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Abstract: In contrast to an often-repeated and reductive story about the establishment of psychological research practices, the narrative of the field’s methodological development is unfolding, contentious, and situated within a wide range of historical developments. Such dynamism is evident in the recent ascension of qualitative inquiry. A new generation of researchers, scholars, and instructors are embracing methodological pluralism and qualitative inquiry, but their expectations may be incompatible with existing curricular materials that are rooted in the historical legacy of the standard storyline. To assess the extent to which (and how) qualitative research was presented to readers, we conducted a summative content analysis of nine best-selling U.S.-based introductory research methods in psychology textbooks. We found that the coverage and treatment of qualitative research is varied, spotty, dependent on a problematic and pejorative framing, and incommensurate with contemporary methodological thinking and learning standards. The perpetuation of misleading and/or incoherent epistemic narratives and the minimal and/or absent presentation of qualitative inquiry are significant obstacles for the next generation of research methods instructors. The dearth of sufficiently inclusive methodological training materials poses a challenge for new teachers who recognize the need for a more sophisticated approach to science education—specifically within the field of psychology. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 23 Mar 2023 00:00:00 GMT DOI: 10.1037/qup0000249
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Abstract: This article provides in-depth illustration of methodological considerations for integrating qualitative methods into economic evaluation of psychosocial interventions. Whereas economic costs and benefits of such interventions are typically measured using quantitative research methodologies, we advocate for qualitative researchers from psychology to contribute to this field of study. Additionally, we demonstrate how qualitative research methodologies greatly enhance means of identifying costs and benefits that would be missed, or underappreciated, with a purely quantitative approach. The Community-Based Services for Problematic Sexual Behavior of Youth Project is utilized as an illustrative example for conducting qualitative economic evaluation of a psychosocial intervention. Rather than presenting empirical results, methodological implications for psychological science are discussed, as well key insights gleaned from conducting qualitative economic evaluation. We also enumerate ways that qualitative psychology researchers can demonstrate their value to cost and interventions researchers. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Mon, 02 Jan 2023 00:00:00 GMT DOI: 10.1037/qup0000240
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Abstract: This article is presented in two parts. First, an overview of the Framework Method is given, a contemporary method of qualitative analysis for psychological research. The method’s background, distinguishing features, seven steps of data analysis, and suitability to psychological research are discussed. Second, to demonstrate how the method can be applied to a psychological study, a worked example of the analytical steps is detailed. This article aims to (a) demonstrate the utility and appropriateness of the Framework Method for qualitative research in the psychological sciences and (b) support researchers who might consider using this method by providing a worked example to illustrate how this method can be utilized in psychological research. The Framework Method has been widely used in social and public policy-based research, and more recently, health research, but rarely in psychology. It differs from other qualitative approaches due to its emphasis on matrix-based data summary and display, which supports the systematic generation of themes. The Framework Method will be applied to data collected from participants in Australia. The study described in the worked example explored the impact of COVID-19 on parent–adolescent relationships. Across seven steps, the authors explain how data were analyzed, which are followed by a reflective discussion on the use of the method, including strengths and limitations. This article will provide a methodological overview and worked example of the Framework Method for the psychological sciences. It will support psychological researchers to better understand and consider adopting this method in their qualitative research. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 17 Nov 2022 00:00:00 GMT DOI: 10.1037/qup0000238
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Abstract: Despite continuous international research and prevention efforts, bullying not only persists globally but also evolves into new forms, such as cyberbullying. In this methodological article, we present a new arts-based research tool, graphic vignettes, that can extend our understanding of peer aggression and other sensitive topics by facilitating participants’ creative reflection over the roles of self and others in different problem-based situations. Each graphic vignette, designed for this study, looks like an incomplete comic strip that participants individually develop further. Flexible and open to interpretation vignettes were used in combination with more restrictive/structured vignettes to facilitate methodological comparisons. During follow-up interviews, creatively completed graphic vignettes helped participants locate and articulate their perceptions and experiences of peer aggression. Being able to share personal experiences and feelings through the character’s perspective encouraged participants to open up more. Using creative works in interviews also helped the understanding between participants and researchers by allowing participants’ verbal and visual accounts to enhance each other. Moreover, our findings suggest that offering creative tasks to participants helped us reduce the effects of the social desirability bias—a prevalent problem in sensitive research. Overall, the article demonstrates how new graphic vignettes can be developed, adjusted, and effectively applied in an international setting. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 01 Sep 2022 00:00:00 GMT DOI: 10.1037/qup0000236
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Abstract: In the digital age of polymedia (Madianou & Miller, 2012), a multitude of social media platforms provide youth with an endless menu of options, cultural expressions, imagery, metaphors, models, and narratives to tell the world (and themselves) who they are as they develop an autobiographical self (McAdams, 2013). To understand autobiographical self-development in the context of self-presentations on multiple platforms, we analyzed the structure and content of undergraduate college students’ (N = 29, 17 = Female, 12 = Male, Mage = 20) storytelling as they guided researchers on a tour of their three most frequently used social media platforms. Whole-person narrative analysis of audiovisual recordings of the social media tours revealed a variety of ways that young people construct themselves as real and recognizable in the context of master narratives surrounding authenticity and branding on social media (Davis, 2014; Marwick, 2013; Marwick & boyd, 2011). We present our insights into the process of constructing the autobiographical self as an authentic brand on social media through excerpts of stories youth tell about themselves and their experiences primarily on Twitter, Instagram, and Facebook. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 19 May 2022 00:00:00 GMT DOI: 10.1037/qup0000232
