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Qualitative Research > Chp 8 Phenomenology > Flashcards

Chp 8 Phenomenology Flashcards

1
Q

According to the phenomenological perspective it makes no sense to think of the world of objects and subjects as separate from our experience of it. Why is this?

A

This is because all objects and subjects must present themselves to us as something, and the manifestation as this or that something constitutes the reality at one time.

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2
Q

The appearance of an object as a perception phenomenon varies depending on the perceivers location and context, angle of perception, and importantly, the perceivers mental orientation. What are some examples of a perceivers mental orientation?

A

Desires, wishes, judgements, emotions, aims and purposes.

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3
Q

In phenomenology, when they refer to “intentionality” they are primarily talking about what?

A

the perceiver’s mental orientation — that is, the way the perceiver’s desires, wishes, judgments, emotions, aims, and purposes shape their perception of objects. Intentionality refers to the directedness of consciousness toward something; in other words, whenever we perceive or think about something, our mental state is directed toward that object, giving it meaning within our experience.

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4
Q

The phenomenological method of gaining understanding involves three distinct phases of contemplation, which are?

A

Epoche, phenomenological reduction and imaginative variation.

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5
Q

The Epoche phase of contemplation for gaining understanding involves?

A

This suspension of pre-suppositions and assumptions, judgements, and interpretations to allow ourselves to become fully aware of what is actually before us.

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6
Q

The phenomenological reduction phase of contemplation for gaining understanding involves?

A

Here we describe the phenomenon that presents itself to us in its totality. This includes physical features such as shape, size colour and texture as well as experiential features such as the thoughts and feelings that appear in a consciousness as we attend to the phenomenon

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7
Q

Through phenomenological reduction weidentify the constituents of our experience of the phenomenon. In other words we become?

A

Aware of what makes the experience what it is.

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8
Q

The imaginative variation phase of contemplation for gaining understanding involves?

A

An attempt to access the structural components of the phenomenon.

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9
Q

Explain the difference between phenomenological reduction and imaginative variation.

A

While phenomenological reduction is concerned with ‘what’s is experienced ( i.e. it’s texture), imaginative variation asks ‘how’ this experience is made possible (i.e. its structure.)

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10
Q

What is the aim of imaginative variation?

A

To identify the conditions associated with the phenomenon and without which it would not be what it is.

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11
Q

The aim of imaginative variation is identify the conditions associated with the phenomenon and without which it would not be what it is this could involve what?

A

Dimensions of time, space, social relationships..

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12
Q

The essence of the phenomenon is formulated by?

A

The integration of the textural and structural descriptions.

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13
Q

Phenomenological psychology is more concerned with what? as opposed to the identification of essences as in Husserl’s transcendental phenomenology.

A

More concerned with the diversity and variability of human experience

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14
Q

Flashcard 1
Can phenomenological researchers fully suspend all presuppositions and biases when examining a phenomenon?

A

No, few phenomenological researchers believe it is possible to fully suspend all presuppositions and biases. Instead, (bracketing) allows for a critical examination of the researcher’s customary ways of knowing about the phenomenon.

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15
Q

What is the purpose of “bracketing” in phenomenological research?

A

Bracketing allows the researcher to critically examine their usual ways of understanding a phenomenon by setting aside presuppositions and biases.

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16
Q

What is the purpose of “bracketing” in phenomenological research?

A

Bracketing allows the researcher to critically examine their usual ways of understanding a phenomenon by setting aside presuppositions and biases.

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17
Q

What is the purpose of “bracketing” in phenomenological research?

A

Bracketing allows the researcher to critically examine their usual ways of understanding a phenomenon by setting aside presuppositions and biases.

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18
Q

Which philosopher influenced a hermeneutic version of phenomenology that many researchers in psychology follow?

A

Martin Heidegger, who was a student of Husserl.

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19
Q

What does the hermeneutic version of phenomenology emphasise?

A

It emphasises that interpretation, along with the awareness and analysis of what the researcher brings to the text, is an integral part of phenomenological analysis.

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20
Q

What is the difference between phenomenological contemplation of an event and phenomenological analysis of a participant’s account?

A

Phenomenological contemplation focuses on introspective attention to the researcher’s own experience, while phenomenological analysis involves interpreting and engaging with a research participant’s description of their experience.

