lecture 3 - drawing out and thematic analysis

Question 1

what is drawing out

Answer 1

Drawing and drawing-interpretation used in early projective testing to elicit inner life stories eg ink block test

… and used in modern research initiatives
̈ Comic-workshops to encourage young people to express thoughts and feelings about HIV and Ebola

Question 2

drawingout method

Answer 2

workshop 8 - 10 ptps

introduction to technique - basis of drawing and use of visual metaphors —>

drawing <—> group discussion about the drawing

then audio recording and transcription

thematic analysis

booklet produced

gameiro et al 2018

Question 3

1. Reach target population and assemble in a workshop setting

Answer 3

̈ Recruitment based on same principles of focus groups discussed in Lecture 1
̈ Concerns about willingness to draw sometimes expressed

Question 4

2. Introduce DrawingOut and group participants

Answer 4

• ̈ Introduce yourself and facilitators
  
  • ̈ Introduce workshop goals, programme goals, what participants should expect
  • ̈ Ethical aspects
    ̈ Ice-breaker

Question 5

3. Teach participants basics of drawing

Answer 5

drawing to relax people
a few people drawing together

Question 6

4. Teach participants about visual metaphors

Answer 6

A metaphor is an image that suggests something else. A representation of a person, place, thing or idea by way of a visual image that suggests a particular association or point of similarity. James Brown1

using something visible to show something invisible

Question 7

5. Ask participants to generate metaphor about topic XXX using prompt

Answer 7

eg if xxx was weather, what would it be?

if xxx was an object what would it be?

Question 8

6. Ask participants to share drawings with others

Answer 8

• ̈ Any member of the group can share
  ¤descriptions of their drawings and why they have drawn them are the qualitative data
  
  • ̈ Audio recording is made of to capture sharing
  • ̈ Verbatim transcription of audio recording
    ̈ Thematic analysis of drawings

Question 9

7. Thematic analysis of stories

Answer 9

thematic map

Question 10

8. Create a booklet for dissemination

Question 11

Drawing and sharing drawings as a qualitative research method
̈ Generally inclusive because most people can draw ̈ Knowledge creation is facilitated

Answer 11

¤ Atypical retrieval process for emotion-laden experiences
¤ Visual-metaphors facilitate expression of sensitive [invisible] issues ¤ Sharing drawings facilitates communication between people
̈ People living a given experience seen as “epistemic witnesses” ̈ Significant potential for knowledge dissemination (booklet)
* ¤ Created drawings easy to engage with
* ¤ Drawings and accompanying words facilitate reflection & dialogue with
others
¤ Communication at different levels possible (e.g., empathy, understanding)

Question 12

Positive experiences of DrawingOut

Answer 12

̈ People create new metaphors
̈ Participants felt DrawingOut helped them to convey their experiences
¤ “…the art kind of made it fun and easier for everybody to open up”
¤ “…in this country there are so many problems because of the language barriers [drawing] art can help make a message for each of us”

Question 13

Limitations

Answer 13

̈ Group dynamics need to be acknowledged ¤ Influencing & copying others

Question 14

Influencing & copying others

Answer 14

Researcher used a leading question … which influenced what the girls drew
R: if your fertility was an object, what would that object be? It can be a gadget, it can be a bottle of water I don’t know…
Girls sat at the same table,
often used similar metaphors. Here use of ‘glass’

Question 15

Limitations

Answer 15

̈ Group dynamics need to be acknowledged
¤ Influencing and copying others
¤ Cumulative story-telling / group meaning-making ¤ Challenging, ‘correcting’, ‘educating’
¤ Research or support intervention?

