turnover and burnout and their inability to consistently meet national child safety and wellbeing standards. One factor contributing to the substandard functioning is the workforces’ experience of occupational stress. This study contributes to a deeper understanding of the child welfare workforces’ experience of occupational stress through a qualitative secondary data analysis of over 400 child welfare professionals including caseworkers, supervisors, and managers. In addition to illustrating how committed the workforce is to making a difference in the lives of the children and families they serve, the data revealed the perceived significant impact occupational stress has on their physical and mental health, family work balance, team morale, effective practice, intent to stay, program implementation, organizational climate and ultimately, client outcomes. Significant themes from this study will inform the creation of a more congruent practice and policy environment by aligning caseworker and supervisor values with day to day practice expectations, tasks, and evaluation. Future research focusing on

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Dissertation•
Looked after children and young people in Northern Ireland : education, school and unauthorised absence

[...]

Emma O'Neill
01 Jan 2019
TL;DR: In this article, the authors present the Thesis, Aims and Objectives of young adults in the care system and the legal system and conclude that negative school experiences are a major barrier for young people to entering care.
Abstract: ............................................................................................................................................i Acknowledgments...........................................................................................................................ii Abbreviation Key.............................................................................................................................iii Chapter 1.0 Introduction to the Thesis, Aims and Objectives............................................1-13 1.0 Overview.........................................................................................................................................2 1.1 Rationale.........................................................................................................................................2 1.2 Background.....................................................................................................................................3 1.2.1 The reasons and consequences of entering Care..................................................................4 1.2.2 Education and LACYP.................................................................................................................7 1.2.3 Educational attainment.............................................................................................................9 1.2.4 School attendance...................................................................................................................10 1.3 Research aims and objectives....................................................................................................11 1.4 Structure of the thesis.................................................................................................................12 Chapter 2.0 Theoretical Applications and Literature Review.............................................14-51 2.0 Overview.......................................................................................................................................15 2.1 Aim and method of search strategy..........................................................................................15 2.2 Preliminary literature review.....................................................................................................15 2.3 Applying a theoretical framework.............................................................................................16 2.4 Applying Ecological Systems Theory.........................................................................................19 2.4.1 The child / family of origin......................................................................................................20 2.4.2 The care system and corporate parents...............................................................................25 2.4.3 The education system..............................................................................................................33 2.4.4 The legal system.......................................................................................................................42 2.4.5 Changes over time....................................................................................................................49 2.5 Conclusion.....................................................................................................................................51 Chapter 3.0 Methodology.......................................................................................................53-80 3.0 Overview.......................................................................................................................................54 3.1 Aims and objectives.....................................................................................................................54 3.2 Research design...........................................................................................................................55 3.2.1 Exploratory research...............................................................................................................55 3.2.2 Qualitative methods.................................................................................................................56 3.2.3 Data collection..........................................................................................................................57 3.2.4 Participants and sampling procedures..................................................................................58 3.2.5 Interviewing..............................................................................................................................60 3.2.6 Ethical considerations..............................................................................................................63 3.2.7 Data validity...............................................................................................................................65 3.3 Data analysis.................................................................................................................................69 3.3.1 Thematic Content Analysis......................................................................................................69 3.3.2 Strengths and limitations of TCA............................................................................................72 3.3.3 Interpretative phenomenological analysis............................................................................73 3.3.4 Strengths and limitations of IPA.............................................................................................78 3.4 Conclusion.....................................................................................................................................79 Chapter 4.0 Study One: Perspectives from Service Providers.........................................81-116 4.0 Overview.......................................................................................................................................82 4.1 Background and rationale..........................................................................................................82 4.2 Methodology................................................................................................................................83 4.2.1 Research design........................................................................................................................83 4.2.2 Participants and sampling procedures..................................................................................83 4.2.3 Ethics..........................................................................................................................................85 4.2.4 Procedural details.....................................................................................................................85 4.2.5 Data analysis..............................................................................................................................86 4.3 Findings.........................................................................................................................................90 4.3.1 Negative school experiences...................................................................................................90 4.3.2 Different priorities....................................................................................................................94 4.3.3 Moving home............................................................................................................................96 4.3.4 Vicious circle..............................................................................................................................97 4.3.5 Care environment.....................................................................................................................97 4.3.6 Lack of motivation....................................................................................................................99 4.3.7 Risk taking behaviors.............................................................................................................100 4.3.8 Needing support.....................................................................................................................102 4.3.9 Reframing priorities...............................................................................................................104 4.3.10 Angry reactions don’t help.................................................................................................105 4.4 Discussion...................................................................................................................................106 4.5 Conclusion..................................................................................................................................116 Chapter 5.0 Study Two: Perspectives from Young People..............................................118-147 5.0 Overview.....................................................................................................................................119 5.1 Background and rationale........................................................................................................119 5.2 Methodology..............................................................................................................................121 5.2.1 Research design.....................................................................................................................121 5.2.2 Participants and sampling procedures................................................................................121 5.2.3 Ethics........................................................................................................................................122 5.2.4 Procedural details................................................................................