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21
Q

In phenomenological psychology research, what becomes the phenomenon that the researcher engages with?

A

The research participant’s account of their experience becomes the phenomenon.

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22
Q

Descriptive Phenomenology remains firmly within the tradition of which type of phenomenology?

A

Transcendental Phenomenology.

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23
Q

Descriptive Phenomenology remains firmly within the tradition of which type of phenomenology?

A

Transcendental Phenomenology.

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24
Q

What do descriptive phenomenologists believe can be minimized to focus on phenomenological purity?

A

Interpretation.

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25
Q

For Husserl and descriptive phenomenologists, what is primary: description or interpretation?

A

Description is primary, and interpretation is considered a special type of description.

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26
Q

For Husserl and descriptive phenomenologists, what is primary: description or interpretation?

A

Description is primary, and interpretation is considered a special type of description.

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27
Q

What attitude must a researcher adopt in descriptive phenomenology?

A

The phenomenological attitude, which involves bracketing all past knowledge, including lay and expert knowledge, about the phenomenon.

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28
Q

In descriptive phenomenology, what is the focus of the research?

A

The phenomenon as it is experienced by the research participant, rather than the phenomenon as a material reality.

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29
Q

What are the six steps in the descriptive phenomenological research process?

A
  1. Obtain a concrete description of the phenomenon.
    1. Adopt the phenomenological attitude towards the phenomenon.
    2. Read the description to gain an impression of the whole.
    3. Reread and identify meaning units.
    4. Identify the psychological significance of each meaning unit.
    5. Articulate the general structure of the experience of the phenomenon.
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30
Q

What is the main aim of interpretive phenomenology?

A

To gain a better understanding of the nature and quality of phenomena as they present themselves, without separating description and interpretation.

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31
Q

What philosophical tradition does interpretive phenomenology draw insights from?

A

The Hermeneutic tradition.

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32
Q

According to interpretive phenomenology, what are descriptions of phenomena considered to be?

A

A form of interpretation.

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33
Q

According to interpretive phenomenology, what are descriptions of phenomena considered to be?

A

A form of interpretation.

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34
Q

What does Van Manen mean by saying phenomenological facts of lived experience are “hermeneutically experienced”?

A

Lived experiences are always meaningful and interpreted through language, making the process of capturing them in a human science text an interpretive one.

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35
Q

What is the “hermeneutic circle” in interpretive phenomenology?

A

It refers to the idea that parts can only be understood from an understanding of the whole, and the whole can only be understood from understanding the parts, creating a circular process of meaning-making.

36
Q

How does the hermeneutic circle apply to understanding a sentence?

A

You cannot understand the whole sentence without understanding the individual words, but you also cannot fully understand a word’s meaning without considering the sentence as a whole.

37
Q

In interpretive phenomenology, how are presuppositions treated?

A

Presuppositions are not bracketed or set aside; instead, they are used and tested throughout the process of understanding and interpretation.

38
Q

Why is interpretive phenomenological research not considered biased, even though the researcher uses presuppositions?

A

It is not considered biased because knowledge is only possible through the application of initial categories of meaning, which the researcher then modifies and refines through interaction with the data. This process ensures that understanding evolves and becomes more accurate as the research progresses.

39
Q

What does interpretive phenomenological research result from?

A

The relationship between the researcher and the data, where presuppositions interact with evolving understanding

40
Q

What does Interpretive phenomenological analysis (IPA) aim to explore?

A

IPA aims to explore the research participant’s experience from their perspective, while acknowledging the impossibility of gaining direct access to their life world.

41
Q

How does IPA recognize the researcher’s role in the analysis process?

A

IPA recognizes that the researcher’s own worldview and the interaction between researcher and participant affect the analysis, making the resulting interpretation a combination of both perspectives.

42
Q

What is the primary goal of IPA, similar to other descriptive phenomenological approaches?

A

To capture the quality and texture of individual experience.

43
Q

Who founded IPA, and how is the process characterized?

A

Jonathan Smith founded IPA, and it is characterised as an attempt to unravel the meanings in participants’ accounts through interpretive engagement with the texts and transcripts.

44
Q

What is the double hermeneutic in IPA?

A

The double hermeneutic refers to the researcher trying to make sense of the participant’s attempt to make sense of their own experience.

