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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
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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
owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies
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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References
More filters
Journal Article•DOI•
Ensuring rigour in qualitative research

[...]

Clive Seale1, David Silverman1•
Goldsmiths, University of London1
01 Dec 1997-European Journal of Public Health
TL;DR: A general review is followed by a detailed illustration of selected techniques, including the use of counting in qualitative research, the development of systematic coding schemes with the aid of computer programmes, searching for deviant cases and the useof the transcription techniques of conversation analysis.
Abstract: The issues of reliability and validity in qualitative research are not as readily codified as has been the case for quantitative research. However, a variety of methods do exist and are reviewed here. This general review is followed by a detailed illustration of selected techniques, including the use of counting in qualitative research, the development of systematic coding schemes with the aid of computer programmes, searching for deviant cases and the use of the transcription techniques of conversation analysis. The examples given are drawn from a variety of studies conducted by the authors.

580 citations

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

  • ...At issue is whether and how criteria might be developed particular to IPA or whether the debates that discuss quality and validity remain the same as for all qualitative research methodologies (Guba and Lincoln, 2005; Lincoln and Guba 1985; Seale and Silverman 1997; Robson, 2002; Rolfe 2006)....

    [...]

Journal Article•DOI•
Reflective learning journals: From concept to practice

[...]

Karran Thorpe1•
University of Lethbridge1
01 Oct 2004-Reflective Practice
TL;DR: In this paper, the application of two models of reflection to a set of reflective learning journals and to offer some recommendations for educators, researchers, and students was discussed. But, the main findings indicated that students may be categorized, according to Kember et al. (1999), as nonreflectors (i.e., lack evidence of deliberate appraisal), reflectors (e.g., demonstrate insight through analysis, discrimination, and evaluation), and demonstrate insight in analysis and discrimination through analysis and evaluation.
Abstract: Reflective learning journals are recognized as a significant tool in promoting active learning among nursing students. Essentially, nurse educators strive to encourage students to think about past experiences, current situations, and expected outcomes of their actions so that they can explain what they do in the clinical setting and why. In other words, nurse educators seek to promote professional practice that is reflective rather than routine. The purposes in this paper are to discuss the application of two models of reflection to a set of reflective learning journals and to offer some recommendations for educators, researchers, and students. Using a three stage model of reflection (Scanlon & Chernomas, 1997), 52 nursing students explored managerial concepts. The major findings indicated that students may be categorized, according to Kember et al. (1999), as nonreflectors (i.e., lack evidence of deliberate appraisal), reflectors (i.e., demonstrate insight through analysis, discrimination, and evaluation...

352 citations

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

  • ...The value of using such a journal includes that it enables active learning and reflection upon that learning (Thorpe 2010)....

    [...]

Journal Article•DOI•
Rigor in Qualitative Social Work Research: A Review of Strategies Used in Published Articles

[...]

Amanda S. Barusch1, Christina Gringeri2, Molly George1•
University of Otago1, University of Utah2
01 Mar 2011-Social Work Research
TL;DR: The most commonly applied strategies were use of a sampling rationale (67%), analyst triangulation (59%), and mention of methodological limitations (56%); the least common were negative or deviant case analysis (8%), external audit (7%), and specification of ontology (6%).
Abstract: This study was conducted to describe strategies used by social work researchers to enhance the rigor of their qualitative work A template was developed and used to review a random sample of 100 articles drawn from social work journals listed in the 2005 Journal Citation Reports: Science and Social Sciences Edition Results suggest that the most commonly applied strategies were use of a sampling rationale (67%), analyst triangulation (59%), and mention of methodological limitations (56%); the least common were negative or deviant case analysis (8%), external audit (7%), and specification of ontology (6%) Of eight key criteria, researchers used an average of 20 (SD = 15); however, the number used increased significantly between 2003 and 2008The authors suggest that for this trend to continue, social work educators, journal editors, and researchers must reinforce the judicious application of strategies for enhancing the rigor of qualitative work KEY WORDS: qualitative methods; research methods; rigor; social work research ********** The social nature of inquiry is an ongoing challenge to the production of good research in social work As the positivist belief in the potential objectivity of social work research has come into question, researchers using a range of paradigms have recognized the pervasive effects of human limitations and subjectivity This has motivated some postpositivist researchers to carefully design their studies, using quantitative methods to minimize "bias" or "subjectivity" Over time, these efforts have become standardized as criteria to ensure the rigor of the work In a postpositivist framework, these would be described as standards for establishing reliability and validity (Padgett, 2004) As social research using qualitative methods has moved beyond anthropology and into the social sciences, researchers have had to grapple with the meanings of terms such as "objectivity," "reliability," and "validity" (among others) in a completely new context--one that insists on recognition of the interactive dimension of social inquiry How can social work researchers using qualitative methods produce credible work when objectivity is no longer assumed or even pursued (Kincheloe, 2001; Padgett, 2004; Rolfe, 2004)? Sometimes referred to as "criteriology," this question has been a conundrum for qualitative researchers for at least three decades It has given rise to a substantial body of literature on criteria: whether they are needed, what they should be called, how and when they should be implemented, and whether they can be used to evaluate the quality of the work (Caelli, Ray, & Mill, 2003; Davies & Dodd, 2002; Emden & Sandelowski, 1998, 1999; Kincheloe, 2001; Marshall, 1989; Rolfe, 2004, Seale, 1999, 2002;Whittemore, Chase, & Mandle, 2001) We discuss the main points of this literature here as background to the present study Dialogue about criteria started in the early 1980s as qualitative methods became more visible in the social sciences (LeCompte & Goetz, 1982; Lincoln, 1995; Lincoln & Guba, 1985) Early discussions about criteria, such as Kirk and Miller's (1986) Reliability and Validity in Qualitative Research, were based on postpositivist research assumptions Lincoln and Guba proposed criteria based on the terms "credibility," "transferability," "dependability," and "confirmability," which were based on the postpositivist concepts of internal validity, external validity, reliability, and objectivity Lincoln (1995) rightly calls these early efforts, including her own, "foundationalist": "These criteria rested in assumptions that had been developed for an empiricist philosophy of research, and spoke to the procedural and methodological concerns that characterize empiricist and post-empiricist research" (p 276) Although some objected to the use of these parallel terms, they did offer a useful vocabulary for qualitative researchers to speak about their work with those unfamiliar with qualitative methods and perspectives …