16 citations

Dissertation•
An exploration of men’s experiences of motivation to change in relation to their journey with anorexia nervosa

[...]

Barbara Tresca
01 Jan 2018
TL;DR: In this article, the authors focused on the experiences of men's MoC in relation to their journeys with Anorexia Nervosa (AN) and found that men often refrain from seeking help as showing vulnerability is deemed incompatible with the westernised social construction of masculinity and EDs in men frequently go unrecognised.
Abstract: The incidence of eating disorders (EDs) is increasing. According to the NHS digital data male diagnoses of EDs have also risen significantly and hospital admissions of adult men with EDs increased by 70 per cent between 2010 and 2016. It is reported that men often refrain from seeking help as showing vulnerability is deemed incompatible with the westernised social construction of masculinity and EDs in men frequently go unrecognised. Hence, figures may not reflect true incidence. Studies show that motivation to change (MoC) in patients with Anorexia Nervosa (AN) is key for effective treatment response and recovery. Autonomy in patients’ motivation can predict long-term outcomes; it provides an internal locus of control enabling individuals to be an active agents within their struggle. Studies on MoC in EDs, like ED research more generally have mainly yielded quantitative data and focused on women. This study focuses on the experiences of men’s MoC in relation to their journeys with AN. It is anticipated that focusing on this under-explored topic will contribute to better understanding of men’s experiences of AN. This also may help lift the stigma attached to males who have an experience of ED or more generally of mental health (MH) issues. Eight English-speaking men were recruited using purposive sampling to participate in this research. Interpretative Phenomenological Analysis (IPA) was employed to conduct this study and involved semi-structured interviews as a means of collecting data. Interviews were transcribed and analysed according to the IPA guidelines yielding three master themes. Themes were interpreted using the existing literature on EDs and MoC. Use of reflexivity emerges throughout the study. The master themes generated from the data analysis were: ‘sense of control’, ‘me and the world’, and ‘connecting’. These master themes comprised of ten subthemes. The research findings invite professionals to shift existing thinking in the context of men’s MoC and agency regarding engaging in behaviours to the detriment or to the benefit of their health throughout the progression of their illness.The results of this study are discussed in relation to existing literature pertaining to EDs and MoC, in particular of men’s experiences of AN. The applicability of these findings for counselling psychologists’ (CPs) practice is discussed. A critical consideration of the findings will then lead to recommendations for future research.

16 citations

References
More filters
Journal Article•DOI•
Naturalistic inquiry: Beverly Hills, CA: Sage Publications, 1985, 416 pp., $25.00 (Cloth)

[...]

Yvonna S. Lincoln, Egon G. Guba, Joseph J. Pilotta
01 Jan 1985-International Journal of Intercultural Relations

21,313 citations

Paradigmatic Controversies, Contradictions, and Emerging Confluences.

[...]

Egon G. Guba1, Yvonna S. Lincoln2•
Indiana University1, Texas A&M University2
01 Jan 2005
TL;DR: The contention among various research paradigms for legitimacy and intellectual and p;uadigmatic hegemony was discussed in the first edition of the Handbook of Qualitative Research by Guba and Lincoln as mentioned in this paper.
Abstract: n our chapter for the first edition of the Handbook of Qualitative Research, we focused on the contention among various research paradigms for legitimacy and intellectual and p;uadigmatic hegemony (Guba & Lincoln, 1994). The postmodern paradigms that we discussed (postmodernist critical theory and constructivism) 1 were in contention with the received positivist and postpositivist paradigms for legitimacy, and with one another for intellectual legitimacy. In the half dozen years that have elapsed since that chapter was published, substantial change has occurred in the landscape of social scientific inquiry. On the matter of legitimacy, we observe that readers familiar with the literature on methods and paradigms reflect a high interest in ontologies and epistemologies that differ sharply from those undergirding conventional social science. Second, even those est::~blished professionals trained in quantitative social science (including the two of us) want to learn more about qualitative approaches, because new young professionals being mentored in graduate schools are asking serious questions about and looking for guidance in qualitatively oriented studies and dissertations. Third, the number of qualitative texts, research papers, workshops, and training materials has exploded. Indeed, it would be difficult to miss the distinct turn of the social sciences tow::~rd more interpretive, postmodern, and criticalist practices and theorizing (Bloland, 1989, 1995). This nonpositivist orientation has created a context (surround) in which virtually no study can go unchallenged by proponents of contending paradigms. Further, it

9,521 citations

Book•
Interpretative Phenomenological Analysis: Theory, Method and Research

[...]

Jonathan A. Smith, Paul Flowers, Michael Larkin
03 Jun 2009
TL;DR: Interpretative phenomenological analysis (IPA) is an increasingly popular approach to qualitative inquiry as discussed by the authors and a handy text covers its theoretical foundations and provides a detailed guide to conducting IPA research.
Abstract: Interpretative phenomenological analysis (IPA) is an increasingly popular approach to qualitative inquiry. This handy text covers its theoretical foundations and provides a detailed guide to conducting IPA research. Extended worked examples from the authors' own studies in health, sexuality, psychological distress and identity illustrate the breadth and depth of IPA research. Each of the chapters also offers a guide to other good exemplars of IPA research in the designated area. The final section of the book considers how IPA connects with other contemporary qualitative approaches like discourse and narrative analysis and how it addresses issues to do with validity. The book is written in an accessible style and will be extremely useful to students and researchers in psychology and related disciplines in the health and social sciences.

