The SAGE Handbook of Qualitative Research in Psychology
The Second Edition of The SAGE Handbook of Qualitative Research in Psychology provides comprehensive coverage of the qualitative methods, strategies, and research issues in psychology. Qualitative research in psychology has been transformed since the first edition's publication. Responding to this evolving field, existing chapters have been updated while three new chapters have been added on Thematic Analysis, Interpretation, and Netnography. With a focus on methodological progress throughout, the chapters are organised into three sections: Section One: Methods Section Two: Perspectives and Techniques Section Three: Applications In the field of psychology and beyond, this handbook will constitute a valuable resource for both experienced qualitative researchers and novices for many years to come.
- Front Matter
- Subject Index
Part I: METHODOLOGIES
- Chapter 2: Thematic Analysis
- Chapter 3: Ethnography
- Chapter 4: Action Research
- Chapter 5: Conversation Analysis
- Chapter 6: Discursive Psychology
- Chapter 7: Foucauldian Discourse Analysis
- Chapter 8: Psychoanalytic Approaches to Qualitative Psychology
- Chapter 9: Memory Work
- Chapter 10: Narrative Inquiry
- Chapter 11: The Descriptive Phenomenological Psychological Method
- Chapter 12: Interpretative Phenomenological Analysis
- Chapter 13: Q Methodology
- Chapter 14: Grounded Theory Methods for Qualitative Psychology
Part II: PERSPECTIVES AND APPROACHES
- Chapter 15: Ethics in Qualitative Psychological Research
- Chapter 16: Interpretation in Qualitative Research
- Chapter 17: Qualitative Methods in Feminist Psychology
- Chapter 18: Postcolonialism and Psychology: Growing Interest and Promising Potential
- Chapter 19: Community Psychology
- Chapter 20: Social Representations
- Chapter 21: Visual Approaches: Using and Interpreting Images
- Chapter 22: Netnography: Radical Participative Understanding for a Networked Communications Society
- Chapter 23: Using Computer Packages in Qualitative Research: Exemplars, Developments and Challenges
- Chapter 24: Mixing Qualitative and Quantitative Methods: A Pragmatic Approach
Part III: APPLICATIONS
- Chapter 25: Social Psychology
- Chapter 26: Health Psychology
- Chapter 27: Developmental Psychology
- Chapter 28: Clinical Psychology
- Chapter 29: Qualitative Research in Counselling and Psychotherapy: History, Methods, Ethics and Impact
- Chapter 30: Qualitative Methods in Organizational Psychology
- Chapter 31: Forensic Psychology
- Chapter 32: Cultural Psychology
- Chapter 33: Cognitive Psychology
- Chapter 34: Review and Prospect
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Printed in the UK
Introduction, Conclusion and Editorial arrangement © Wendy Stainton Rogers and Carla Willig 2017
Chapter 1 © Wendy Stainton Rogers and Carla Willig 2017
Chapter 2 © Gareth Terry, Nikki Hayfield, Victoria Clarke and Virginia Braun 2017
Chapter 3 © Christine Griffin and Andrew Bengry-Howell 2017
Chapter 4 © Carolyn Kagan, Mark Burton and Asiya Siddiquee 2017
Chapter 5 © Sue Wilkinson and Celia Kitzinger 2017
Chapter 6 © Sally Wiggins and Jonathan Potter 2017
Chapter 7 © Michael Arribas-Ayllon and Valerie Walkerdine 2017
Chapter 8 © Stephen Frosh and Lisa Saville Young 2017
Chapter 9 © Niamh Stephenson and Susan Kippax 2017
Chapter 10 © David Hiles, Ivo Cermák and Vladimír Chrz 2017
Chapter 11 © Amedeo Giorgi, Barbro Giorgi† and James Morley 2017
Chapter 12 © Virginia Eatough and Jonathan A. Smith 2017
Chapter 13 © Paul Stenner, Simon Watts and Marcia Worrell 2017
Chapter 14 © Kathy Charmaz and Karen Henwood 2017
Chapter 15 © Svend Brinkmann and Steinar Kvale† 2017
Chapter 16 © Carla Willig 2017
Chapter 17 © Mary Gergen 2017
Chapter 18 © Catriona Macleod, Sunil Bhatia and Shose Kessi 2017
Chapter 19 © Adele V. Malpert, Sarah V. Suiter, Natalie M. Kivell, Douglas D. Perkins, Kimberly Bess, Scotney D. Evans, Carrie E. Hanlin, Patricia Conway, Diana McCown and Isaac Prilleltensky 2017
Chapter 20 © Uwe Flick and Juliet Foster 2017
Chapter 21 © Paula Reavey and Katherine Johnson 2017
Chapter 22 © Robert Kozinets 2017
Chapter 23 © Sarah L. Bulloch, Christina Silver and Nigel Fielding 2017
Chapter 24 © Lucy Yardley and Felicity L. Bishop 2017
Chapter 25 © Steven D. Brown and Abigail Locke 2017
Chapter 26 © Kerry Chamberlain and Michael Murray 2017
Chapter 27 © Erica Burman 2017
Chapter 28 © David Harper 2017
Chapter 29 © Joseph G. Ponterotto, Jennie Park-Taylor and Eric C. Chen 2017
Chapter 30 © Elena Doldor, Jo Silvester and Doyin Atewologun 2017
Chapter 31 © Peter Banister 2017
Chapter 32 © Leslie Swartz and Poul Rohleder 2017
Chapter 33 © Thomas C. Ormerod and Linden J. Ball 2017
Chapter 34 © Wendy Stainton Rogers and Carla Willig 2017
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2016957308
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
Editorial Board[Page ii]
Peter Banister (Manchester Metropolitan University, UK)
Michael Billig (Loughborough University, UK)
Uwe Flick (Free University, Berlin, Germany)
Brendan Gough (Leeds Beckett University, UK)
Rom Harré (Georgetown University, USA)
Ruthellen Josselson (Fielding Graduate University, USA)
Antonia Lyons (Massey University, New Zealand)
Catriona Macleod (Rhodes University, South Africa)
Michael Murray (Keele University, UK)
Conceição Nogueira (University of Porto, Portugal)
Jonathan A. Smith (Birkbeck, University of London, UK)
Hank Stam (University of Calgary, Canada)
Paul Stenner (Open University, UK)
Margaret Wetherell (University of Auckland, New Zealand)
Lucy Yardley (Southampton University, UK)
List of Figures[Page xi]
- 2.1 An early thematic map 28
- 2.2 A final thematic map 30
- 4.1 A model of AR taking place over time within a particular context 58
- 10.1 The ‘DreamCatcher’ model 160
- 10.2 The told, the re-telling and the teller 161
- 10.3 The NOI model 163
- 11.1 Flowchart of data analysis process 182
- 13.1 The Q sort distribution 218
- 13.2 Q sort response matrix 219
- 13.3 Factor array for factor 1 221
- 16.1 Continuum of approaches to interpretation 277
- 21.1 Image produced by researcher-participant no. 4 364
- 21.2 Image produced by researcher-participant no. 2 365
- 21.3 Image produced by researcher-participant: ‘Gorilla’ 367
- 21.4 Image produced by researcher-participant: ‘Bathroom’ 368
- 23.1 Analytic activities and CAQDAS tools 384
- 23.2 Basic retrieval in MAXQDA 386
- 23.3 Working with and annotating quotations in ATLAS.ti 388
- 23.4 Hyperlinking between quotations in ATLAS.ti 390
- 23.5 Default primary user interface of Quirkos shows visual representation of ‘quirks’ (codes), and the association between them 391
- 23.6 Relationships between codes in NVivo illustrated in a model 392
- 23.7 Converting codes into variables and using these in visual displays of analyses in MAXQDA 394
- 24.1 The relationship between qualitative and quantitative aspects of the mixed methods research programme 406
List of Tables[Page xii]
- 2.1 Ontologies and research questions 21
- 2.2 Project sample size recommendations 22
- 2.3 Example of coding of P17 (‘Millers’) 27
- 2.4 Four candidate themes from the child-freedom study, with example codes 29
- 2.5 15-point checklist for a good TA 33
- 4.1 Data collection: experiencing, enquiring and examining 62
- 4.2 Steps involved in AR 66
- 8.1 Brief outline of methodological procedures 134
- 10.1 The Hobo’s Story: three short selections from the original draft of Alcoholic Anonymous’ Big Book, published as The Book That Started It All (2010) 164
- 10.2a ‘Rail Rodder’ analysed: lines 1–4, 53–69 167
- 10.2b ‘Rail Rodder’ analysed: lines 264–282 168
- 10.3 Coding notation 169
- 10.4 Coding identity positions 170
- 11.1 Data analysis samples 184
- 13.1 Raw data from six example Q sorts 219
- 13.2 Correlation coefficients for six example sorts 220
- 13.3 Total variance explained 220
- 13.4 Rotated component matrix showing factor loadings for six example sorts 221
- 13.5 Factor arrays 224
- 18.1 Examples of qualitative research in postcolonialism 314
- 19.1 Qualitative methods in community psychology 321
- 20.1 Typology of health and illness representations 345