Question 16

Methods to analyse and understand drawings in own right not fully developed

Answer 16

analysing the sharing of the stories

Question 17

DrawingOut as a support tool

Answer 17

̈ “…it was a place where you could just openly talk about it and connect with others […]”

Question 18

drawingout workshop helped to

Answer 18

feel more positive

see situation in a different light

think differently about symptoms

think differently about seeking medical help

carry on coping

Question 19

DrawingOut

Answer 19

̈ DrawingOut is a novel arts-based qualitative research method ̈ DrawingOut useful to:
¤ help people think and talk about sensitive (invisible) topics while providing enjoyable experience
¤ elicit rich visual and textual data capturing a diversity of views and experiences
¤ create highly engaging materials
̈ Researchers, health professionals, patient advocates ¤ need to be aware of group dynamics during workshop

Question 20

Thematic analysis

Answer 20

̈ Explain how to analyse qualitative data
̈ Use illustrative examples from work in Zambia

Question 21

Illustrative example

Answer 21

̈ DrawingOut workshop
¤ young women’s (18 to 24 years) perceptions of
fertility and infertility
̈ A participant has just said:
n…This is a person [wife] who is in marriage, growing just looking all nice but they can’t produce [not fertile]”
nThe audio concerns the response of two women to this statement

Question 22

What is thematic analysis?

Answer 22

̈ Thematic analysis is a method for identifying, analysing, and reporting patterns (themes) within an entire data set
¤ Themes = summarise the topics, ideas, issues and patterns of meaning that come up repeatedly (recur) across data providers
̈ Application of this technique differs across disciplines ¤ Will describe most common approach for psychology
̈ Data coded to achieve ”trustworthiness”
¤ Usually inductive (bottom up, data-led)
¤ Uses code book and triangulation (across coders) to achieve trustworthiness

Question 23

Thematic analysis process
̈ Familiarising yourself with data

Answer 23

¤ Intimately knowing the data; analytic insights & observations
related to whole dataset (transcription)
̈ Generating themes & codes
* ¤ Attaching meaningful labels (themes) to specific data segments
* ¤ Reviewing potential themes with colleagues
* ¤ Generating a coding scheme
* ¤ Combining, clustering or collapsing codes together into broader themes
̈ Describing themes in a narrative report ¤ Sometimes include thematic map

Question 24

familiarising yourself with data

Answer 24

• do the transcription (audio -> verbatim written report)
• repeatedly listen to audio and read transcript
• pick out relevant extracts that say something meaningful

Question 25

What are your preliminary observations of what’s going on for each segment

Answer 25

̈ For each segment state what you think the extract is an example of – try to be abstract (i.e., do not just repeat what is in the extract) ̈ Do this for each segment ¤ if a segment repeats something that has already been said before, then just repeat the theme

Question 26

Step 2. Identify themes and code all segments

Answer 26

Identify patterns in semantic content ¤ Semantic = meaning of words 1. Identify extracts or segments of data you think you can code ¤ themostbasicsegmentoftherawdatathatcanbeassessedinameaningfulway 2. Extract basic themes 3. Assign codes to themes ¤ Assignnumberstothebasicthemes 4. Code all transcript using these codes ¤ Go over all transcript with all codes developed across data Assemble basic themes into broader themes (more abstracted)

Question 27

Trustworthiness

Answer 27

̈ Good to cross-check coding with colleagues * ¤ Avoid being too idiosyncratic (too individualistic) in coding * ¤ Second coder checks that they agree with the codes * ¤ Disagreement are resolved through discussion ̈ Talk to your neighbour – did they see the same thing you did? Could you find a way of agreeing a code for a particular segment?

Question 28

Step 2e. Assemble basic themes into broader themes

Answer 28

* ̈ When all the data have been coded, you can ‘cut and paste’ codes into similar broader themes * ̈ Grouping in this way means you are taking data extracts (segments) out of their original context (i.e., the interview or focus group transcript) ̈ Group together with other similar examples on the same topic to start looking for patterns across the data

Question 29

Extract basic themes and assign codes

Answer 29

̈ Determine what each segmented text is an example of ̈ Pitch at right level of abstraction [observed at a party] KP: “It’s been such a long time since I saw you. You look terrific Sam. You were always the best dresser. ST: “And you Chris the cutest but worse dresser” KP: “Well now you say that about me [hand on shoulder] your blue dress matches your lovely eyes, but that hat is way too yellow”

Question 30

thematic map

Answer 30

examples in notes you do when you listen to transcript again

Question 31

Step 3. Narrative report of analysis

Answer 31

̈ Describe in the Results the basic and broad themes using illustrative quotes ̈ Illustrative quotes should be representative of the data ¤ No cherry picking

Question 32

Discussion

Answer 32

In Discussion would contextualise these findings and indicate the implications