45
Q

How does IPA facilitate interpretive engagement with the data?

A

Through a series of steps that help the researcher identify themes and integrate them into meaningful clusters, both within individual cases and across multiple cases.

46
Q

What type of interviews are most commonly used in IPA, and why?

A

Semi-structured interviews are most commonly used in IPA because they allow the researcher to explore the participant’s lifeworld through open-ended and non-directive questions, enabling participants to share their personal experience of the phenomenon.

47
Q

Can IPA use other forms of data collection besides interviews?

A

Yes, IPA can use alternative data collection methods such as diaries, audio recordings, videos, and various forms of writing, as long as the data generated by participants is text-based and can be analysed.

48
Q

What approach does IPA take when analysing participant data?

A

IPA uses an ideographic approach, where each case (transcript, text) is analysed individually in detail, and insights are integrated only in the later stages of the research.

49
Q

What is the first stage of IPA analysis?

A

The first stage involves reading and re-reading the text while producing wide-ranging and unfocused notes, including associations, questions, language use, descriptive labels, and conceptual ideas.

50
Q

What types of comments are suggested during the initial note-taking stage of IPA?

A

Smith et al. suggest three types of comments:

1.	Descriptive (captures participant’s subjective experience),
2.	Linguistic (concerned with language use),
3.	Conceptual (focuses on abstract notions and the context of the experience).
51
Q

What is the second stage of IPA analysis?

A

The second stage involves identifying and labeling emergent themes from the text, which capture the essential quality of the experience, often using conceptual or psychological terms.

52
Q

How are themes from stage 2 structured in stage 3 of IPA analysis?

A

In stage 3, themes are listed and clustered based on their relationships, either forming conceptual clusters or hierarchical relationships. Various strategies like abstraction, subsumption, polarization, numeration, and function help to identify connections between themes.

53
Q

What should the clusters of themes be labeled with?

A

Clusters should be labeled with terms that capture their essence, which can be in vivo quotes from the participant, brief quotations, or descriptive labels.

54
Q

What is the final step in IPA analysis (stage 4)?

A

The final step involves producing a summary table of the structured themes, including cluster labels, subordinate theme labels, brief quotations, and references to relevant sections of the transcript.

55
Q

How should the researcher ensure the themes and clusters make sense in relation to the original data?

A

The researcher needs to move back and forth between the list of themes and the original text, ensuring that the connections between themes are reflected in the participant’s account.

56
Q

What is the purpose of integration of cases in IPA?

A

To create an inclusive list of themes that reflects the experiences of the group of participants as a whole.

57
Q

What is the typical method of data collection for IPA?

A

IPA typically uses purposive sampling, where participants are selected based on relevance to the research question, creating a homogeneous group sharing a particular experience.

58
Q

What is one strategy for integrating cases in IPA?

A

Producing summary tables for each participant and then integrating these into a generalised list of themes that applies to the whole group.

59
Q

How should integration be approached in a cyclical manner?

A

Emerging higher-order themes should be checked against the original transcripts to ensure they are grounded in the data.

60
Q

How should integration be approached in a cyclical manner?

A

Emerging higher-order themes should be checked against the original transcripts to ensure they are grounded in the data.

61
Q

What is an alternative strategy for the integration of cases (IPA)?

A

Using the summary table from the first participant to code subsequent cases, adding or elaborating themes as new data is analysed.

62
Q

Why is it important to use a cyclical movement in the integration of cases?

A

It helps the researcher determine if newly emerging themes are new manifestations of existing themes or introduce new concepts.

63
Q

When is the integration process in IPA complete?

A

When full integration of themes is achieved, capturing what is shared between participants in subordinate themes.

64
Q

When is the integration process in IPA complete?

A

When full integration of themes is achieved, capturing what is shared between participants in subordinate themes.

65
Q

Integration of cases, IPA.
What should the final list of themes include?

A

Labels for superordinate themes and their constituent themes, along with identifiers showing which participants invoke them and where.

66
Q

Integration of cases, IPA.
What is essential for ensuring the completion of IPA?

A

The researcher must continue analysis until all subordinate themes have either been integrated or dropped from the analysis.

67
Q

Integration of cases, IPA
Can the researcher predict how many themes will emerge in IPA?

A

No, the number of themes varies, and the researcher cannot know beforehand how many themes will emerge from the analysis.