- 24.1 Different methods of enhancing validity in qualitative and quantitative studies 407
- 26.1 Characteristics of differing approaches to health psychology 433
- 26.2 Qualitative methodologies commonly used in health psychology 435
- 26.3 Qualitative methodologies less commonly used in health psychology 436
- 28.1 Qualitative studies of delusions published between 1994–2015 474
- 29.1 Research methodology content analysis across the Journal of Counseling Psychology, The Counseling Psychologist, and the Journal of Counseling and Development, 1995–2005 and 2013–2015 499
- 29.2 Topics covered in the Journal of Counseling Psychology, The Counseling Psychologist, and the Journal of Counseling and Development, 2013–2015 (N = 101 research studies) 501
- 29.3 Benefits of qualitative research to disciplines of counselling and psychotherapy 503
- 30.1 Example behavioural indicators for the local councillor competencies 529
- 30.2 List of journals surveyed for qualitative studies (2007–2015) 530
- 30.3 Qualitative methods used in empirical psychological studies (2007–2015) 531
- 31.1 Overview of qualitative methods used in forensic psychology with illustrative examples 545
- 32.1 Examples of qualitative research in cultural psychology 562
- 33.1 Overview of qualitative methods used in cognitive research, with illustrative examples taken from the domain of design research 576
- 33.2 Stages of verbal protocol analysis 578
- 33.3 Methods of analysis used in the insurance fraud study, as applied to one example observation from the ethnographic data 583
- 33.4 The five analytic steps underpinning the Cognitive Event Analysis (CEA) method 586
List of Boxes[Page xiii]
- 2.1 Introducing the lived experiences of childfree women (child-freedom) study 18
- 2.2 Semantic versus latent codes 23
- 2.3 Familiarisation notes from one interview and the entire dataset 24
- 2.4 What you see in the data (to some extent) reflects who you are 25
- 2.5 An example of theme definition for ‘childfree as a precarious identity’ 31
- 2.6 Excerpt from the write-up of the ‘precariousness’ theme showing data extracts used illustratively and analytically 32
- 3.1 Doing ethnographic research: a brief practical guide 47
- 5.1 Key steps involved in doing CA research 83
- 6.1 Methodological features of discursive psychology 100
- 7.1 Some methodological guidelines for conducting Foucauldian discourse analysis 118
- 9.1 A point of departure: guidelines for groups considering memory 145
- 12.1 Shifting time in Linda’s extract 199
- 13.1 Q methodology step-by-step 215
- 13.2 A small technical box: weighting factor exemplars 222
- 14.1 Basic grounded theory methods 240
- 20.1 Using qualitative methods for studying social representations step-by-step 345
- 27.1 (A history of) qualitative research into ‘childhood’ 454
- 32.1 Critical question: who speaks on behalf of whom? The case of female genital mutilation 564
- 32.2 Common errors made by interpreters in interpreted interviews 568
- 32.3 Suggestions for improving interpreted interviews 569
- 32.4 Suggestions for translation of texts 569
Notes on the Editors and Contributors[Page xv]The Editors
Carla Willig is a Professor of Psychology at City, University of London. She has a long-standing interest in qualitative research methods and their usage in psychology. Ever since she chose to use a qualitative research method for her doctoral research in the late 1980s, when such approaches were still very much at the fringes within the discipline of psychology, she has engaged with questions about the nature, status and legitimacy of knowledge claims. She has used a variety of qualitative research methods in her own research, including grounded theory methodology (for her doctoral research in the 1980s), discourse analysis (throughout the 1990s) and, more recently, phenomenological research methods (2000 onwards). She is currently conducting qualitative metasynthesis research into the experience of living with terminal cancer. Carla's most recent publications include Introducing Qualitative Research in Psychology (McGraw Hill/Open University Press, 3rd edition 2013) and Qualitative Interpretation and Analysis in Psychology (McGraw Hill, 2012).
Wendy Stainton Rogers is Professor Emerita in the Faculty of Health & Social Welfare at the Open University, UK. Following several episodes of catastrophic surgery starting in 2011, she is now back, able to actively engage in academic work once again. Wendy was one of the ‘founding mothers’ of critical psychology, publishing Explaining Health & Illness in 1991. She was thereafter a founding member of ISCHP, the International Society of Critical Health Psychology. As a member of the Beryl Curt collective she helped to create Textuality and Tectonics: Troubling Social and Psychological Science (1994). Her most recent publication is Social Psychology, a second edition of her earlier text, published in 2011.The Contributors
Michael Arribas-Ayllon is Senior Lecturer at Cardiff University, UK. His research interests include medical sociology and science studies. He has conducted research on risk communication, genetic testing, genetic counselling and psychiatric genetics. He is the author of Genetic Testing: Accounts of Autonomy, Responsibility and Blame (Routledge, 2010), and is currently writing a monograph on psychiatric genetics.
Doyin Atewologun is a Lecturer in Organizational Leadership and Learning at the School of Business & Management, Queen Mary University of London and Visiting Fellow at Cranfield School of Management, UK. Doyin's research interests are in intersectional identities, careers in professional services firms and diversity on boards. Doyin's research has gained several international awards, from the American Academy of Management (2011), the British Academy of Management (2011), the Equality, Diversity & Inclusion conference (2012) and the Emerald Literati Network Awards for Excellence (2015). Prior to her academic career, Doyin worked as Lead Consultant in OPP Ltd, a pan-Europe business psychology [Page xvi]consultancy, where she delivered training and consultancy services on fair selection and assessment, competency analysis and the use of psychometrics for individual and team development.
Linden J. Ball is Professor of Cognitive Psychology and Dean of the School of Psychology at the University of Central Lancashire, Preston, UK. He pursued his PhD at Plymouth Polytechnic, UK in the late 1980s on cognitive processes in engineering design. This PhD led him to appreciate the value of combining qualitative and quantitative approaches for understanding the richness and complexity of situated cognitive processes such as those arising in design reasoning. Since his PhD he has continued to adopt a mixed-methods approach in both his laboratory-based ‘in vitro’ studies of fundamental thinking processes and in his real-world ‘in vivo’ studies of reasoning in domains such as professional design practice and investigative decision making. He is currently Editor for the Current Issues in Thinking & Reasoning book series published by Routledge and is an Associate Editor for Thinking & Reasoning and for the Journal of Cognitive Psychology.
Peter Banister is the retired Head of Department of Psychology at Manchester Metropolitan University in the UK. He is still involved in teaching, research, writing, examining and with the British Psychological Society (BPS). His own psychology degree contained no mention of qualitative methods and it became obvious to him in his early prison research that often it was the unsolicited comments made by prisoners that provided the most fruitful lines of enquiry, rather than the slavish following of the results of psychometric tests. With a number of colleagues at the university he set up postgraduate and undergraduate teaching in qualitative methods, which led to the successful textbook Qualitative Methods in Psychology, which was adopted as an Open University set book. In addition he has helped to ensure that qualitative methods have been included in the QAA (Quality Assurance Agency) Benchmark for Psychology in England and in the BPS criteria for the undergraduate and postgraduate curriculum in Psychology.