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Abstract: This work explores the meaning-making activities described by participants as they viewed a well-known painting. Research into aesthetic engagement has implicated an array of cognitive, affective, and perceptual processes. Types and aspects of artworks and of viewers have been investigated and a wide range of contextual factors have been identified as influential on viewer and viewed. The complexity of aesthetic experience is such that increasingly, a multidisciplinary approach toward its study has been encouraged. Despite this, experiential investigations into art-viewing are few. This study involves interviews with 12 participants, each conducted while viewing Las Meninas by Diego Velazquez. Using Interpretative Phenomenological Analysis, three Group Experiential Themes were derived. Of these, “Meaning-Making, Interpretative Content,” is presented singly to allow for depth of discussion. This theme captures participants’ interpretative activities during viewing, exploring how they made sense of what they saw. Considerations of temporality, historicity, and social context were particularly prominent. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Thu, 31 Mar 2022 00:00:00 GMT DOI: 10.1037/qup0000231
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Abstract: The construct of solitude skills suggests that successfully navigating the domain of solitude may require specific psychological resources, but this theoretical possibility has not yet been investigated empirically. Fourteen well-adjusted adults (Mage = 49.5) participated in a qualitative study that examined their lived experiences with solitude and sought to identify the skills they utilized when engaging in positive solitude. Thematic analysis (Braun & Clarke, 2006) of narrative data resulted in the identification of eight solitude skills organized within three central concepts: Connect with Self included the skills of enjoying solitary activities, emotion regulation, and introspection; the skills included in Protect Time were making time to be alone, using that time mindfully, and validating one’s need for solitude; and the skills of Find a Balance included heeding signals to enter solitude and knowing when to exit solitude. These findings illuminate how the documented benefits of solitude are enacted and illustrate how solitude sustains the private self, which clinicians have argued promotes well-being (Modell, 1992). Knowledge of these skills may be valuable for those who volitionally enter solitude as well as those who find themselves in unwanted isolation. These findings lay the groundwork for future studies to examine whether the solitude skills identified here apply to other populations, and to explore the efficacy of solitude skills trainings in promoting psychological well-being or as a clinical intervention. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Mon, 20 Dec 2021 00:00:00 GMT DOI: 10.1037/qup0000218
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Abstract: People often hold grudges in response to being wronged by others, but the meaning and aspects of holding grudges remain unclear, as do the theories about how, why, and when they are held. To develop a more comprehensive understanding of what it means to hold a grudge, we conducted 20 semi-structured interviews designed to uncover the thoughts, feelings, and behaviors that are essential to holding a grudge. Our sample consisted of participants who were primarily college aged and women, who were recruited from a North American University and were ethnically diverse. After transcribing the interviews, we conducted a thematic analysis to identify common themes from basic level codes, based on participants’ own words, and higher-order themes synthesizing and categorizing the lower-order codes and themes. We found six underlying components of holding a grudge: Need for validation, moral superiority, inability to let go, latency (i.e., existing but not manifest), severing ties, and expectations of the future. We also determined that holding a grudge is a cyclical process characterized by persistent negative affect and intrusive thoughts that interfere with one’s quality of life. Over time the intensity of these thoughts and emotions abates, leaving individuals in a state of passive acceptance, in which the negativity is lurking in the back of their minds waiting to be summoned when needed. Based on the results, we define holding a grudge as sustained feelings of hurt and anger that dissipate over time but are easily reignited. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Mon, 16 Aug 2021 00:00:00 GMT DOI: 10.1037/qup0000205
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Abstract: Research in the field of narrative psychology has found that redemption—a narrative sequence in which people recount emotionally negative experiences as having positive endings—is a useful mechanism for coping with adversity. Redemption has been viewed as a cultural master narrative in North America, providing individuals with a socially valued script for narrating challenging life experiences. Presently little research has examined the presence and function of the redemption narrative outside of North American contexts. The aim of this qualitative study, therefore, was to identify themes in U.K. individuals’ narratives of trauma and adversity to gain insight into the content of the master narrative for meaning-making in the U.K. Sixty-five participants (57 females, Mage = 21.97, SD = 7.24) with little to no experience of lifetime adversity were recruited into an online survey. Participants answered open-ended questions adopting the perspective of a survivor from a selected U.K. national tragedy, focusing on how they felt survivors could recover from trauma. We identified 2 themes in our thematic analysis that were relevant to recovery: recuperation and redemption. Recuperation was most commonly reported, it was described as a gradual lessening of symptoms over time and the ability to cope with the lasting emotional and physical scars. Our findings suggest that redemption is not necessarily the dominant cultural script in the U.K. for guiding recovery in the aftermath of trauma. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Mon, 27 Jan 2020 00:00:00 GMT DOI: 10.1037/qup0000163
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Abstract: This study uses a discursive psychological approach to examine how romantic couples use their feelings as conversational resources to manage blame and accountability in spontaneously recorded everyday arguments. More specifically, the study focuses on the role that subjective and objective assessments play in argumentative moments where speakers deflect (or flip) blame. Although traditional psychological literature might conceptualize moments of deflection as a form of gaslighting (or as a “narcissistic flip”), the current study uses a qualitatively discursive psychological orientation to focus on the interactional structure of the deflection/flipping process, analyzing it as a rhetorical move designed to accomplish relational business. One of the central findings is that because arguments can be delicate interactional events for couples, the initial critiques or complaints that tend to set off arguments are often built with subjective assessments where the feelings of the speaker are clearly marked. Further, these subjective assessments were often preliminaries for objective assessments that deflected blame. This study suggests exciting possibilities for discursive analyses that map out the rhetorical patterns through which couples manage everyday conflict. (PsycInfo Database Record (c) 2023 APA, all rights reserved) PubDate: Mon, 13 Jan 2020 00:00:00 GMT DOI: 10.1037/qup0000161
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