68
Q

What are the two distinct levels of interpretation in IPA, as advocated by Eatough and Smith?

A

The first is a descriptive, empathic level, allowing the researcher to enter the participant’s world. The second critically interrogates the participant’s account for deeper insight into its nature, meaning, and origin.

69
Q

What are some ethical concerns with the second level (critically interrogates) of interpretation in IPA?

A

It can lead to the imposition of meaning and deny the voice of participants because it is more tentative and speculative than the first level.

70
Q

What is the concept of a gem in IPA, as introduced by Smith?

A

A gem is a singular remark or a small extract from the data that stands out and helps illuminate the phenomenon under investigation, enriching the interpretation.

71
Q

How is researcher reflexivity used in IPA interpretation?

A

Reflexivity involves utilising resonance between the researcher’s own material and the data to enhance interpretation, as developed in strategies like Goldspink and Engeard’s echoes.

72
Q

What do Boden and Eatough’s emphasise as crucial before coming up with themes in IPA?

A

The importance of dwelling in and with the data, reflecting a focus on the interpretive phase of the research.

73
Q

What is a multi-perspectival IPA design, and when is it used?

A

A multi-perspectival design collects data from two or more groups of participants, offering different vantage points on a phenomenon, particularly useful for studying phenomena with significant relational or systemic dimensions, such as being part of a couple or group.

74
Q

What is the purpose of a longitudinal IPA design?

A

A longitudinal design captures people’s evolving relationship with a phenomenon over time, generating insights into the experience of change through real-time data rather than retrospective accounts.

75
Q

What does a multi-modal IPA design involve?

A

It uses non-linguistic data collection strategies, such as drawings, paintings, and photographs, to allow participants to express experiential meanings that may be difficult to articulate verbally.

76
Q

How does the IPA case study design differ from traditional IPA studies?

A

While most IPA studies focus on small homogeneous samples, case studies delve deeply into the structure of one individual’s experience, emphasizing IPA’s idiographic commitment.

77
Q

How does IPA approach past experiences?

A

IPA is not concerned with studying past experiences directly, but rather with how individuals experience their relationship with those past events in the present, focusing on the meaning and impact of those memories now.

78
Q

Why must an IPA researcher be cautious about participants’ accounts of past experiences?

A

IPA researchers should be mindful that memory is reconstructive, and participants’ accounts of the past may not be straightforward descriptions of past events but rather reflections that offer insight into their current meaning-making processes.

79
Q

IPA does suffer from several conceptual and practical limitations. These are?

A

The role of language
The suitability of accounts
Explanation versus description

80
Q

Why is the role of language considered a limitation in IPA?

A

Language constructs reality rather than simply describing it. This makes direct access to someone’s experience through their words impossible, as language adds meaning, shaping and constraining how experiences are communicated.

81
Q

What challenge does IPA face regarding the suitability of participants’ accounts?

A

Participants may struggle to communicate the rich texture of their experiences, especially if they are not accustomed to articulating their thoughts and feelings in words, limiting the applicability of IPA for some individuals.

82
Q

How does IPA’s focus on description limit the understanding of phenomena?

A

IPA focuses on describing participants’ perceptions and lived experiences without explaining the underlying causes or conditions that give rise to these experiences, potentially limiting deeper understanding.

83
Q

What is the main type of knowledge IPA aims to produce?

A

IPA aims to understand how participants view and experience their world, focusing on gaining insight into their thoughts and beliefs regarding the phenomenon under investigation. It acknowledges the interpretive role of the researcher, blending realist aspirations with hermeneutic phenomenology.

84
Q

What are the assumptions IPA makes about participants’ experiences and the world?

A

IPA assumes that individuals’ subjective experiences of the world, shaped by their thoughts and beliefs, are of primary interest. It does not claim that these perceptions correspond to an objective reality but focuses on how individuals interpret and give meaning to their experiences within a social context, leaning on a symbolic interactionist perspective.

85
Q

How does IPA view the role of the researcher in the analysis process?

A

IPA views the researcher as an integral part of the interpretive process, recognizing that understanding participants’ experiences is mediated by the researcher’s engagement and interpretation. While reflexivity is important, IPA does not provide specific guidelines for incorporating the researcher’s influence into the analysis.

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