Andrew Bengry-Howell is Senior Lecturer in Psychology at Bath Spa University, UK. He has worked in higher education for over ten years and has held positions at the University of Bath, University of Southampton and University of Birmingham. His research interests are in youth and identity, and how culture shapes social identification and identity construction processes. He is currently researching how students from different socioeconomic backgrounds experience higher education and constitute their graduate identities, and how sociocultural factors influence student career trajectories and progression strategies. He has co-developed the NERUPI framework for evaluating the impact of Widening Participation activities, which is currently being piloted by a number of higher education institutions in the UK. He has also conducted research on youth consumption practices and identity, focusing specifically on music festivals and free party networks (illegal raves), alcohol consumption and young men's consumption of motorcars and car-based identity practices. He has a broader interest in qualitative research, particularly the areas of innovation, methodology and ethics. He has written on contemporary challenges concerning field access, field-based ethics and researching hard-to-reach groups. He has published in journals including the International Journal of Social Research Methodology, Qualitative Research, Journal of Youth Studies, Sex Education, Sociology and has co-authored a number of chapters in edited volumes.
Kimberly Bess is an Assistant Professor in the Department of Human and Organizational Development at Vanderbilt University, Nashville, Tennessee. She received her PhD from Vanderbilt University in Community Research and Action. Her current research investigates the ways in which community-based organizations (CBOs) serve as agents of social change. Her work has developed along two principal lines of inquiry, the first of which focuses on the internal dynamics and organizational practices within each CBO, while the other examines the strategies pursued by CBOs as they seek to improve conditions within their communities. In both cases, her research seeks to identify the ways in which CBOs seek to improve the efficacy of their action over time – whether internally, as a well-run institution, or externally, as agents of tangible change among the urban constituencies they serve. Kimberly is currently exploring data-use partnerships between local schools and after-school programme-provider networks in Nashville.[Page xvii]
Sunil Bhatia's research focuses on the development of self and identity within the context of postcolonial contexts of migration, globalization, neoliberalization and formation of transnational diasporas. His scholarship specifically examines how concepts such as culture, power and representation shape theories of acculturation, racial, and cultural identity in human development and cultural psychology. His publications include the book, American Karma: Race, Culture and Identity in the Indian Diaspora (New York University Press, 2007). Sunil has published over 35 articles and book chapters on issues related to transnational migration, identity, and cultural psychology. His articles have appeared in a number of journals including: American Psychologist, Human Development, Theory & Psychology, History of Psychology, Culture and Psychology, Journal of Intercultural Studies and the Journal of Theoretical and Philosophical Psychology. His forthcoming book, Decolonizing Psychology: Globalization, Social Justice, and India Youth Identities, examines how neoliberal globalization is creating new discourses of self and identity in the narratives of urban Indian youth.
Felicity L. Bishop is an Associate Professor in Psychology at the University of Southampton, UK. Her research examines psychological aspects of complementary therapies and placebo effects, and develops and tests novel interventions in these fields. She uses mixed methods throughout her research programme, delivers workshops on how to effectively combine qualitative and quantitative methods, and has published articles on the design and conduct of mixed-methods research.
Virginia Braun is Professor in the School of Psychology at the University of Auckland. A critical and feminist psychologist, her research explores gender, bodies, sex/sexuality and health, and she has published extensively in these areas. She also writes around qualitative research in general – she is co-author of Successful Qualitative Research (SAGE, 2013; with Victoria Clarke) and co-editor of Collecting Qualitative Data (Cambridge University Press, 2017; with Victoria Clarke, and Debra Gray) – as well as thematic analysis in particular. She is currently working on a book on thematic analysis for SAGE (with Victoria Clarke).
Svend Brinkmann is Professor of Psychology in the Department of Communication and Psychology at the University of Aalborg, Denmark, where he serves as co-director of the Center for Qualitative Studies. His research is particularly concerned with philosophical, moral, and methodological issues in psychology and other human and social sciences. In recent years he has been studying the impact of psychiatric diagnoses on individuals and society.
Steven D. Brown is Professor of Social and Organizational Psychology at the University of Leicester, UK. His research interests are around social remembering amongst ‘vulnerable’ populations and experiences of secure psychiatric care settings. He is author of The Social Psychology of Experience: Studies in Remembering and Forgetting (SAGE, 2005; with David Middleton); Psychology Without Foundations: History, Philosophy and Psychosocial Theory (SAGE, 2009; with Paul Stenner); and Vital Memory and Affect: Living With a Difficult Past (Routledge, 2015; with Paula Reavey).
Sarah L. Bulloch, received her PhD from the University of Surrey, UK, and has experience working with multiple methods and in multiple contexts. She has analysed large UK and international datasets, applying advanced quantitative analysis, including structural equation modeling and multilevel analysis. She has also worked to apply qualitative analysis approaches to video, textual and image data, often using a range of computer-assisted qualitative data analysis software (CAQDAS). Sarah has worked at various UK universities, as well as at a large disability charity. At the time of publication she teaches at the CAQDAS Networking Project, University of Surrey as well as providing consultancy in research methods training.
Erica Burman is Professor of Education, at the University of Manchester, UK. She also holds Visiting Professorships at the University of Witwatersrand, South Africa, at the Instituto de Psicologia at Universidade de São Paulo, Brazil, at Cibersomosaguas, Facultad de Ciencias Políticas y Sociología, Universidad Complutense de Madrid, Spain and is Adjunct Professor, at the Faculty of Social Work and [Page xviii]Child Welfare at Oslo and Akershus University College, Norway. Erica trained as a developmental psychologist, and is well known as a critical methodologist specializing in innovative and activist qualitative research. She is author of Deconstructing Developmental Psychology (Routledge, 3rd edition 2017), Developments: Child, Image, Nation (Routledge, 2008), and is co-editor (with Dan Cook) of the SAGE Encyclopaedia of Childhood and Childhood Studies (forthcoming). Erica co-founded the Discourse Unit (www.discourseunit.com), a transinstitutional, transdisciplinary network researching the reproduction and transformation of language and subjectivity. Erica's research has focused on critical developmental and educational psychology, feminist and postcolonial theory, childhood studies, and on critical mental health practice (particularly around gender and cultural issues). She currently leads the Knowledge, Power and Identity research strand at the Manchester Institute of Education, University of Manchester.
Mark Burton is Independent Scholar Activist, Manchester, UK. After a career as a psychologist and manager in large yet innovative public health and social care services, Mark concentrated on the relationships between economy, environment and social justice in the context of the Manchester city region. In both periods Mark drew upon community and liberation psychology as conceptual and practical frameworks, and on action research as a framework for integrating practice, policy and lived experience.
Ivo Čermák is a researcher at the Institute of Psychology at the Academy of Sciences of the Czech Republic, Brno. He is Professor at the Faculty of Social Sciences, Masaryk University in Brno, Czech Republic, and at the Faculty of Arts and Letters, Catholic University in Ružomberok, Slovakia. His professional interests are qualitative research, hermeneutic and narrative approaches in psychology, psychology of art, and projective methods. The books Suicidal Triad: Virginia Woolf, Sylvia Plath and Sarah Kane (with Ida Kodrlová), and Thematic Apperception Test: Interpretive Perspectives (with Táňa Fikarová), represent his efforts in these areas. In the early 1990s he met Jitka Lindén, who encouraged him to take up qualitative inquiry. This bore fruit in a joint book, Profession: An Actor. Encountering Wendy Stainton Rogers, her charm and critical spirit, he committed to qualitative research forever. This ‘forever-ness’ is significantly supported by his friends David Hiles and Vladimír Chrz with whom he co-founded the Narrative DreamCatcher Circle dedicated to understanding human being through story.
Kerry Chamberlain is Professor of Social and Health Psychology at Massey University in Auckland. He is a critical health psychologist who has published widely on health issues and qualitative research and methodologies. His research focuses on health and the everyday, with specific interests in medications, media, materiality, mundane ailments, food, and disadvantage, and in innovative qualitative research methodology.