298 citations

Journal Article•DOI•
The issue of quality in qualitative research

[...]

Martyn Hammersley1•
Open University1
04 Dec 2007-International Journal of Research & Method in Education
TL;DR: In this paper, the authors address the perennial issue of the criteria by which qualitative research should be evaluated and the question of whether a single set of criteria is possible across qualitative research, given the fundamental areas of disagreement within it.
Abstract: This article addresses the perennial issue of the criteria by which qualitative research should be evaluated. At the present time, there is a sharp conflict between demands for explicit criteria, for example in order to serve systematic reviewing and evidence‐based practice, and arguments on the part of some qualitative researchers that such criteria are neither necessary nor desirable. At issue here, in part, is what the term ‘criterion’ means, and what role criteria could play in the context of qualitative enquiry. Equally important, though, is the question of whether a single set of criteria is possible across qualitative research, given the fundamental areas of disagreement within it. These reflect divergent paradigms framed by value assumptions about what is and is not worth investigation. In addition, there are differences in methodological orientation: over what counts as rigorous enquiry, realism versus constructionism, and whether the goal of research is to produce knowledge or to serve other goals.

257 citations

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

  • ...Numerous authors attempt to produce criteria for assessing the quality and validity of qualitative research both generically (Hammersley, 2008) and across a range of disciplines such as social work (Barusch et al....

    [...]

  • ...Studies that come later, he suggests, will judge their own quality and validity against similar previous studies but will do so by interpreting and sometimes re-interpreting criteria according to the situation (Hammersley 2008 p.160)....

    [...]

  • ...…in data analysis Numerous authors attempt to produce criteria for assessing the quality and validity of qualitative research both generically (Hammersley, 2008) and across a range of disciplines such as social work (Barusch et al. 2001), nursing (Rolfe, 2006) and psychology (Yardley, 2000)....

    [...]

Book•
Doing qualitative research in psychology : a practical guide

[...]

Michael A. Forrester
01 Jan 2010
TL;DR: Forrester and Forrester as discussed by the authors discuss the relation between research questions and data collection in the context of qualitative research, and present an approach to data collection for qualitative research.
Abstract: Introduction: This Book and How to Use It - Michael A Forrester PART ONE: FORMULATING RESEARCH QUESTIONS Theory and Method in Qualitative Research - Cath Sullivan Conducting Literature Reviews - Rachel Shaw PART TWO: CONDUCTING QUALITATIVE RESEARCH Approaches to Data Collection in Qualitative Research - Stephen Gibson and Sarah Riley The Interview in Qualitative Research - Siobhan Hugh-Jones Research Ethics in Qualitative Research - Nigel King PART THREE: QUALITATIVE ANALYSIS: PRACTICAL EXAMPLES Introducing the Data Set - Stephen Gibson QM1: Discourse Analysis - Sally Wiggins and Sarah Riley QM2: Grounded Theory - Alasdair Gordon-Finlayson QM3: Interpretative Phenomenological Analysis - Rachel Shaw QM4: Conversation Analysis - Michael Forrester PART FOUR: WRITING UP Writing up the Qualitative Methods Research Report - Colm Crowley

210 citations

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

  • ...As captured in the debate about the development of criteria for quality and validity in IPA, the researcher needs to be able to demonstrate that they have been true to this double hermeneutic, in both its incarnations (Chamberlain, 2011 Shaw 2011, Smith 2011a, Smith 2011b, Todorova 2011)....

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  • ...…initiated and developed primarily in the field of health psychology (Smith, 1996; Smith et al., 2009), has attracted significant debate about what might constitute quality and validity within its methodological framework (Chamberlain, 2011; Shaw, 2011; Smith 2011a; Smith 2011b; Todorova, 2011)....

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  • ...More recently this application has been refined (Shaw 2011, Smith 2011a and Smith 2011b), albeit Smith concludes that assessment, or quality and validity, will always be a matter of judgement (Smith, 2011a p.15)....

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