Location
Main Entry - Personal Name
Title Statement Thematic analysis : a practical guide
Publication, Distribution, etc. (Imprint) SAGE, Los Angeles : [2022]
Physical Description xxxiv, 338 pages : illustrations ; 25 cm
General Note Includes bibliographical references and index.
Index Term - Uncontrolled
Added Entry - Personal Name
ISBN 9781473953246 9781473953239
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**Winner of the 2022 British Psychological Society Book Award - Textbook Category**Developed and adapted by the authors of this book, thematic analysis (TA) is one of the most popular qualitative data analytic techniques in psychology and the social and health sciences.Building on the success of Braun & Clarke′s 2006 paper first outlining their approach - which has over 100,000 citations on Google Scholar - this book is the definitive guide to TA, covering:- Contextualisation of TA- Developing themes- Writing TA reports- Reflexive TAIt addresses the common questions surrounding TA as well as developments in the field, offering a highly accessible and practical discussion of doing TA situated within a clear understanding of the wider terrain of qualitative research.Virginia Braun is a Professor in the School of Psychology at The University of Auckland, Aotearoa New Zealand.Victoria Clarke is an Associate Professor in Qualitative and Critical Psychology in the Department of Social Sciences at the University of the West of England (UWE), Bristol.
Before the Adventure... p. xvii About the authors and contributors p. xix Acknowledgements p. xxiii Scene setting: What Thematic analysis: A practical guide offers you, and how to navigate your way through it p. xxv Chapter overview p. xxv Setting the scene for Thematic analysis: A practical guide p. xxvi Baking, adventures and maps: Is this a recipe book, a guidebook, or what? p. xxvi Navigating language and imagining the reader p. xxvii This is our mapping... p. xxviii Learning through doing: A practice-first approach to learning thematic analysis p. xxix Who is the book for? p. xxx A book of two parts p. xxx Mapped adventure pathways: Navigating your way through the book p. xxxi Helpful things to support your adventure: The pedagogical features p. xxxii The companion website: An abundance of teaching and learning resources p. xxxiii Venturing Forth! Doing Reflexive Thematic Analysis p. 1 It's almost time to depart: Getting ready for your thematic analysis adventure p. 3 Chapter One overview p. 3 Let us introduce you to thematic analysis p. 4 What is reflexive TA? p. 5 Overview of some key differences between qualitative and quantitative research paradigms p. 6 Can we provide a simple overview of reflexive TA? p. 6 A qualitative sensibility for reflexive TA p. 7 Ten core assumptions of reflexive TA p. 8 But wait, there's more: Variation within reflexive TA p. 9 The variations of reflexive TA p. 10 Reflexive TA offers guidelines, not rules, but a clear process p. 10 Mentally preparing yourself to tackle your TA journey: Becoming comfortable with uncertainty and discomfort p. 11 Subjectivity is at the heart of reflexive TA practice p. 12 Reflexivity: The most important companion for your adventure p. 13 Doing reflexivity for reflexive TA p. 14 Your values and politics in qualitative research p. 14 The time to start reflexivity is ... Now p. 15 Activity pause: A task to get reflexivity started... p. 16 Reflective and reflexive journals p. 19 What might reflexive journal entries look like? p. 20 Chapter summary p. 22 Want to learn more about...? p. 23 Activities for student readers p. 23 Before analysis: A brief design interlude p. 25 Getting into design thinking... A guided activity p. 29 Some readings to take you further into design thinking p. 30 Taking an initial lay off the land: Introducing our worked example dataset and doing familiarisation p. 33 Chapter Two overview p. 33 Today's the day! p. 34 The process of reflexive TA p. 34 Introducing six phases of reflexive thematic analysis p. 35 Introducing and contextualising our worked example dataset p. 37 Researcher reflection - Box 2.2: Situating myself in relation to these data (Ginny) p. 38 Researcher reflection - Box 2.3: Situating myself in relation to these data (Victoria) p. 39 Anonymised but otherwise unedited comments from Seven Sharp Facebook post about "being childfree" p. 40 What's my purpose here? Settling on a research question p. 41 Familiarisation (Phase one) p. 42 Activity pause: Familiarisation p. 45 Meaning, the dataset and the analytic process: A brief note on language p. 45 Note-making for familiarisation p. 45 Familiarisation Doodle for participant 'Franz' p. 46 Familiarisation Doodle for participant 'Frank' p. 47 Ginny's overall dataset familiarisation notes p. 48 Chapter summary p. 49 Want to learn more about...? p. 49 Activities for student readers p. 50 Exploring this world in detail: Doing coding p. 51 Chapter Three overview p. 51 Preparing for coding p. 52 Coding, codes and code labels in reflexive TA - a quick guide p. 53 Coding is a systematic process p. 53 Coding is organic, evolving and subjective p. 54 Inductive and deductive orientations to data coding p. 55 Semantic to latent coding p. 57 Dispelling some misconceptions about semantic and latent coding p. 58 General guidelines for codes and code labels in reflexive TA p. 58 Doing coding (Phase two) p. 59 Some general guidelines for developing code labels p. 60 Activity pause: Before coding p. 60 A selection of six extracts from childfree dataset p. 61 A selection of childfree comments data with Code labels p. 63 Actually wrangling data and codes: Technologies of coding p. 65 Is using QDAS better than coding in other ways? p. 66 Researcher reflection - Box 3.4: Thematic analysis and QDAS p. 67 Researcher reflection - Box 3.5: On Using NVivo p. 68 Evolving your coding p. 69 Codes as building blocks for analysis p. 69 Refining your coding through multiple rounds p. 70 Can I stop coding yet? p. 71 Chapter summary p. 72 Want to learn more about... p. 72 Activities for student readers p. 73 Finding, losing, then finding your way again: Developing your themes p. 75 Chapter Four overview p. 75 Understanding the key concept: What is this thing called a theme? p. 76 In reflexive TA, a topic summary is not a theme p. 77 In reflexive TA, a theme captures shared meaning, united by a central organising concept p. 77 Generating initial themes (Phase three) p. 78 Developing initial themes 2 from your codes p. 79 Coding and initial theme development with a cup of coffee p. 80 A selection of code labels and collated data extracts p. 82 Using visual mapping for theme generation, development and review p. 85 An initial mapping of patterns across childfree dataset p. 86 Theme levels in reflexive TA p. 87 Five key things to keep in mind in the early stages of theme development p. 88 Figure 4.3a & 4.3b: A dandelion head - fully connected seeds (4.3a) and partially dispersed seeds (4.3b) p. 90 How many themes? Some guiding considerations for theme development and review p. 91 I quite like it here, should 1 stay longer? Tackling time management in (initial) theme development p. 92 I'm struggling a bit, to be honest: Managing anxiety in the TA process p. 92 Researcher reflection - Box 4.3: Facing the battle of anxiety and OCD when undertaking TA for the first time p. 93 Researcher reflection - Box 4.4: Doing TA when you've got ADHD and anxiety: Reflections and strategies p. 95 Developing and reviewing themes 10 (Phase four) p. 97 "Data says no" p. 98 Theme development and revision with coded extracts p. 98 Theme development as wrestling a sea-monster? p. 100 Theme development and revision with the fall dataset p. 100 Can my analysis be based on part of the dataset? p. 101 What's the point of this part of my adventure? p. 102 Refined thematic map for 'gains and losses' analysis p. 103 Refined (finalised) thematic map for 'choice matters' analysis p. 104 Okay so how would a topic summary be different from a shared meaning theme? p. 104 Illustrative 'topic summary': Reasons for being childfree p. 105 But what about contradiction? p. 107 Precision matters: Refining, defining and naming themes (Phase five) p. 108 The 'contradictory' theme Good and Bad Parents [extract] p. 109 Definition of the theme 