Kathy Charmaz is Emerita Professor of Sociology at Sonoma State University, California. Her research interests include the experience of illness and disability, the social psychology of time, and the conduct of qualitative inquiry. She has written, co-authored, or co-edited 14 books including two award-winning books: Good Days, Bad Days: The Self in Chronic Illness and Time; and Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, which has been translated into Chinese, Japanese, Korean, Persian, Polish and Portuguese and now appears in a much-expanded second edition. She co-authored Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry; and Developing Grounded Theory: The Second Generation; co-edited The SAGE Handbook of Grounded Theory and the SAGE Benchmarks in Social Research Methods 4-Volume Set: Grounded Theory and Situational Analysis; and has written or co-authored over 50 articles and chapters about conducting and writing qualitative research. Throughout her career, Kathy has given professional development workshops and classes on grounded theory methods, intensive interviewing, symbolic interactionism, and writing for publication.
Eric C. Chen is an Associate Professor of Counseling Psychology in the Division of Psychological and Educational Services at Fordham University, New York. Born and raised in Taiwan, he taught Chinese in a high school before coming to the US to pursue his graduate degrees. From 2007 to 2010, he was an Associate Editor of Group Dynamics: Theory, Research, and Practice. His research interests, publications [Page xix]and professional presentations over the past two decades have encompassed topics of clinical supervision, group counselling process and outcome, multicultural issues and competencies, affirmative counselling for lesbian, gay, bisexual, and transgender individuals, and educational and career pursuits of immigrant youths. Informed by developmental-contextualism and a social justice perspective, his current research programmes focus on the identity formation and negotiation of legal and undocumented immigrant students and of transgender women, mainly through the use of qualitative research methods.
Vladimír Chrz is a researcher at the Institute of Psychology at the Academy of Sciences of the Czech Republic, Prague, and lectures in the Departments of Psychology at the Faculty of Education, Charles University, Prague, as well as at the Faculty of Arts and Letters, Catholic University in Ružomberok, Slovakia. Vladimír is the author of two books: Metaphors in Politics and Potential of Narrative Approach in Psychological Research. The key point in his research journey was an encounter with Ivo Cˇermák and David Hiles with whom he shares the idea of ‘story as the main building block’ in human meaning-making. He regards qualitative methodology in research as opening a path to semiotic concepts such as metaphor, symbol, narrative, genre, and style as ‘instruments’ of psychological understanding of human story-telling. He also explores various aspects of expression and expressivity from depth psychological, hermeneutical and semiotic perspectives.
Victoria Clarke is an Associate Professor in Qualitative and Critical Psychology in the Department of Health and Social Sciences at the University of the West of England (UWE), Bristol, UK. Her research centres on the intersecting fields of feminist psychology, lesbian, gay, bisexual, trans and queer (LGBTQ) psychology and qualitative and critical psychology. In particular, she has interests in appearance and embodiment, family and relationships and qualitative methods. She is co-author of Successful Qualitative Research (SAGE, 2013; with Virginia Braun) and co-editor of Collecting Qualitative Data (Cambridge University Press, 2017; with Virginia Braun and Debra Gray). She is currently writing a book on thematic analysis for SAGE (with Virginia Braun).
Patricia Conway earned her master's in Community Research and Action at Vanderbilt University, Nashville, Tennessee. She currently resides in the community of East Nashville, where she is a stay-at-home mother to a two-year-old child and five-month-old twins.
Elena Doldor is a Lecturer in Organizational Behaviour at the School of Business & Management, Queen Mary University of London and a Visiting Fellow at Cranfield School of Management, UK. Her research interests are in diversity and leadership, organizational politics, women on boards and the processes shaping the career progression of women and ethnic minorities in organisations. Elena is an organizational psychologist by background and her empirical research is mostly qualitative. She has published high impact policy reports and academic papers in the British Journal of Management, Human Resource Management Journal, Gender in Management: An International Journal, and Equality, Diversity and Inclusion: An International Journal. As a psychologist and independent consultant, she was involved in designing and delivering diversity management initiatives, leadership development training, and assessment and development centres.
Virginia Eatough is a Reader in the Department of Psychological Sciences at Birkbeck University of London. Her research interests focus on understanding emotional experience, especially feelings from a phenomenological psychology perspective. She uses a range of experiential approaches and has particular expertise with interpretative phenomenological analysis (IPA). Current projects include happiness, working women with breast cancer and neurophenomenology. She has an ongoing interest in adult crying.
Scotney D. Evans is a community-engaged researcher working to understand and support the role of community-based organizations, networks and coalitions in building collective power to promote community wellbeing, social change, and social justice. He is an Associate Professor in the Department of [Page xx]Educational and Psychological Studies in the School of Education and Human Development and directs the undergraduate major in Human and Social Development (HSD) at the University of Miami, Florida. He teaches and advises students in the master's program in Community and Social Change and the PhD program in Community Well-being. Scot received his PhD in Community Research and Action at Peabody College of Vanderbilt University, Nashville, Tennessee and has a master's degree in Human Development Counseling, also from Vanderbilt.
Nigel Fielding is Professor of Sociology at the University of Surrey, UK and a Fellow of the Academy of Social Sciences. He co-directs the CAQDAS Networking Project, which provides training and support in the use of computer software in qualitative data analysis. His research interests are in new technologies for social research, qualitative research methods, and mixed methods. His books include a study of the integration of qualitative and quantitative data (Linking Data, 1986 and 2014, SAGE, with Jane Fielding), an influential book on qualitative software (Using Computers in Qualitative Research, 1991, SAGE editor, with Ray Lee), a study of the role of computer technology in qualitative research (Computer Analysis and Qualitative Research, 1998, SAGE, with Ray Lee), two four-volume edited sets on Interviewing in the Sage ‘Masterworks’ series, and the Handbook of Online Research Methods (ed., with Ray Lee and Grant Blank; SAGE, 2nd edition 2017).
Uwe Flick is Professor of Qualitative Research at the Freie Universität in Berlin. He was trained as psychologist and sociologist in Munich and Berlin. Research interests in everyday knowledge and practices of professionals and laypeople motivated an orientation, first to qualitative research, and then in social representations in such fields as health and illness. After studying social representations of health and ageing held by general practitioners and nurses, and the health concepts and practices of homeless adolescents, his current research is about migration and social problems. Uwe's most recent publications include An Introduction to Qualitative Research (SAGE, 5th edition 2014), The SAGE Handbook of Qualitative Data Analysis (2013) and The SAGE Handbook of Qualitative Data Collection (2017), and he is editor of the boxed set, The SAGE Qualitative Research Kit (2007, 2nd edition 2017).
Juliet Foster is a Senior Lecturer in Social Psychology in the Department of Psychology and Senior Tutor of Murray Edwards College, both at the University of Cambridge. Her main interests are social psychological perspectives on health and illness, especially mental health and ageing. In particular, she has focused on mental health service clients’ representations of mental health problems, and on wider understandings of mental health problems, including those found in the media, and amongst mental health professionals. She has a particular interest in ethnography and also in different forms of interviewing, as well as the assessment of qualitative analysis.
Stephen Frosh is Pro-Vice-Master and Professor in the Department of Psychosocial Studies at Birkbeck College, University of London. He has a background in academic and clinical psychology and was Consultant Clinical Psychologist at the Tavistock Clinic, London, throughout the 1990s. He is the author of many books and papers on psychosocial studies and on psychoanalysis, including Hauntings: Psychoanalysis and Ghostly Transmissions (Palgrave, 2013), Feelings (Routledge, 2011), A Brief Introduction to Psychoanalytic Theory (Palgrave, 2012), Psychoanalysis Outside the Clinic (Palgrave, 2010), Hate and the Jewish Science: Anti-Semitism, Nazism and Psychoanalysis (Palgrave, 2005), For and Against Psychoanalysis (Routledge, 2006), After Words (Palgrave, 2002) and The Politics of Psychoanalysis (Palgrave, 1999). He is a Fellow of the UK's Academy of Social Sciences, an Academic Associate of the British Psychoanalytical Society, a Founding Member of the UK's Association for Psychosocial Studies, and an Honorary member of the Institute of Group Analysis, also in the UK.
Mary Gergen is Professor Emerita of psychology and women's studies at Penn State University, Brandywine. Her major works are involved at the intersection of feminist theory and social construction ideas. In 2001 she published Feminist Reconstructions in Psychology: Narrative, Gender, and Performance. Her other published pieces focus on dialogue, narratives, collaborative practices, education and qualitative inquiry. Most recently she has written Playing with Purpose: Adventures in Performative [Page xxi]Social Science, with Kenneth J. Gergen, as well as editing a book on the process of retirement, Retiring, but not Shy: Feminist Psychologists Create Their Post-Careers, with Ellen Cole.
