Analytic process

Thematic analysis was performed according to the outline provided by Braun and Clarke (2006). This study used analysed transcribed interviews and an unsolicited letter to the researcher from a participant regarding the group.

Braun and Clarke (2006) outline that the process of coding in six phases in order to develop meaningful patterns. These steps include: the researcher familiarising

reviewing themes, defining and naming themes, and producing the final report (the steps and how they were applied to the research is explained further in the following

sections). Themes were identified as patterns across data sets and these patterns were categorised for analysis. These identified themes are important to the description of a phenomenon. Thematic analysis was applied in this research from an inductive,

semantic and realist approach. Thus, identified themes were connected to the data in an explicit rather than an interpretive manner. Additionally, participants’ experiences and motivations are theorised as being reflected and related to their language (Braun & Clarke, 2006). The following sections explain how these steps were followed.

8.7.3.1 Becoming familiar with the data.

The interviews were conducted by the researcher. A field diary was kept to record impressions of the participants and the interview, and to record further details or

information revealed by the participants after recording had finished. The recordings were transcribed verbatim by the researcher in order to familiarise and immerse herself in the participants’ accounts. The interview transcripts were thoroughly reviewed once completed. Before the coding process began, each transcript was repeatedly read to check the transcription accuracy and to define the central features that each participant had communicated. Data software was not used in this research given the small number of participants, and to allow the researcher to become more familiar with the data.

8.7.3.2 Generating initial codes.

The initial coding was performed once all the interviews for each group and the clinicians had been transcribed. Gibbs (2007) highlights the importance of coding in

Methodology 91 order to create an analysis of data which is theoretical, methodical and critical. It was

important to avoid describing the data and to move from a descriptive to an analytical systematic comparison. Hence, for the purpose of this study, the initial coding was from data that exemplified similar examples which helped to establish a framework for the thematic ideas. Gibbs (2007) stated this type of analysis allowed for analytical

questioning and identified relationships between codes. Further, Gibbs (2007) suggested that writing memos was a means to record the process of analytic thinking, and to identify the thinking that lay behind the work, to ensure codes were implemented in a systematic and consistent way (Gibbs, 2007). The meaning of each code was written in the margin of the transcript. This process enabled the researcher to simultaneously identify recurring key phrases and patterns of statements. Codes were developed from literature, interview schedule topics and hunches. The participants’ and clinicians’ overtly stated acts, thoughts, behaviours, experiences, perceptions and insights were also coded.

Initial codes used in this research were topics related to change processes and factors that would impact on change. Thus dialogue containing comments about support, family, knowing, interactions with others, session content, communication, contrasting statements, health, improvement, illness, action (what happened), behaviours, and self-reflection were identified in the search. This included how participants regarded the programmes strengths and weaknesses, what therapeutic components helped and impacted on participants’ lives, treatment acceptability and whether additional therapeutic factors were present. It was also important to ascertain if any possible unhelpful factors were present.

8.7.3.3 Searching for themes.

The codes and adjoining statements were placed into categories according to the recurrence of major themes and sub-themes. The Primary Supervisor read the transcripts and checked the codes produced by the researcher. Themes and sub-themes were also discussed with the Second Supervisor. Gibbs (2007) stated the importance of “question what is going on, what people are doing and saying, what these actions and statements take for granted, how do structure, context serve to support, maintain, impede or change these actions and statements’’ (p. 42). In qualitative research responses are aggregated across group members. However, with smaller groups it is possible to have more diverse responses and a general lack of agreement will possibly occur.

Care was taken to ensure themes which identified the richness of the group experience were coded. Thus, initially as well as themes common to three or more participants, idiosyncratic experiences were also identified.

8.7.3.4 Reviewing themes.

During analysis, the themes were reviewed and refined. The themes and coded data extracts were considered for their coherency and whether the patterns were considered valid and reflective of the overall data. A thematic map of the analysis (Appendix J) was created and the themes were considered to see whether they were consistent with the whole data set. Validity was discussed with both supervisors.

Methodology 93 8.7.3.5 Defining and naming themes.

On-going analysis refined the details of each theme. Theme names changed and were reconsidered to reflect the participants’ overall story. Each theme was analysed to ensure that it gave clear definitions and thematic names.

Once this process was completed an additional explicit search and analysis was conducted to find if there were individual themes based on the biopsychosocial framework in an attempt to link qualitative data to the manual’s content.

8.7.3.6 Producing the report.

The findings and selected extracts are reported in the results section of this thesis.