content and meaning were reflected. I attended to the use of pronoun, pause and the functional aspects of language. I also paid attention to metaphors, although this was easier to do with some transcripts than others (Smith et al., 2013). Then the conceptual comments focused on engaging at a more interrogative and conceptual These comments were underlined. The conceptual coding required me to shift my focus from the participants overarching understanding of their ADHD to the impact of the condition on their lives. Whilst challenging, it was also the most enjoyable part of the analysis as the ability to engage with the reflective practice required was thoroughly stimulating. At times I drew upon my knowledge of systemic frameworks and my perceptions of behaviour and knowledge of dominant ideology to make sense of key events and processes for the participants (Smith et al., 2013). I ensured everything was documented to guarantee that my stronger interpretative claims could be checked later at the various points in the analytic procedure. At this point, my natural qualities as a reflective, complex, and deep thinker really added to the research. This allowed me to move away from the superficial and descriptive to the interpretative. It was essential that the interpretations were inspired by attending to the participants’ words. It was important for me to remind myself that as a researcher and psychologist I am using my skills to make sense of the participants’ meaning. An extract of data analysis is illustrated in Table 3.2 below. Exploratory comments take the following forms: Descriptive comments (normal text): Key objects (e.g. girl’), lifeworld ‘dragon events, acronyms, figures of speech, emotional responses (Italics): Pronouns, pauses, laughter, functional aspects, Linguistic comments repetition, tone, fluency, metaphor Conceptual comments (Underlined): Interpretive, interrogative (further questions), view, double hermeneutic ‘meta’ Table 3.1: Extract of IPA Analysis Emergent Themes Original Transcript Exploratory Comments Art as expression I: got a B. And it was all because Got a B chuckles why is – of the last piece [chuckles]. It was of self she bashful practically an A+ [chuckles]. Still Self protection Dragon girl
content and meaning were reflected. I attended to the use of pronoun, pause and the functional aspects of language. I also paid attention to metaphors, although this was easier to do with some transcripts than others (Smith et al., 2013). Then the conceptual comments focused on engaging at a more interrogative and conceptual These comments were underlined. The conceptual coding required me to shift my focus from the participants overarching understanding of their ADHD to the impact of the condition on their lives. Whilst challenging, it was also the most enjoyable part of the analysis as the ability to engage with the reflective practice required was thoroughly stimulating. At times I drew upon my knowledge of systemic frameworks and my perceptions of behaviour and knowledge of dominant ideology to make sense of key events and processes for the participants (Smith et al., 2013). I ensured everything was documented to guarantee that my stronger interpretative claims could be checked later at the various points in the analytic procedure. At this point, my natural qualities as a reflective, complex, and deep thinker really added to the research. This allowed me to move away from the superficial and descriptive to the interpretative. It was essential that the interpretations were inspired by attending to the participants’ words. It was important for me to remind myself that as a researcher and psychologist I am using my skills to make sense of the participants’ meaning. An extract of data analysis is illustrated in Table 3.2 below. Exploratory comments take the following forms: Descriptive comments (normal text): Key objects (e.g. ‘dragon girl’), lifeworld events, acronyms, figures of speech, emotional responses Linguistic comments (Italics): Pronouns, pauses, laughter, functional aspects, repetition, tone, fluency, metaphor Conceptual comments (Underlined): Interpretive, interrogative (further questions), ‘meta’ view, double hermeneutic Table 3.1: Extract of IPA Analysis Emergent Themes Original Transcript Exploratory Comments Art as expression of self Self protection I: got a B. And it was all because of the last piece [chuckles]. It was practically an A+ [chuckles]. Got a B – chuckles why is she bashful Still Dragon girl
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