Amedeo Giorgi received his PhD in Experimental Psychology from Fordham University, New York, in 1958. He worked as a human factors specialist for Dunlap & Associates for several years and then moved on to an academic career teaching at Manhattan College, Duquesne University, Pittsburgh, and University of Quebec at Montreal, and currently at Saybrook Graduate School in San Francisco. He studied phenomenological philosophy and developed the application of the phenomenological method for psychological problems based upon the work of Husserl and Merleau-Ponty. He has directed over 100 dissertations that have used the method on all sorts of psychological problems and he has published over 100 articles on the phenomenological approach to psychology. He has been invited to lecture on phenomenological psychology in Europe, Asia, Latin America, Australia and South Africa. He is the founder and original Editor (25 years) of the Journal of Phenomenological Psychology and the author of Psychology as a Human Science and The Descriptive Phenomenological Method in Psychology. He is now retired and Professor Emeritus at Saybrook University.
Barbro Giorgi† received her PhD in Clinical Psychology and Research at the University of Quebec at Montreal, Canada in 1998. Her research orientation was qualitative in general but primarily phenomenological. Her own research focused on the therapeutic process and she published an interesting study on the experience of pivotal moments in therapy as defined by clients in the Journal of Phenomenological Psychology. She was an adjunct faculty member at Saybrook Graduate School, San Francisco and Research Adjunct faculty at the Institute of Transpersonal Psychology, Palo Alto, California. She used to give workshops on phenomenology as a research method in California. Unfortunately, Barbro passed away in October, 2007 at the relatively young age of 50.
Christine Griffin received her PhD from the University of Birmingham, UK, and is Professor of Social Psychology at the University of Bath, UK. She is a member of the UK Centre for Tobacco and Alcohol Studies funded by the UK Clinical Research Collaboration. Christine has a long-standing interest in young people's experiences, as shaped by gender, class, race and sexuality, and the relationship between identity and consumer culture. She was a founding member of the editorial group that launched the international journal Feminism & Psychology in 1991. She is currently investigating alcohol marketing to young people via social media in the ROAM project funded by Alcohol Research UK, and a previous study supported by the Royal Marsden Fund, New Zealand (the latter project led by Dr Antonia Lyons of Massey University, New Zealand).
Carrie E. Hanlin received her Bachelor's Degree in Psychology at Hendrix College in Conway, Arkansas, 1999. She received graduate training in Community Psychology from the University of Missouri-Kansas City's and in Community Research and Action at Vanderbilt University, Nashville, Tennessee. She taught undergraduate research methods and was the lead author of the first edition of the chapter on ‘Qualitative Methods in Community Psychology'.
David Harper is Reader in Clinical Psychology and Programme Director (Academic) on the Professional Doctorate in Clinical Psychology at the University of East London (UEL). He is a co-author of Deconstructing Psychopathology (SAGE, 1995). He also co-authored and co-edited Psychology, Mental Health & Distress (Palgrave Macmillan, 2013) which both critiqued traditional approaches to this topic and offered constructive alternatives, working within a consistently psychological approach rather than one dominated by heavily contested diagnostic categories. It won the 2014 British Psychological Society Book Award. He also co-edited Qualitative Research Methods in Mental Health and Psychotherapy: An Introduction for Students and Practitioners (Wiley, 2012) and is the editor of Beyond ‘Delusion': Exploring Unusual Beliefs and Experiences (ISPS/Routledge, forthcoming). He was one of the contributors to Understanding Psychosis and Schizophrenia, edited by Anne Cooke and published by the British Psychological Society's (BPS) Division of Clinical Psychology (DCP) in 2014.[Page xxii]
Nikki Hayfield is a Senior Lecturer in Social Psychology in the Department of Health and Social Sciences at the University of the West of England (UWE), Bristol, UK. Nikki's research interests are in heterosexual, lesbian, gay and bisexual identities and relationships, and various forms of alternative families, such as women who choose not to have children. She teaches social psychology and qualitative research methods and methodologies to students at undergraduate and postgraduate level. Nikki has published journal papers and book chapters on a range of topics, including bisexual identities and bisexual marginalization and qualitative data collection and analysis.
Karen Henwood is Professor in the Cardiff School of Social Sciences, Cardiff University, UK. She has long-standing research interests in qualitative, interpretive and critical approaches to psychology, and in the development of methodology within interdisciplinary social science. She has participated in a number of interdisciplinary research networks, supported mainly by the UK Economic and Social Research Council (ESRC), on topics that are of social psychological and broader social and policy relevance (environment and risk; masculinities, identities and fatherhood; everyday energy use and systems change). Her most recent study, Energy Biographies, was part of a collaborative joint venture on community energy initiatives part supported by the Engineering and Physical Sciences Research Council (EPSRC). Study findings from this research focused on lifecourse and identity issues, along with historically embedded socio-cultural transitions. Publications are in journals dedicated to building knowledge of socio-technical transitions in the context of environmental sustainability. As well as using established methodologies (interpretive thematic approaches, such as grounded theory, and discursive and narrative methods), her work has involved developing methodologically innovative approaches, especially within the field of qualitative longitudinal research and encompassing issues of temporality. Overall, her research interests are in questions of risk, identity, and the relations between biography, identity and wider socio-cultural change.
David Hiles is Honorary Research Fellow at both De Montfort University, Leicester, UK, and the Centre for Counselling & Psychotherapy Education (CCPE), London. He has been a psychologist for some fifty years, training as a transpersonal psychotherapist in the 1980s. He has pioneered teaching qualitative methods at undergraduate, master, doctoral and post-doctoral levels, and has delivered masterclasses in qualitative inquiry in Brno, Czech Republic, and Jenna, Germany. His research interests lie in an expanded vision of cognitive psychology that is inclusive of human experience, empowerment, and cultural practices. His research with Czech colleagues has focused on narrative in everyday human cognition. He is critical of the naivety in some of the thinking underlying psychological research methods, especially with respect to paradigm assumptions, mixed methods, and inference processes used in qualitative data coding. He especially enjoys the opportunities phased retirement offers for reading philosophy (Heidegger), and the history of ideas.
Katherine Johnson is Reader in Psychology in the School of Applied Social Science, and leads the Transforming Sexuality and Gender research cluster at the University of Brighton, UK. She is known for her focus on issues of social justice in LGBT lives, particularly on LGBT mental health and health inequalities. Her research interests include topics such as transgender embodiment, LGBT mental health, sexuality, shame and suicidal distress, global mental health and neocolonialism, feminist and queer theory, and qualitative research methods. In her research she has used a range of qualitative approaches including discourse analysis, memory work, photography and creative-arts based visual methods and participatory-action research. Her publications include Community Psychology and Socio-economics of Mental Distress: International Perspectives (Palgrave, 2012) and Sexuality: A Psychosocial Manifesto (Polity, 2015). Her current projects include the Marie Curie-funded ACCESSCare project to improve end-of-life health care practice for LGBT people and writing a book based on her research with a trans youth group called ‘Trans Youth: What Matters?'
Carolyn Kagan is Professor Emerita, Community Social Psychology at Manchester Metropolitan University, UK. Carolyn has worked for many years on collaborative and participative action research projects (both in research and teaching) with a social justice and policy focus. These have included the [Page xxiii]co-production of new service models with families with disabled children; community safety; forced labour and migrant workers; active ageing; intergenerational practice; and sustainable, cohesive communities. She has promoted university-community partnership working and highlighted in her work some of the ethical, practical and philosophical dilemmas in working collaboratively across different lifeworlds. In retirement, she continues to work as both a scholar and activist on the understanding of, and transformation towards, sustainable communities. Carolyn was one of the founding editors of the academic journal, Community, Work & Family.
