Reflexivity, ‘Bias’ and the in‐Depth Interview: Developing Shared Meanings

Nicolson, Paula

doi:10.1002/9780470776094.ch10

Cited by 11 publications

(3 citation statements)

References 5 publications

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“…Part of this process involves all researchers utilized a reflexive process to enhance the trustworthiness of the analysis throughout analytical engagement (Morrow, 2005;Tracy, 2010). This involved reading the team's interpretations, meeting to discuss points of convergence and divergence, debate for and against codes as they were built into themes, and refining and retaining those which were analytically defensible to the group (Nicolson, 2003;Paulus et al, 2010).…”

Section: Designmentioning

confidence: 99%

A Qualitative Exploration of Sport and Social Pressures on Elite Athletes in Relation to Disordered Eating

Stoyel

Delderfield

Shanmuganathan-Felton

et al. 2021

Front. Psychol.

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Introduction: Athletes are at increased risk of disordered eating compared to non-athletes. Inspired by previous investigation into quantitative work on an etiological model of disordered eating in athletes, the current study aimed to explore a problematic aspect of the model: athletes' lived experiences of social and sport pressures in relation to the onset of disordered eating and differing eating behaviors.Methods: Nine (N = 9) male and female athletes representing a range of endurance sports took part in semi-structured interviews. Thematic analysis was utilized.Analysis: Analysis revealed two main themes each with two corresponding subthemes (1) Conflating physical appearance and sporting ability with the subthemes of (1a) social comparison in a sporting world and (1b) societal notions of “the athlete body” and (2) Living as an athlete with the corresponding subthemes of (2a) discipline and sacrifice and (2b) the balancing act.Discussion: It is the complex interaction between societal expectations as lived out in social messages and comparisons, and sport pressures that contributes to the development of disordered eating behaviors. These findings suggest that prevention and treatment of disordered eating in athletes can be applied from those already established in non-sporting realm.

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Section: Designmentioning

confidence: 99%

A Qualitative Exploration of Sport and Social Pressures on Elite Athletes in Relation to Disordered Eating

Stoyel

Delderfield

Shanmuganathan-Felton

et al. 2021

Front. Psychol.

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“…In particular, how people make sense of their illnesses and come thus to view their ‘impaired’ or failing bodies in ways that enable some form of emotional and social resolution including acceptance and adaptation (Charmaz, 1995). This involves studying the place of illness in the daily lives of individual patients across the life‐span and cultures to identify and understand the processes of coping, adaptation and the impact of illness on self, identity and life ‘narratives’ (Murray, 1999; Radley, 1999).…”

Section: The Psychosocial Context Of Chronic Illnessmentioning

confidence: 99%

It's just the worry about not being able to control it! A qualitative study of living with overactive bladder

Nicolson

Kopp

Chapple

et al. 2008

British J Health Psychol

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100

102

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“…Following an individualistic and researcher-centered tenet, reflexivity requires researchers to examine their intellectual assumptions, subject locations, and beliefs or emotions in relation to the researched. Doing reflexivity while adhering to a researcher-centered tradition calls for researchers to proactively turn the investigative lens away from others and toward themselves (Gluck & Patai, 1991;Nicoloson & Gough, 2003;Oakley, 1981;Reinharz & Conrad, 1988;Riessman, 1987). Incorporating reflexivity into teaching entails specific pedagogical designs that make students conscious of the lenses they wear as they carry out their observations and write their field notes (Hellawell, 2006;Tan & Ko, 2004), engage in in-depth interviews (Hsiung, 2008), and conduct data analysis (Stalp & Grant, 2001).…”

Section: Decolonizing Pedagogy In Qrmentioning

confidence: 99%

Teaching Qualitative Research as Transgressive Practices

Hsiung

2015

Qualitative Inquiry

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In qualitative research (QR), teaching is essential to the production and reproduction of knowledge both substantively and institutionally. Despite this, teaching QR has not received much scholarly attention. This Special Issue will address this problem by conceptualizing the teaching of QR as involving a set of transgressive practices that sustain and realize critical perspectives and practices in QR. It emphasizes that the teaching of QR is context specific and that what and how to teach need to be interrogated. The Special Issue includes two clusters of articles: (a) four full-length articles contributed by qualitative practitioners from the geopolitical South, aboriginal scholars within the Western core, and scholars in "scientific" fields in the core. It also includes (b) five shorter articles that address key concepts and/or principles of QR. As a catalyst, the Special Issue facilitates discussion and disrupts existing domination along the core-periphery, Aboriginalnon-Aboriginal, and science-social sciences divides.

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Reflexivity, ‘Bias’ and the in‐Depth Interview: Developing Shared Meanings

Cited by 11 publications

References 5 publications

A Qualitative Exploration of Sport and Social Pressures on Elite Athletes in Relation to Disordered Eating

A Qualitative Exploration of Sport and Social Pressures on Elite Athletes in Relation to Disordered Eating

It's just the worry about not being able to control it! A qualitative study of living with overactive bladder

Teaching Qualitative Research as Transgressive Practices

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