'deficient personhood' p. 111 Naming themes related to 'choice' in the childfree dataset p. 113 Chapter summary p. 115 Want to learn more about...? p. 115 Activities for student readers p. 116 Arriving home and telling a story about your adventure: Writing your thematic analysis report p. 117 Chapter Five overview p. 117 Writing matters for analysis (Phase six) p. 118 Setting the scene of your story (the introduction or literature review) p. 119 Describing how you approached your adventure (the method/ology section) p. 121 Explaining your choice of TA and what it offers p. 122 Is my rationale for TA strong enough? p. 123 Examples of rationales for (reflexive) TA from published research p. 124 Describing what you actually did during analysis p. 124 Should I explain why I used TA and not a similar method? p. 125 An example of a student analysis process write-up p. 126 Telling your analytic story (the results and discussion section) p. 128 How we'd briefly write the analysis part of a methodology section, related to the overarching theme around 'choice' p. 129 Introducing the analysis p. 129 Example of a theme summary table p. 130 Structuring the analysis section p. 131 Writing separate results and discussion sections p. 132 Selecting data extracts p. 133 Data extracts and your analytic narrative p. 135 Illustrative and analytic treatment of data extracts in reporting a theme p. 136 Traps to easily avoid when reporting your analysis in reflexive TA p. 138 Don't try this at home - paraphrasing your data p. 139 Is 'thick description' something I should be aiming for? p. 140 The flow of the story p. 140 Should I use numbers to report theme 'frequency'? p. 141 Should I claim generalisability in reporting my TA? p. 142 Different types of qualitative generalisability p. 144 Drawing conclusions p. 146 Reflection and evaluation in your write-up p. 148 Telling your story well: The value of the edit p. 149 Chapter summary p. 149 Want to learn more about...? p. 150 Activities for student readers p. 151 Going Deeper for Tip-Top Reflexive Thematic Analysis: Theory, Interpretation, and Quality Matters p. 153 A not-so-scary theory chapter: Conceptually locating reflexive thematic analysis p. 155 Chapter Six overview p. 155 There's no such thing as atheoretical TA! p. 157 What sorts of theory are we discussing? p. 157 Key basic starting points for TA and theory p. 158 The diversity of qualitative research: Revisiting some important conceptual divisions p. 158 It's all connected: Qualitative orientation, theory, questions and methods p. 159 Researcher reflection - Box 6.1: An example of experiential TA: African Caribbean women 'staying strong'? p. 161 Researcher reflection - Box 6.2: An example of critical TA research: Onward Gay Christian Soldiers? p. 162 Let's get theoretical! p. 163 What do we think language does? Three theories of language p. 163 Theories of language applied to data p. 165 Introducing the 'ologies: The big scary theory p. 166 Theories of reality: Ontologies p. 167 Realism p. 168 Critical realism p. 169 Some of the complexity of critical realism p. 170 Researcher reflection - Box 6.5: Coming to critical realism p. 172 Relativism p. 173 Do I really have to think about ontology for TA? p. 175 Theories of knowledge: Epistemologies p. 175 Realist and relativist TA: An overview comparison p. 176 (Post)positivism p. 177 Contextualism p. 178 Constructionism p. 179 Researcher reflection - Box 6.6: Beyond western ontologies and epistemologies: Using TA in the context of Indigenous knowledge frameworks p. 181 Is constructivism just a different name for constructionism? p. 183 Checking out the view from the houses of epistemology p. 184 Back to the confusion... Big Theory is contested terrain p. 186 Theory as it's used: Some TA examples p. 189 Some varied use of theory in published TA research p. 189 Chapter summary p. 191 Want to learn more about...? p. 191 Activities for student readers p. 193 So what? The importance of interpretation in reflexive thematic analysis p. 195 Chapter Seven overview p. 195 Doing interpretation during theme development p. 197 What is interpretation? p. 199 Interpretation