Shose Kessi is Senior Lecturer in the Department of Psychology at the University of Cape Town (UCT). Her research centres on community empowerment and mobilization, decoloniality and social change. A key focus is the development of Photovoice methodology as a participatory action research tool that can raise consciousness and mobilize community groups into social action. She has written on race, class, and gender identities, and how these impact on participation in social change. Before joining UCT, Shose worked in the development sector in the area of reproductive health, HIV/AIDS, and programme evaluation. She completed her PhD in 2010 at the London School of Economics and was the Mandela Fellow at the W.E.B. DuBois Research Institute, Hutchins Center, Harvard University for 2014.
Susan Kippax is Emeritus Professor at the University of New South Wales, Sydney and a Fellow of the Academy of the Social Sciences in Australia (FASSA). She is joint Editor-in-Chief of the Journal of the International AIDS Society and played a major role in establishing the Association for the Social Sciences and Humanities in HIV (ASSHH). Her most recent book is Socialising the Biomedical Turn in HIV Prevention (Anthem Press, 2016; with Niamh Stephenson).
Celia Kitzinger is Professor of Conversation Analysis, Gender and Sexuality in the Department of Sociology at the University of York, UK, and Co-Director of the Coma and Disorders of Consciousness Research Centre. Celia is recipient of a 2016 British Psychological Society's Lifetime Achievement Award for her work on sexualities, conversation analysis, and disorders of consciousness. She has published widely in both pure and applied conversation analysis, most recently in relation to conversational repair, in collaboration with Gene Lerner.
Natalie M. Kivell is a PhD candidate in Community Well-Being at the University of Miami, Florida and is a senior member of the Engagement, Power, and Social Action (EPSA) research team. She completed her BA and MA in Community Psychology at Wilfrid Laurier University, Ontario, with a focus on gender, poverty, and higher education policy. Her current research focuses on the influence of power and problem framing in networks and collaboratives for social justice, and the theoretical development of transformative change in the field of Community Psychology. Natalie is the host of RadioActive, a Community Psychology radio show, where she invites experts from within and beyond the field of Community Psychology to discuss empirical research, theoretical work and scholar-activism aimed at surfacing and challenging assumptions about how we conceptualize and implement change through research and action.
Robert Kozinets is the Jayne and Hans Hufschmid Chair in Strategic Public Relations at USC Annenberg. Los Angeles, a position he shares with the USC Marshall School of Business. Rob is a globally recognized expert on social media, marketing, branding and innovation. He invented the method of Netnography, which adapts the anthropological approach of ethnography to work with the many types of social experience and interaction that emerge through networked digital communications. Netnography has been adopted by academic researchers working in computer science, sociology, geography, library sciences, nursing, health sciences, psychology, addiction research, anthropology, marketing and consumer research. Rob has authored and co-authored over 150 pieces of research on the intersection of technology, media, brands, and consumers, including the book Netnography: Redefined (SAGE, 2nd edition 2015).
Steinar Kvale† (1938–2008) was Professor of Educational Psychology and Director of the Centre of Qualitative Research at the University of Aarhus, Denmark, and adjunct faculty at Saybrook Institute, San Francisco. He was born in Norway and graduated from the University of Oslo. He continued his studies [Page xxiv]at the University of Heidelberg with an Alexander von Humboldt scholarship and was a Visiting Professor at Duquesne University, Pittsburgh, and West Georgia University, Carrolton, and the University of Bergen, Norway. His long-term concern was with the implications of such continental philosophies as phenomenology, hermeneutics, and dialectics for psychology and education.
Abigail Locke is a critical social psychologist whose research work has a discursive flavour. She investigates topics around gender, parenting, identity, and health. She has a particular interest in what society constructs as ‘good’ mothering and fathering. She is currently working on a project looking at fathers in primary caregiving roles, considering societal versions of masculinity and gendered binaries of carework. Abigail is currently Professor of Psychology at the University of Bradford, and Visiting Professor in Social and Health Psychology at the University of Derby, both in the UK.
Catriona Macleod is Professor of Psychology and SARChI Chair in the Critical Studies in Sexualities and Reproduction research programme at Rhodes University, South Africa. Her major scholastic contributions have been in two main areas: sexual and reproductive health, and feminist theory in Psychology. She has written extensively in national and international journals in relation to teenage pregnancy, abortion, sex education, feminist psychology and postcolonialism. She is author of the multi-award winning book ‘Adolescence', Pregnancy and Abortion: Constructing a Threat of Degeneration (Routledge, 2011), and co-author (with Tracy Morison) of the book Men's Pathways to Parenthood: Silence and Heterosexual Gendered Norms (HSRC Press, 2015). She is Editor-in-Chief of the journal Feminism & Psychology.
Adele V. Malpert is a PhD student in the Community Research and Action program at Vanderbilt University, Nashville, Tennessee. Prior to her doctoral studies, Adele earned a BA with Honors in Psychology from Rhodes College in Memphis, Tennessee. As an undergraduate, Adele completed a two-year research fellowship at St. Jude Children's Research Hospital, Memphis, examining emotional distress in parents of long-term childhood cancer survivors. Adele also served as member of the Community Narrative Research Project, an ongoing research project examining identity development in students participating in a national service-learning program. Her recent research interests focus on the use participatory action research and narrative research methodologies to better understand organizational learning and change within youth-serving community-based organizations. Adele currently works under Dr Kimberly Bess.
Diana McCown received her Bachelor's Degree from University of Dayton and her Masters of Education in Human, Organization and Community Development in the Department of Human and Organizational Development, Peabody College, Vanderbilt University. She has spent most of her career focused on the use of data and evaluation in nonprofit organizations. She is currently the Director of Outreach and Development at Métier Services, Inc., a nonprofit organization focused on serving the blind and visually impaired community. is a Professor of Clinical Psychology at Ramapo College of New Jersey where he has served as Faculty President and is teaching courses in Phenomenological Psychology, psychopathology, social theory and the Psychology of meditation and Yoga. James's research interests are in the application of phenomenological epistemology as a foundation to a human science psychology. His publications apply continental phenomenological thought (Husserl, Heidegger, Sartre, Merleau-Ponty) to psychological topics such as imagination, human development, mental health, and qualitative research methodology. He has held teaching positions in the USA, UK, and India and co-edited the text Merleau-Ponty: Interiority and Exteriority (SUNY Press, 1999) and, with James Phillips, a collection of essays titled Imagination and its Pathologies (MIT Press, 2003). He is the Editor-in-Chief of the Journal of Phenomenological Psychology and founding Director of the Krame Center for Contemplative Studies and Mindful Living at Ramapo College.
James Morley is a Professor of Clinical Psychology at Ramapo College of New Jersey where he has served as Faculty President and is teaching courses in Phenomenological Psychology, psychopathology, social theory and the Psychology of meditation and Yoga. James's research interests are in the application of phenomenological epistemology as a foundation to a human science psychology. His publications apply continental phenomenological thought (Husserl, Heidegger, Sartre, Merleau-Ponty) to psychological topics such as imagination, human development, mental health, and qualitative research methodology. He has held teaching positions in the USA, UK, and India and co-edited the text Merleau-Ponty: Interiority and Exteriority (SUNY Press, 1999) and, with James Phillips, a collection of essays titled Imagination and its Pathologies (MIT Press, 2003). He is the Editor-in-Chief of the Journal of Phenomenological Psychology and founding Director of the Krame Center for Contemplative Studies and Mindful Living at Ramapo College.
Michael Murray is Professor of Social and Health Psychology and Head of the School of Psychology at Keele University, UK. Prior to that, he held appointments at other universities in England, Northern [Page xxv]Ireland and Canada. He has published journal articles and chapters and (co-)authored and edited several books and collections on critical and qualitative approaches to health psychology including Qualitative Health Psychology: Theories and Methods (SAGE, 1999; with Kerry Chamberlain), Critical Health Psychology (Palgrave, 2014) and Health Psychology: Theory, Research and Practice (SAGE, 2015; with David F. Marks). He is the Associate Editor of Psychology & Health and sits on the editorial boards of several other journals including Psychology, Health & Medicine, Health Psychology Review, and Arts & Health. His current research interests include the use of participatory and arts-based methods to engage older people, and the development of narrative research methods.
