Thematic Content Analysis

As the name implies, “thematic analysis is a method for identifying, analysing and reporting patterns (themes) within data. It minimally organizes and describes your data set in (rich) detail. However, frequently it goes further than this, and interprets various aspects of the research topic” (Braun & Clarke, 2006, p. 79). Joffe and Yardley (in Marks

& Yardley, 2004) differentiate between content and thematic analysis by noting that while content analysis gives a numerical description of features in a text, thematic analysis focusses more on the qualitative aspects of the material being analysed.

Furthermore, it provides analysis of meaning in context “thus adding the advantages of the subtlety and complexity of a truly qualitative analysis” (p. 57).

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A theme in thematic content analysis is a specific pattern in the data in which one is interested, such as growth through the process of bereavement. Themes are the patterns across data sets, such as across case studies, which are important to the description of a phenomenon such as bereavement. Joffe and Yardley note that existing theories drive the questions the researcher asks. Accordingly, the researcher looks for patterns in the data and divides up the data to yield greater clarity regarding the themes.

The themes are then analysed and the nuances of the recurring themes are explored in depth. Daly, Kellehear, & Gliksman (1997) agree – the writer’s point of view guide the discernment of themes. The themes that emerge become the categories of analysis.

They note that the themes may be clustered to form overriding themes, or subthemes may be identified that support the main themes in the material. The authors further mention semiotic analysis that takes it further by analysing the material in more depth – for instance by asking ‘what is not being mentioned here?’; ‘why?’ and ‘is there any specific reason why not?’. This specific analysis can shed light on, for instance, cultural restrictions on what is or isn’t the norm in grief practices, and how this would influence the client’s grief experience and grief story being told. “Semiotic analysis is the art of literary and social theorists, and represents the opposite of methodological position of positivism.” (p. 135).

Braun and Clarke (2006) note that thematic content analysis provides a flexible and useful research tool, which can potentially provide a rich and detailed, yet complex, account of data, as long as it is applied in a theoretically and methodologically sound way. Citing Attride-Stirling (2001) and Holloway and Todres (2003), Braun and Clarke note that in order for this to be the case, researchers need to make their (epistemological and other) assumptions explicit, be clear about what they are doing and why, and include the often-omitted ‘how’ they did their analysis in their reports. The writers emphasise the importance of recognising the researcher’s active role who identifies themes or patterns in the material, selects which are of interest, and reports them in the report. For Braun and Clarke, it is important to acknowledge that the researcher does not make it seem as if the themes merely emerged, but acknowledges that he or she actively selects and highlights themes. This is not a problem as long as the

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researcher recognises this process, and therefore is cognisant of how the theoretical framework and methods match what the researcher wants to know. “Any theoretical framework carries with it a number of assumptions about the nature of the data, what they represent in terms of the ‘the world’, ‘reality’, and so forth. A good thematic analysis will make this transparent” (p. 81).

Braun and Clarke’s (2006) seminal article advises the researcher to distinguish whether they would prefer to provide a rich description of the data set, or rather a detailed account of one particular theme or group of themes. In this study a full and rich description of the whole grief and indeed life experience at that particular junction in the life of the bereaved will be investigated, that will of necessity mean that for the sake of succinctness some depth and complexity will be lost, but it is hoped a rich and accurate description will give a sense of significant and central themes.

A further distinction in data analysis is noted by Braun and Clarke (2006) – in An inductive as opposed to in a deductive-theoretical way. In this study the preference is for an inductive thematic analysis that is data- rather than purely theory driven, as far as possible not trying to fit the themes too strongly into the researcher’s preconceptions, bearing in mind that “data are not coded in an epistemological vacuum” (p. 84).

Similarly, themes could be identified at two levels: at a semantic or explicit level, or at a latent or interpretative level. Again, the preference is for depth of analysis and in this study to allow underlying ideas and assumptions on the latent level to emerge, that may be informing the semantic content of the data. As an example, cultural expectations and conventions may not be explicitly mentioned by the bereaved person, but may silently be informing how, when and for how long a person feels they are supposed to grieve. The authors mention that analysis from this tradition tends to come from a constructionist paradigm.

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A handy contribution to qualitative research is provided by Braun and Clarke (2006) in what they call ‘a step-by-step guide’ to doing thematic analysis. The following table from their article on page 87 provides a good summary:

Phase Description of the process

1. Familiarizing yourself with your data:

Transcribing data (if necessary), reading and re-reading the data, noting down initial ideas.

2. Generating initial codes: Coding interesting features of the data in a systematic fashion across the entire data set, collating data relevant to each code.

3. Searching for themes: Collating codes into potential themes, gathering all data relevant to each potential theme.

4. Reviewing themes: Checking if the themes work in relation to the coded extracts (Level 1) and the entire data set (Level 2), generating a thematic ‘map’ of the analysis.

5. Defining and naming themes: Ongoing analysis to refine the specifics of each theme, and the overall story the analysis tells, generating clear definitions and names for each theme.

6. Producing the report: The final opportunity for analysis. Selection of vivid, compelling extract examples, final analysis of selected extracts, relating back of the analysis to the research question and literature, producing a scholarly report of the analysis.

The authors remind us that theme analysis is not a linear process of simply moving from one phase to the next. Rather, it is a recursive process with back and forth movement throughout the phases.

35 2.5 Trustworthiness

According to an article by Andrew Shenton (2004), the aim with qualitative research is that a true picture of the phenomenon under scrutiny should be presented, and that the findings should emerge from the data and not the researcher’s own predispositions.

My aim would therefore be to make sure that:

• Credibility will be established by the adoption of well-established research methods - one may define this study as a descriptive multiple case study method.

This method also provides for other data sources such as letters written to deceased loved ones, journals kept and emailed correspondence as part of the study, that will enrich and be used in conjunction with information from therapeutic conversations with clients.

• The research field is clearly delineated and adhered to.

• The process notes will be carefully kept and honestly reported.

• The data will be analysed appropriately to the study at hand.

• Information will be triangulated. That means various data collection strategies combines information such as the therapist’s observation of the processes the person goes through and experiences during therapy, coupled with self-stated outcomes by the person during the interview. The use of both these sources of information in concert may compensate for subjective data gathering only during the course of therapy.

• “Thick description of the phenomenon under scrutiny” (Shenton,2004, p. 69) will be used, i.e. glib assumptions based on flimsy amounts of evidence will be avoided.

• Participants will be encouraged to be frank and honest and they will be assured that there are no right or wrong answers. They will also be informed that their experiences are only described with their consent, and that they may withdraw from the study if they so wish.

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• The qualifications and experience of myself as both therapist and researcher come to bear on a study like this, and I will aim to give both the highest quality of care possible, as well as act ethically, professionally and compassionately throughout.

• Findings from the study will be related to an existing body of knowledge about the subjects involved, as Silverman (2001) suggests.

• Guba (1981) recommends a full description of all the contextual factors impacting on the inquiry to further strengthen trustworthiness.

• The boundaries of the study will be conveyed such as the number of participants in the study, the data collection methods used, the time periods over which the data was collected, and where the research was based. (Shenton, 2004)