needs to be defensible! p. 201 Different modes of interpretation for reflexive TA p. 203 From more descriptive to more interpretative modes of analysis p. 203 Experiential to critical orientations in interpretation of data patterns p. 204 Shifting from an experiential to critical orientation to build analytic depth p. 206 A deductive orientation: Working with existing theoretical concepts in doing interpretation p. 208 Explanatory theory in reflexive TA p. 209 Locating data within the wider context p. 211 Minimising harm in interpretation: Ethics, politics and representation p. 214 Interpretation across difference; Power, privilege and positioning p. 216 Chapter Summary p. 220 Want to learn more about...? p. 220 Activities for student readers p. 221 One big happy family? Understanding similarities and differences between reflexive thematic analysis and its methodological siblings and cousins p. 223 Chapter Eight overview p. 223 A brief and partial history of 'thematic analysis' p. 224 Don't believe everything you hear! 10 claims about TA that are actually wrong p. 225 Variation across TA approaches: Core concepts p. 228 Coding: Process and/or output? p. 229 What is a theme? p. 229 Shared-meaning themes vs. topic summaries p. 231 Researcher subjectivity (reflexivity) p. 232 A process of theme development or identification? p. 232 How do I get my themes in TA? Two different conceptualisations of the process p. 233 Themes do not emerge! p. 234 Mapping the main members of the TA family: Our tripartite clustering p. 234 Comparing TA: A quick overview of different forms of TA p. 236 Coding reliability approaches: Small q thematic analysis p. 237 What do we think is problematic about coding reliability approaches to TA? p. 238 Codebook approaches to TA (medium q) p. 242 Template analysis p. 242 Do we perceive any problems with template analysis? p. 244 Framework analysis p. 244 Do we perceive any problems with framework analysis? p. 246 Challenges with using codebook approaches in general p. 246 So is reflexive TA the best approach to TA? p. 247 But wait... there's even more? Other approaches to thematic analysis p. 247 A quick summary of advantages and challenges for different forms of TA p. 248 Thematic coding p. 248 The use of TA for qualitative evidence synthesis p. 250 Polytextual TA for visual data analysis p. 251 Researcher reflection - Box 8.4: How I use TA on visual data p. 252 Image of Inverness Castle with white grid lines overlay p. 252 Initial analysis of photograph p. 253 'Off-label' TA: Combining thematic analysis with other approaches p. 254 Researcher reflection - Box 8.5: Combining TA and discourse analysis p. 255 Chapter summary p. 256 Want to learn more about...? p. 256 Activities for student readers p. 257 Getting your own house in order: Understanding what makes good reflexive thematic analysis to ensure quality p. 259 Chapter Nine overview p. 259 They did what? Common problems we encounter in TA work p. 260 Strengths and limitations of reflexive TA p. 261 Reflexive TA bingo p. 262 Common problems and good practice in (reflexive) TA research p. 263 Premature closure of the analysis p. 266 Strategies for ensuring quality in your TA research p. 268 Our 15-point checklist for good reflexive TA - version 2022 p. 269 Reflexive journaling p. 270 Check yourself! Avoiding 'positivism creep' by developing a qualitative sensibility p. 270 Talking about your data and analysis with others p. 271 Allowing time for your analytic insights to fully develop p. 272 Working with an experienced supervisor, mentor or co-researcher p. 273 Making sure themes are themes, and naming them carefully p. 274 Drawing inspiration from excellent examples of published research p. 274 Demonstrating quality through an electronic or paper trail p. 275 Managing quality during the publication process p. 275 Are generic qualitative quality criteria and strategies useful in TA research? p. 277 Chapter summary p. 279 Want to learn more about...? p. 279 Activities for student readers p. 280 Fare-well! Becoming a bold adventurer in the world of reflexive TA p. 281 Glossary p. 283 References p. 299 Index p. 331