Thomas C. Ormerod is a Professor and Head of the School of Psychology at the University of Sussex, UK. Tom is a cognitive psychologist with research interests in human thinking and expertise. He has published over 100 peer-reviewed journal articles on expertise, systems design, and human decision making, and has managed over £7.5m in external research funding, with a focus on designing methods and technologies for supporting skilled decision-makers in domains such as design, education and security. His recent applied research focuses on developing effective methods for evaluating human behaviour during security screening, investigative decision making, persuasion in investigative interviews, and detecting deception. He also studies creativity, and has developed a computational model of insight. He has served on a number of UK Government advisory committees and was elected a Fellow of the British Psychological Society in 2013.
Jennie Park-Taylor is an Associate Professor of Counseling Psychology in the Division of Psychological and Educational Services at Fordham University, New York. Her research program focuses on the intersection of individuals’ social identities (e.g. career, ethnic, racial, gender, religious) and the influence of contextual factors (e.g. microaggressions, stereotype threat). She is also interested in various areas of health psychology and is currently exploring the utility of mindfulness for career, education and mental health interventions.
Douglas D. Perkins is the Founding Director of the doctoral program in Community Research and Action at Vanderbilt University, Nashville, Tennessee. His research is both qualitative and quantitative, and links community, environmental, and applied social psychology to other disciplines in focusing on participation and empowerment in grassroots organizations to improve public policymaking. Problems his research, teaching and consultation have addressed include neighbourhood revitalization, housing, youth violence, crime, fear and social capital (sense of community, neighboring, networks), and disorder in urban community settings in the US, Europe, Africa, and China. He is currently exploring the development of applied community studies globally in 100 countries.
Joseph G. Ponterotto is Professor of Counseling Psychology and Coordinator of the Mental Health Counseling Program in the Graduate School of Education at Fordham University, Lincoln Center, New York. His areas of interest in teaching and research include multicultural counselling, career development, clinical practice, and research methods. He has been active in promoting the development of qualitative and mixed methods research in psychology and is a former Associate Editor of the Journal of Counseling Psychology. He maintains a small private practice in New York City focused on adolescent, adult, and couple psychotherapy. In the last decade, he has developed a strong interest in psychobiographical research and is the author of A Psychobiography of Bobby Fischer: Understanding the Genius, Mystery, and Psychological Decline of a World Chess Champion (2012). He is currently working on a psychobiography of John F. Kennedy, Jr.
Jonathan Potter is Distinguished Professor, and Dean of the School of Communication and Information at Rutgers University, New Jersey. He has worked on basic theoretical and analytic issues in social psychology for more than 30 years. This is seen in his engagement with and development of post-structuralism (in Social Texts and Contexts, with Margaret Wetherell and Peter Stringer), discourse analysis (in Discourse and Social Psychology, with Margaret Wetherell), discursive psychology (in Discursive Psychology, with Derek Edwards) and constructionism (in Representing Reality). He is currently [Page xxvi]interested in the way basic psychological notions such as ‘socialization’ can be reconfigured as an object in and for interaction. Working with naturalistic materials has provided a way of unlocking fundamental and subtle issues about the nature of ‘cognition’ (in Conversation and Cognition, with Hedwig te Molder). This sits alongside a long-term critical and applied interest in topics such as racism (in Mapping the Language of Racism, with Margaret Wetherell) and, more recently, morality, asymmetry, and emotion in family-mealtime and child-protection settings (with Alexa Hepburn).
Isaac Prilleltensky is Dean of the School of Education and Human Development and Vice Provost for Institutional Culture at the University of Miami, Florida. Isaac holds the inaugural Erwin and Barbara Mautner Chair in Community Well-Being. He has published eight books and over 130 articles and chapters. His interests are in the promotion of wellbeing in individuals, organizations, and communities; and in the integration of wellness and fairness. He was recipient of the 2011 Award for Distinguished Contribution to Theory and Research of the Division of Community Psychology of the American Psychological Association, and of the 2014 Lifetime Achievement Award in Prevention by the Division of Counseling Psychology of the APA. Isaac is a vegan, fitness aficionado, and humour writer. Isaac won an award for his humour writing by the US National Newspaper Association. His most recent book is The Laughing Guide to Well-Being: Using Humor and Science to Become Happier and Healthier.
Paula Reavey is Professor of Psychology at London South Bank University, research consultant at St Andrews, and a Director of the Design in Mental Health Network, UK. She has co-edited two volumes, New Feminist Stories of Child Sexual Abuse: Sexual Scripts and Dangerous Dialogues (Routledge, 2003; with Sam Warner) and Memory Matters: Contexts for Understanding Sexual Abuse Recollections (Psychology Press, 2009; with Janice Haaken), and a sole edited volume, Visual Methods in Psychology: Using and Interpreting Images in Qualitative Research (Routledge, 2011 – now in its second edition). She has also published two monographs, Psychology, Mental Health and Distress (Palgrave Macmillan, 2013; with John Cromby and Dave Harper – now in its second edition), which was winner of The British Psychological Society Book Award, 2014, and Vital Memory and Affect: Living with a Difficult Past (Routledge, 2015; with Steven D. Brown). She is currently working on an edited volume on space and mental health (with Laura McGrath, for Routledge). Paula has also published nearly a hundred articles on mental distress, social remembering and child sexual abuse, using a variety of qualitative and visual methodologies.
Poul Rohleder is a Reader and Academic Tutor in Clinical Psychology at the University of East London, UK. He is a qualitative researcher, with research interests predominantly in psychosocial aspects of HIV; disability and sexuality; culture and marginalized identities, and has published a number of papers in these areas. He is the author of Critical Issues in Clinical and Health Psychology (published by SAGE). and editor (with Antonia Lyons) of Qualitative Research in Clinical and Health Psychology (published by Palgrave Macmillan).
Lisa Saville Young is Associate Professor at Rhodes University in Grahamstown, South Africa where she co-ordinates the Clinical Psychology Professional Training Programme, and teaches and supervises trainee psychologists in Psychoanalytic Therapy. Much of her research has involved developing methodological/analytic tools that draw on psychoanalysis alongside discursive psychology in qualitative research. She has used this methodology to investigate the negotiation of identity in relationships including adult sibling relationships, researcher-participant relationships and, more recently, parent-child relationships in the South African context.
Asiya Siddiquee is Senior Lecturer in the Department of Psychology at Manchester Metropolitan University, UK. Her research interests include community psychology, wellbeing and social justice. She has worked on various research projects including arts and wellbeing, intergenerational work, and ageing and employment.
Christina Silver manages the CAQDAS Networking Project, based in the Department of Sociology at the University of Surrey, UK, which provides information, advice, training and on-going support in the use of [Page xxvii]software designed to facilitate qualitative and mixed-methods research. She has trained thousands of researchers to harness CAQDAS tools powerfully and undertaken her own research using qualitative technologies. Christina has published widely in the field, including co-authoring Using Software in Qualitative Research: A Step-by-Step Guide with Ann Lewins (SAGE) and has developed Five-Level QDA with Nicholas Woolf, a CAQDAS pedagogy that transcends software products and methodologies (www.fivelevelqda.com).
Jo Silvester is Professor of Psychology and Deputy Dean of Cass Business School at City, University of London. She is an organizational psychologist who specialises in the assessment and development of leaders in public, private and political organizations. Jo is particularly interested in predictors of political effectiveness in business and government. Working with political leaders and political parties, she developed the first competency-based selection process for prospective parliamentary candidates with the Conservative Party in 2002, and redesigned the Liberal Democrats’ approvals process in 2009. More recent work includes research into diversity and leadership emergence among investment bankers and investment advisors, and cultural change work with the House of Commons.
Jonathan A. Smith is Professor of Psychology in the Department of Psychological Sciences at Birkbeck, University of London, where he leads the interpretative phenomenological analysis (IPA) research group and supervises many PhD students. He has written many articles applying IPA to a range of areas in health, clinical and social psychology. He is co-author (with Paul Flowers and Michael Larkin) of Interpretative Phenomenological Analysis: Theory, Method and Research (SAGE, 2009). He also has a wider interest in qualitative psychology generally and has co-edited a number of books in the area.