7,151 citations

"A reflective journal as learning pr..." refers background or methods in this paper

  • ...Or, I can see if the memo source using three types of initial comments as described by Smith et al., 2009 will work....

    [...]

  • ...Last a criterion of relevance concerning analysis is transparency, or as Smith states, ‘what steps were used in analysis’ (Smith et al. 2009 p. 182) and, later, ‘so [the] reader can see what was done’ (Smith 2011a p. 17)....

    [...]

  • ...It is acknowledged in IPA, as well as other methodological approaches, that software packages cannot replace active person-driven data analysis (Langdridge, 2007 and Smith et al., 2009)....

    [...]

  • ...They are, according to the proponents of the methodology (Smith 1996, Smith et al. 2009), also offering an interpretative account of what it means for the participant to have such concerns within their particular context....

    [...]

  • ...She therefore would be unable to analyse annotations distinguishing between the suggested three-way approach as suggested by Smith (Smith et al., 2009)....

    [...]

Book•
Interpretative Phenomenological Analysis

[...]

Jonathan A. Smith1, Mike Osborn2•
Birkbeck, University of London1, Royal United Hospital2
25 Dec 2021
TL;DR: The aim of interpretative phenomenological analysis (IPA) is to explore in detail how participants are making sense of their personal and social world, and the main currency for an IPA study is the meanings particular experiences, events, states hold for participants as discussed by the authors.
Abstract: The aim of interpretative phenomenological analysis (IPA) is to explore in detail how participants are making sense of their personal and social world, and the main currency for an IPA study is the meanings particular experiences, events, states hold for participants. The approach is phenomenological (see Chapter 3) in that it involves detailed examination of the participant’s lifeworld; it attempts to explore personal experience and is concerned with an individual’s personal perception or account of an object or event, as opposed to an attempt to produce an objective statement of the object or event itself. At the same time, IPA also emphasizes that the research exercise is a dynamic process with an active role for the researcher in that process. One is trying to get close to the participant’s personal world, to take, in Conrad’s (1987) words, an ‘insider’s perspective’, but one cannot do this directly or completely. Access depends on, and is complicated by, the researcher’s own conceptions; indeed, these are required in order to make sense of that other personal world through a process of interpretative activity. Thus, a two-stage interpretation process, or a double hermeneutic, is involved. The participants are trying to make sense of their world; the researcher is trying to make sense of the participants trying to make sense of their world. IPA is therefore intellectually connected to hermeneutics and theories of interpretation (Packer and Addison, 1989; Palmer, 1969; Smith, in press; see also Chapter 2 this volume). Different interpretative stances are possible, and IPA combines an empathic hermeneutics with a questioning hermeneutics. Thus, consistent with its phenomenological origins, IPA is concerned with trying to understand what it is like, from the point of view of the participants, to take their side. At the same time, a detailed IPA analysis can also involve asking critical questions of the texts from participants, such as the following: What is the person trying to achieve here? Is something leaking out here that wasn’t intended? Do I have a sense of something going on here that maybe the participants themselves are less aware of?

5,225 citations

Journal Article•DOI•
Qualitative psychology: a practical guide to research methods

[...]

Jonathan A. Smith
01 Jan 2005
TL;DR: The authors provides a step-by-step guide to using qualitative research methods in psychology, from Conversation Analysis or Focus Groups to Interpretative Phenomenological Analysis or Narrative Psychology, from a qualitative perspective.
Abstract: Book synopsis: Undertaking qualitative research in psychology can seem like a daunting and complex process, especially when it comes to selecting the most appropriate approach for your project or assignment. This book, written and edited by a world-leading group of academics and researchers, offers an accessible, critical and practical way into qualitative research in psychology. Each chapter provides a detailed, step-by-step guide to using a qualitative research method – from Conversation Analysis or Focus Groups to Interpretative Phenomenological Analysis or Narrative Psychology. Whatever approach you choose to take, this book will ensure you get it right from the start.

3,851 citations

Related Papers (5)
Interpretative Phenomenological Analysis: Theory, Method and Research

[...]

03 Jun 2009
Jonathan A. Smith, Paul Flowers, Michael Larkin
Beyond the divide between cognition and discourse: using interpretative phenomenological analysis in health psychology

[...]

01 Feb 1996-Psychology & Health
Jonathan A. Smith
Giving voice and making sense in interpretative phenomenological analysis

[...]

01 Jan 2006-Qualitative Research in Psychology
Michael Larkin, Simon Watts, Elizabeth Clifton
Participants and researchers searching for meaning: Conceptual developments for interpretative phenomenological analysis

[...]

03 Apr 2019-Qualitative Research in Psychology
Jonathan A. Smith
Interpretative phenomenological analysis (IPA) as a coaching research methodology

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02 Jul 2020-Coaching: An International Journal of Theory, Research and Practice
Duminda Rajasinghe