Reflexivity in qualitative psychological research

Gough, Brendan

doi:10.1080/17439760.2016.1262615

Cited by 18 publications

(16 citation statements)

References 8 publications

(3 reference statements)

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“…Reflexivity was achieved through regular discussions about codes and themes between the coders and members of the research team, due to their different professional backgrounds. 30 This allowed discussion of interpretations and competing conclusions from the thematic analysis. 31 The interviewer, coders, and members of the research team also engaged in discussions about their preconceptions regarding incorporating genomics into population-level prevention and screening strategies, and a range of views (positive and neutral) were engaged with throughout the thematic analysis process to avoid researcher bias.…”

Section: Methodsmentioning

confidence: 99%

GP attitudes to and expectations for providing personal genomic risk information to the public: a qualitative study

et al. 2019

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BackgroundAs part of a pilot randomised controlled trial examining the impact of personal melanoma genomic risk information on behavioural and psychosocial outcomes, GPs were sent a booklet containing their patient’s genomic risk of melanoma.AimUsing this booklet as an example of genomic risk information that might be offered on a population-level in the future, this study explored GP attitudes towards communicating genomic risk information and resources needed to support this process.Design & settingSemi-structured interviews were conducted with 22 Australian GPs.MethodThe interviews were recorded and transcribed, and data were analysed thematically.ResultsGPs in this sample believed that communicating genomic risk may become a responsibility within primary care and they recommended a shared decisionmaking approach to guide the testing process. Factors were identified that may influence how and when GPs communicate genomic risk information. GPs view genomics-based risk as one of many disease risk factors and feel that this type of information could be applied in practice in the context of overall risk assessment for diseases for which prevention and early detection strategies are available. They believe it is important to ensure that patients understand their genomic risk and do not experience long-term adverse psychological responses. GPs desire clinical practice guidelines that specify recommendations for genomic risk assessment and patient management, point-of-care resources, and risk prediction tools that include genomic and traditional risk factors.ConclusionThese findings will inform the development of resources for preparing GPs to manage and implement genomic risk information in practice.

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Section: Methodsmentioning

confidence: 99%

GP attitudes to and expectations for providing personal genomic risk information to the public: a qualitative study

et al. 2019

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“…The data emerging from this cross-sectional design was collected in two sessions over a two-month period at the beginning of the calendar school year. Framed by a qualitative, constructivist paradigm, this study acknowledged the reflexive role of the researchers, alongside participants sharing a relationship-based, constructivist worldview (Gough, 2017). At the start of each session, teachers were first asked to complete a written journal entry with prompts such as: Why do you do this work?…”

Section: Methodsmentioning

confidence: 99%

“…While there were many attempts to increase strengths within the research design (see Methods section), this study had several limitations. Regarding the concern of reflexivity in qualitative research analysis (Gough, 2017), the researchers disclosed their breadth of experience as education researchers, in addition to prior histories of teaching and school leadership. Therefore, a limitation of the analytical method was the subjective judgement made by the researchers and their auditing peers, despite attempts to increase confirmability (Lincoln & Guba, 2000); and the themes derived from this research team therefore might not be replicated by another team with different praxis orientations.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms

Brunzell¹,

Stokes²,

Waters³

2018

AJTE

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This study contributed new findings to the construct of meaningful work (MW) and negative impacts on MW. In other professional samples, finding meaning in work has been shown to be an effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources and mechanisms of meaningful work that teachers derive from educating trauma-affected students. Within a cross-sectional sample of primary and secondary teachers (N = 18) working in traumaaffected classrooms, two interrelated sources of MW: (1) practice pedagogy and (2) teacher wellbeing were further analysed for discussion via Rosso, Dekas, and Wrzesniewski's (2010) four mechanisms of MW (i.e., individuation, self-connection, contribution, and unification). These findings argue for the new development of trauma-informed pedagogies that both (1) enable teachers to redress the complex and unmet needs of students and (2) incorporate domains of meaning that teachers bring to their trauma-affected work.

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“…Measures were taken to address reflexivity and possible bias related to these positions [28]. These included: engaging in discussions and self-reflections which examined JWY's own expectations and experiences related to the study [29], conducting repeat interviews with participants [30], and involving a multi-disciplinary team which included non-paramedics [31]. All participants were informed of JWY's paramedic background prior to conducting interviews.…”

Section: Interviews and Analysismentioning

confidence: 99%

‘You’re not just a medical professional’: Exploring paramedic experiences of overdose response within Vancouver’s downtown eastside

et al. 2020

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Background Overdose response has become an increasingly relevant component of paramedic practice, particularly in light of increased opioid overdose globally. Previous studies have noted gaps in our understanding regarding the unique challenges which paramedics face during this form of pre-hospital emergency care. The aim of this study is to explore and describe the ways in which paramedics experience overdose response, specifically within a community markedly affected by the overdose crisis. Methods Ten participants were recruited from a single ambulance station located in an urban center in Western Canada. Two rounds of semi-structured individual interviews were conducted, and data saturation was found to have been reached. Verbatim transcripts were produced and subject to two rounds of descriptive and pattern coding. A second researcher reviewed all of the codes, with disagreements being handled by discussion until agreement was obtained. Themes were identified, along with a Core Category which seeks to describe the underlying dynamics of overdose response represented in our data. The concept of a Core Category was borrowed from Grounded Theory methodology.

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Reflexivity in qualitative psychological research

Cited by 18 publications

References 8 publications

GP attitudes to and expectations for providing personal genomic risk information to the public: a qualitative study

GP attitudes to and expectations for providing personal genomic risk information to the public: a qualitative study

Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms

‘You’re not just a medical professional’: Exploring paramedic experiences of overdose response within Vancouver’s downtown eastside

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