A thread on why @ginnybraun & I have tweaked the names of the six phases of reflexive #thematicanalysis in our forthcoming book Thematic Analysis: A Practical Guide. Out in October with @SAGEpsychology. In our 2006 paper Using Thematic Analysis in Psychology we called the phases:
...hold on while I look this up (seriously who remembers the details of what they wrote 15 years ago?!)... 1) familiarising yourself with the data; 2) generating initial codes; 3) searching for themes: 4) reviewing themes; 5) defining and naming themes; 6) producing the report. Image
In the book the 6 phases are now called: 1) familiarisation ; 2) data coding ; 3) generating initial themes; 4) reviewing & developing themes; 5) refining, defining & naming themes; 6) writing the report. Why have we made these changes? We've reflected a lot on the assumptions we
brought to writing using TA in psych - and have written about these in this paper (basically we wrongly imagined an audience for this paper who shared our assumptions about qually research & weren't careful in our choice of terminology) - tandfonline.com/doi/abs/10.108…
We've also reflected on how our assumptions and history as qualitative researchers shaped us in the interview with @drnikkihayfield below. So why the changes to the names of some phases? We realised pretty quickly that many interpreted "searching for" as
tandfonline.com/doi/abs/10.108…
implying the themes are "in" the data as "themes", as real things that exist and the researcher's analytic role is to find and extract these. This was in fact a conceptualisation of themes - as "diamonds in the sand" - that we wanted to challenge in our writing around TA. Instead
we view themes as things created by the researcher, outputs of coding rather than the thing that is coded for to paraphrase Saldana. The generation of themes is a creative & interpretative process. It's not just about the data content but what the researcher brings to the process
We also realised the names of the phases could suggest you code, you "find" your themes, tweak them a bit & you're done! When it's more like the themes you initially develop are an opening gambit that may or may not go somewhere... So to acknowledge both the active role of the
researcher in generating themes & the tentative nature of the themes you initially develop we've replaced "searching for" with "generating initial themes". And to capture the role of the next 2 phases in developing & refining themes - rather than just checking fully formed themes
we've added developing to phase 4 & refining to phase 5. I honestly can't remember why we called phase 2 initial codes... (& forgot that we did for quite a while!) Can you remember @ginnybraun? For a great account of the hard work of theme development see: tandfonline.com/doi/full/10.10…
Want to cite these new names for the 6 phases now? You don't have to wait until October for our book Thematic Analysis to be published! Check out our revised chapter in the brand new edition of Analysing Qual Data in Psych edited by Lyons & @AdrianCoyle5: uk.sagepub.com/en-gb/eur/anal…
Finally apologies if anyone who saw my tweet yesterday about sharing a sneak preview of the contents of Thematic Analysis: A Practical Guide thought I'd be sharing sections of the actual manuscript as preprints etc - sorry can't do that!

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More from @drvicclarke

Nov 30, 2021
1/ Head on over to my YouTube channel for new lectures on Thematic Analysis, the Foundations of Qualitative Research & Qualitative Research Design created by me, @drnikkihayfield & @ginnybraun with narration by me (& occasionally my cat!) - please share!: youtube.com/channel/UCLBw6…
2/ We will add the slides & handouts to thematicanalysis.net as soon as we get a chance. There are two - 3 part - lectures on the Foundations of Qual Research. Foundations 1 is a gentle introduction for those new(ish) to qual, starting w/ what is qual?:
3/ Foundations 1 part 2 is about meaning and meaning making in Big Q qualitative research - the lectures in the series focus on Big Q (the use of qualitative techniques underpinned by qualitative research values) -
Read 16 tweets
Oct 3, 2021
1/ To follow up on yesterday's small q/Big Q thread here are the things I'm making a note of to emphasise in this year's qually res methods teaching to help students avoid appearing to be confused about their Q when they come to write their dissertation/thesis. First is research
2/ questions - we see a lot of qual questions that are thinly disgused quant questions (how does A relate to B) in ethics apps. I'm going to give students egs of qually research questions - including the typology from Successful Qualitative Research: uk.sagepub.com/en-gb/eur/succ…
3/ & emphasise that qual questions are typically at the initial stages open & exploratory - we can't measures relationships between variables in any concrete way... & we need to centre participants' sense making (in res w/ people!) - so not impact of X but *perceptions* of impact
Read 6 tweets
Oct 2, 2021
1/ A thread on the Big Q/small q qualitative distinction & why I find it so helpful for "mapping" different approaches to qual research. It's what informs @ginnybraun & my writing on qual research & @drnikkihayfield & my shaping of the qual res methods curriculum @PsychUWEBristol
2/ First point is it's not our distinction - it comes from this chapter by Kidder & Fine (although I LOVE Michelle Fine's writing on qually I have to say that students don't generally find this chapter that helpful in developing their understanding) - onlinelibrary.wiley.com/doi/abs/10.100…
3/ Big Q/small q captures 2 conceptualisations of qually research - 1) small q=the use of techniques for collecting & analysing qualitative data within the typically disciplinary dominant quantitative/scientific framework. So typical small q practices include a "tidy" & more
Read 22 tweets
Sep 18, 2021
1/ At the start of a new academic year, a thread for folk supervising qually projects using TA. You read B&C 2006 ages ago - what's changed? What common problems do you need to watch out for in student work? 10 things you need to know - w/ readings for those w/ a bit more time!
2/ Number 1 - we now call our approach reflexive TA to acknowledge that TA is a diverse family of methods & our approach centres the reflexive & "artfully interpretive" researcher (Finlay, 2021). Read more here: tandfonline.com/doi/abs/10.108…
3/ Number 2 - we've changed the name of the 6 phases to better reflect the reflexive & interpretive approach to coding & theme development (we're not searching for themes anymore!). Familiarisation, data coding (no initial any more!), generating initial themes (to capture the
Read 18 tweets
Sep 2, 2021
1/ A thread about Harvard referencing style. My message for students is always use whatever Harvard style you like just use it consistently. What I've realised is that students struggle with the consistently bit because they haven't been taught where the choices are. So here's a
2/ thread on some of these choices. First up Harvard is a generic style where you cite author name(s) + publication date in the main text & then have a separate list of references at the end. There are lots of different versions of Harvard - APA, lots of unis have their own
3/ many publishers have their own Harvard house style... so Harvard & APA are not different styles. APA is Harvard! Okay so in the main text you typically cite the author last name & publication date. Eg (Braun & Clarke, 2006)... Different versions of Harvard give you different
Read 15 tweets
Sep 2, 2021
1/ Themes don't emerge but themes can be emergent?! What? Eh? A quick thread on the differences between emerge(d) & emergent. @ginnybraun & I bang on about themes not emerging. We are critical of the phrase "3 themes emerged..." etc for 2 reasons. First, it can imply themes are
2/ ontologically real things that exist in data independent of a researcher's engagement with the data. If themes are real the researcher's role becomes one of extraction or discovery. In our reflexive TA approach themes aren't real! They're not in data fully formed. Instead,
3/ themes are generated by the researcher through their interpretative engagement with data - created from codes & through coding. Second, "the themes emerged" can imply the researcher is passive in the theme development process when they are anything but. At the same time the
Read 6 tweets

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