Paul Stenner is Professor of Social Psychology at The Open University. He was Professor of Psychosocial Studies in the School of Applied Social Science at the University of Brighton and has held lectureships in Psychology at University College London, The University of Bath and East London. He is Fellow of the Academy of Social Sciences and an Alexander von Humboldt Fellow. Following a Q-based PhD with Rex Stainton Rogers, he has continued to use Q methodology to study a range of topics within critical social and health psychology. He was part of the Beryl Curt Collective and co-author of Textuality and Tectonics (1994) and Social Psychology: A Critical Agenda (1995). More recent books include Doing Q Methodological Research (2012) with Simon Watts, Theoretical Psychology (2012) with John Cromby et al, Psychologywithout Foundations (2009) with Steve Brown, and Emotions: A Social Science Reader (2008) with Monica Greco.
Niamh Stephenson is Senior Lecturer in Social Sciences at the University of New South Wales, Sydney. Her co-authored books are Analysing Everyday Experience: Social Research and Political Change (2006; with Dimitris Papadopoulos), Escape Routes: Control and Subversion in the 21st Century (2008; with Dimitris Papadopoulos and Vassilis Tsianos), and Socialising the Biomedical Turn in HIV Prevention (Anthem Press, 2016; with Susan Kippax).
Sarah V. Suiter is an Assistant Professor of the Practice in Human and Organizational Development, and the Director of the Community Development and Action MEd program at Vanderbilt University, Nashville, Tennessee. Prior to coming to Vanderbilt, she was a Senior Program Evaluator at Centerstone Research Institute. She received her PhD from Vanderbilt University in Community Research and Action, and completed a postdoctoral fellowship at the Center for Spirituality, Theology and Health at Duke University Medical Center, Durham, North Carolina. Sarah's work engages community-based responses to promoting human health and wellbeing. She has conducted community-based research with health and human development organizations, both domestically and internationally. These include PRODEPINE in Ecuador; Casa de Galilea in Buenos Aires, Argentina; the Pujols Family Foundation in the Dominican Republic; Magdalene House, Renewal House, and Project Return Inc. in Nashville; Southlight in Raleigh, North Carolina; and two federally-funded System of Care sites in central Tennessee.[Page xxviii]
Leslie Swartz is a Distinguished Professor of Psychology at Stellenbosch University in South Africa. His interests range beyond ‘psychology’ into anthropology, language studies, and public health. He started out studying culture and mental health; since then his interests have broadened to community psychology, applied psychoanalysis, and disability studies. He, with fellow social scientists Kathleen McDougall and Amelia van der Merwe, is part of a collaboration with photographer, Angela Buckland. Angela, the mother of a disabled child, has produced photographs charting experiences of parenting and disability. Leslie and his colleagues wrote the text for a book featuring Angela's work, Zip Zip My Brain Harts, (HSRC Press, 2006). Crossing boundaries between art and social science raises ethical issues (particularly as photographs portray recognizable people), different investments in how stories should be told, and, in this case, insider/outsider issues. They are preparing publications in which they try to understand these issues better.
Gareth Terry is a Senior Research Officer in the Centre for Person Centred Research at the Auckland University of Technology (AUT). He comes from a background in critical health and critical social psychologies, and currently works in the field of critical rehabilitation studies. His work largely focuses around the ways bodies are made sense of, experienced, and produced at the intersection of the material and the social. He has research interests in masculinities, men's health, disability and accessibility, living well with chronic health conditions, body image, and reproductive decision making (particularly the decision not to have children).
Valerie Walkerdine is Distinguished Research Professor in the School of Social Sciences, Cardiff University, UK. She works on issues of subjectivity, gender, class and community. She is joint Editor of the journal Subjectivity (Palgrave). She most recently co-authored Gender, Work and Community After De-industrialisation (Palgrave Macmillan, 2012) and is at present working on a volume currently entitled The Great Divide, understanding social and cultural transformation in Britain using detailed case studies.
Simon Watts is PGR Training Coordinator and Deputy Head of the Graduate School in the Faculty of Social Sciences at the University of East Anglia. Trained as a psychologist, Simon has previously held full-time posts in the Departments of Psychology at the University of Northampton and Nottingham Trent University. He now has 20 years of experience using Q methodology and has written a number of instructional works about the method, including the book Doing Q Methodological Research: Theory, Method, & Interpretation, co-authored with Paul Stenner, which was published by SAGE in 2012.
Sally Wiggins is Senior Lecturer in the Department of Behavioural Science and Learning at Linköping University in Sweden. She has been working in the field of discursive psychology for almost 20 years and, alongside numerous book chapters and journal articles, has written a methods textbook, Discursive Psychology: Theory, Methods and Applications, and co-edited a collection of research, Discursive Research in Practice (with Alexa Hepburn), using this approach. Her main research interests focus on family mealtimes and the management of psychological aspects of eating practices, such as food preferences, disgust and appetite. Her work also includes an interest in the representation of weight and bodies in discourse (in Critical Bodies, with Sarah Riley, Maree Burns, Hannah Frith and Pirkko Markula) and the ways in which students construct knowledge and work together in problem-based learning (PBL) tutorial groups.
Sue Wilkinson is Honorary Professor in the Department of Sociology, University of York, UK, where she coordinates and plays a major part in teaching a series of skills-training courses in conversation analysis for doctoral and postdoctoral students. She has published widely in the areas of gender, sexuality and health, and feminist and qualitative methodologies. Her recent work involves using conversation analysis to improve the telephone helpline services offered by several charities, including Compassion in Dying, Unlock, and Dementia UK. She is co-founder of the charity, Advance Decisions Assistance.[Page xxix]
Marcia Worrell is Professor of Psychology at the School of Human and Social Sciences at the University of West London. Since her PhD work she has used Q methodology. She served as a member on the BPS Research Board from 2006–2011 and is Chair Elect for the BPS Psychology of Women Section. She has been active in the voluntary sector in the areas of child sexual exploitation, HIV and AIDS service provision, and children's advocacy and rights, which involved serving on the Board and then chairing the Board of the Children's Legal Centre. She has also set up a self-help group for survivors of sexual abuse and published an anthology based on the stories of these women. Her current research is in the area of higher education where she holds a prestigious HEA grant to examine partnership pedagogies.
Lucy Yardley is Professor of Health Psychology at the University of Southampton, UK, and former Editor-in-Chief of the journal Psychology & Health. She has a long-standing interest in promoting flexible but rigorous methods of validating qualitative research. In her own research she uses mixed methods extensively to evaluate and enhance health-related interventions.
For this new edition we were less anxious about the task in hand, but recognized that it was going to be a serious amount of work for all concerned and that we needed lots more ‘big asks’ again to make sure we produced a second edition that was truly up-to-date and comprehensive. Also, as we had the opportunity to include new chapters and provide feedback to our authors about what they needed to do to revise their chapters, our aim was to make it, if possible, even better than the first. We were helped in this by some very insightful and sophisticated advice from our Editorial Board, and we do indeed think we have managed to create a really effective and useful Handbook. It also turned out to be as enjoyable as the first time, if somewhat more fraught with external limitations.
Once again we have been completely bowled over by the enormous efforts put in by our chapter authors, both old and new. Once more the process was undertaken with great willingness, a commitment to rigour, and with dedication, big heartedness, creativity and enthusiasm. The growing recognition in 2017 of the benefits and potentials of qualitative research in psychology has helped us a lot – our new chapters and our revised ones reflect the current mood of optimism and positive progress. They are insightful, wide-ranging and provocative in all the right kinds of ways. A great wealth of new information has been marshalled for the chapters about the innovations in methods, and forms of analysis and how they can be used together to gain ‘more than the sum of the parts’ that have made such a great contribution to progress. So once again, our gratitude is to our ‘awesome authors’ and our sincere thanks to them for working so hard, being so constructive and making this an even more damn’ fine book.
However, this time Wendy Stainton Rogers would also like to acknowledge the medical care, help and support I have been given by the British National Health Service. I would like to especially thank the medical teams at St James Hospital in Leeds who have brought me back from the brink and helped me to recover from a series of medical catastrophes. It has taken more than five years and it is truly wonderful to be able to function competently as an academic once more. Alongside them, I must also mark my appreciation of my husband Robin Long, who has been my constant and dedicated carer throughout that time. Who knew that that a Red Course in Home Nursing and voluntary work in ambulances as a teenager could have such benefits!