The Narratives Which Connect…

Transcription

Of the twelve interviews, I transcribed most of them my self. A secretary transcribed three interviews. However, transcribing myself, helped me to immerse myself in my material and made me a part of the material in another way than I could with the three interviews that were transcribed for me. In the transcribing process, I changed names and other identifying details on all participants to take care of their anonymity.

Thematic Analysis of the Videotapes

Thematic Analyses are used to analyse the videos of the first family therapy session of my first four research participants. There are differences between interviewing therapists about their life history and then using Grounded Theory analysis, and between watching videos from family therapy sessions in which I use Thematic Analysis. When I use Theme Analysis (Luborsky, 1994; Braun and Clarke, 2006) I think it is reasonable to use my own theoretical background and own experience from supervision and clinical practice, in a way that I can show the reader how I derive the themes.

Thematic Analysis is characterized “…not as a specific method, but as a tool to use across different methods.” However, Thematic Analysis may also be considered as “…a method in its own right” (Braun and Clarke, 2006, p. 78). In this research project I choose the first position that views Thematic Analysis as a tool to be used within my Grounded Theory research project.

The benefits of Thematic Analysis are connected to the representation of an individual’s own point of view and descriptions of experience, beliefs and perceptions. It gives more voice to the participant than to the researcher. The researcher seeks to learn from the person that is in the focus for research (Dallos and Vetere, 2005, p. 62). Themes can provide insight into cultural beliefs and values, and can be readily described and coded. Theme analysis can be used both in qualitative and quantitative research.

“Themes are … the manifest generalized statements by informants about beliefs, attitudes, values, or sentiments.” “…the term topic or main points, rather then theme, should be used when summarizing the content of replies by many people to a question” (Luborsky, 1994, p. 195). A theme is connected to one person and it becomes ”a topic” when the themes are summed up. Theme analysis has often been viewed as simple and not very important in qualitative research. In most textbooks, it is not mentioned at all or just with a few paragraphs. In contrast to this situation, Luborsky claims that: “One hallmark of qualitative methods is the search for themes in human experience” (ibid p. 189).

According to Theme Analysis the identification and analysis of themes and patterns comes to the fore. “By seeing meaning everywhere, qualitative researchers perpetuate their own enterprise and cultural paradigm” (ibid p. 194). We are looking for the most frequent or most important experiences or actions and are sensitive to what can be learned from these therapists. I used Theme Analysis to analyse the videos from the therapists’ first session and to try to make connections to the knowledge I have gained through my interviews with the same therapists. GT Memos have been made in between coding and analyses and after coding for each participant. This has been a GT constant comparison process aiming to develop variation and diversity in my material.

Video Analysis: Issues and Dilemmas in the Interpretation of Themes

“Thematic analysis is a method for identifying, analysing and reporting patterns (themes) within data” (Braun and Clarke, 2006, p. 78). Theme analysis is always a part of a cultural context. This means that the participant and the researcher mainly are members of the same culture. “The concept and practices in studying themes resonate with fundamental cultural ideals and taboos” (Luborsky, 1994, p. 191). “…the vocabulary of science is plainly rife with culturally laden moral terms in that the same terms apply to ideals for individuals and research” (ibid p. 192). We protect “dependent” and “independent” variables and we “control” variables. We talk about the statistical “power” of a study and of “trustworthiness” of another. We use the same concepts in our daily life. It is because they carry the cultural impact that they are of such use for qualitative research.

A topic that comes up in an interview is meaningful and important to a participant and in that way it adds meaning to the research. Some studies that have used Theme analysis have pointed out that the process has inflamed dormant conflicts or sadness rather than rejuvenated new meaning and identity (ibid p. 193). There are many pitfalls in the study of themes. Basic terms must be defined. Because terms are used in many different ways, we need to define how we use them for research purposes in the video analysis.

Theme identification:

1. 
   Statements that occur frequently or are repeated.
   
2. 
   Statements that are marked in some way as being of great or central meaning to a person or persons.
   

“A theme captures something important about the data in relation to the research question, and represents some level of patterned response or meaning within the data set (Braun and Clarke, 2006, p. 82). However, a theme is nothing that exists “out there” in its own right. My own judgement is necessary to make up what it is. In this context, bringing the themes from the video back to the participants in a second interview is crucial to approach validity and reach trustworthiness in this research.

Prevalence is often put forward as a point of reference in Thematic Analysis. When it comes to my looking for narratives which connect an interview with a video of a therapeutic session, prevalence is not always the most important and meaningful frame. Sometimes a subordinate clause might be the guide to deeper meaning and connections. My own curiosity is an important tool in working with the interviews, in which I seek to connect my knowledge from the first interview with the video.