DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

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Developing Superordinate Themes and/or Pattern Codes IPA and the Interactive Model are in agreement that it is through hierarchical arrangement of themes that analytical progress is achieved after initial themes are created. They have similar techniques for combining themes into higher units of organisation. In IPA these higher units of meaning are called “superordinate themes” and in the Interactive Model they are called “pattern codes”. Superordinate themes or pattern codes hierarchically subsume and group the lower-level themes or codes. It is through this process that synthesis occurs and meaningful relationships emerge from qualitative data. In IPA, to establish superordinate themes, themes are clustered together into meaningful categories that have a common core or common denominator. A list of these superordinate themes is created for each case first, then for groups of cases and then for the sample as a whole. The final list of super-ordinate themes is the result of an iterative process of moving between within-case and cross-case modes of analysis (Smith and Eatough, 2006). In Miles and Huberman’s approach, “pattern codes” are created to subsume the lower order units of meaning into more generic categories and constructs, by a similar process of clustering and grouping: “First-level coding is a device for summarizing segments of data. Pattern coding is a way of grouping those summaries into a smaller number of sets, themes, or constructs.” (1994, p.69) “Pattern codes are explanatory or inferential codes, ones that can identify an emergent theme, configuration, or explanation. They pull together a lot of material into more meaningful and parsimonious units of analysis. They are a sort of meta-code.” (1994, p.69) Clustering Cases Clustering of cases is another process that can be used in the composite model, based on Miles and Huberman’s approach (1994). Case clustering involves sorting individuals into groups that have commonalities, and can provide an intermediary level for cross-case analysis; after each individual case is analysed, clusters can then be analysed before the whole sample is attempted. Clusters can be established a- priori if one is doing confirmatory research, but in the case of exploratory research such as this thesis, clusters can emerge from contact with the data, after within-case analysis, but before intensive between-case analysis. Members of a cluster can be similar on one dimension, on several dimensions or on a general configuration. The 57
similarities that bind clusters together should be made explicit in order for the validity of the cluster to be assessed. Data Display – Matrices and Diagrams Miles and Huberman’s approach to data analysis includes the use of matrices and diagrams to illustrate relationships between themes, cases or parts of a model. Matrices involve a set of rows and columns in which can be linked data codes, cases, quotes, summaries or paraphrases. A two dimensional grid can be used in a variety of ways to present data concisely, visually and accessibly. Rows or columns can represent segments of time, of an event, different cases, different pattern codes or superordinate themes. Miles and Huberman present an array of possibilities for constructing matrices, including time-ordered, case-ordered, concept-ordered and event-ordered. The key is to make sure that matrices display coded data in a form that is relevant to research questions, and takes one step toward synthesis. Diagrams link themes in visual networks of nodes and connectors. Nodes are circles, ellipses or boxes, and may represent any unit of information that emerges from the analysis. Connectors are lines or arrows that link the nodes and represent semantic, reciprocal, causal, contextual, temporal or hierarchical relationships. Examples of possible networks that Miles and Huberman describe are event networks (which chart complex events unfolding over time or the complex relations in a narrative plot), causal networks (which illustrate cause-effect relationships), context charts (which display key information about the context of an event or conceptual issue), and finally hierarchical networks (in which a hierarchical arrangement of ideas can be displayed – each higher layer subsuming the lower layers). Diagrams can be informal, if used just to aid analysis for viewing codes in relational and visual combination, or formal, if used as part of a final report. 4.4 Validity and Quality Criteria IPA and the Interactive Model both agree that qualitative research can be assessed to establish validity and quality, but not by quantitative research standards. Miles and Huberman (1994) and Smith (2003) both outline processes specific to qualitative research that promote validity, quality, trustworthiness and credibility. Smith’s validity framework is based on articles by Yardley (2000) and Elliott, Fischer and Rennie (1990). An integration of criteria from these sources is summarised in 58
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DEVELOPMENTAL CRISIS IN EARLY ADULT
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Acknowledgements I would like to th
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7 Study 2: Rescuing the Hijacked Se
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considered to be a constructive par
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models, psychodynamic theory, socia
Page 11 and 12: This literature review will act as
Page 13 and 14: stable structures, by the assimilat
Page 15 and 16: goal-directed sense, but there is a
Page 17 and 18: “Where such a Dream exists, we ar
Page 19 and 20: Table I. Caplan’s Four Phases of
Page 21 and 22: Table III. O’Connor and Wolfe’s
Page 23 and 24: “Having a crisis at the time is n
Page 25 and 26: 1. Undergoing stressful experiences
Page 27 and 28: The store of self-knowledge provide
Page 29 and 30: has, according to Booker (2005), ev
Page 31 and 32: of which represents a more complex
Page 33 and 34: isolated set of me-facts but is dee
Page 35 and 36: terms. These kind of popularised th
Page 37 and 38: involves genuine integration of com
Page 39 and 40: Figure 5. Births within marriage an
Page 41 and 42: ecorded by the US Bureau of Labor S
Page 43 and 44: group data and statistical analysis
Page 45 and 46: cognitive dissonance theory on a si
Page 47 and 48: testing and theory-exemplification
Page 49 and 50: human agendas that shape knowledge.
Page 51 and 52: 4. A Composite Qualitative Methodol
Page 53 and 54: thesis, and I shall later in this c
Page 55 and 56: Nonetheless it could also be argued
Page 57 and 58: IPA can employ any written data sou
Page 59 and 60: ecommended to use a homogenous samp
Page 61: Case summaries are another written
Page 65 and 66: conclusions and findings in order t
Page 67 and 68: d) Resonance / Impact / Applicabili
Page 69 and 70: 3. A consent form detailing the key
Page 71 and 72: Dear all, I am currently in the 1 s
Page 73 and 74: accurately restructure the events,
Page 75 and 76: for the whole gender, and then with
Page 77 and 78: Neil 30 IT manager N.A. Violet 36 A
Page 79 and 80: areas were covered spontaneously as
Page 81 and 82: indication of important development
Page 83 and 84: starting with female clusters and t
Page 85 and 86: 6. Study 1 Results: An Emerging Cri
Page 87 and 88: This vignette is illustrative and i
Page 89 and 90: “By the time I moved into my own
Page 91 and 92: New vocational role In Phase 4, cri
Page 93 and 94: As Mary’s crisis emerges in her l
Page 95 and 96: Angela similarly learned to stand u
Page 97 and 98: university to do a degree in psycho
Page 99 and 100: of my building, heated through by i
Page 101 and 102: married with two children and was a
Page 103 and 104: acceptable.” (p.8). George was li
Page 105 and 106: “You know, I’d failed, it was t
Page 107 and 108: Phase 4 - Post-Crisis: Resolution A
Page 109 and 110: Phase 1 - Early Crisis: Constrictio
Page 111 and 112: In his early thirties, Leon finally
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Phase 1 - Early Crisis: Locked In A
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Phase 3 and 4: Exploration and Reso
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6.6 Summary of the 4-Phase Pattern
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can also subtly undermine personal
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George developed a party-guy person
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sense of self, but meanwhile the se
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process in order to help account fo
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Data Collection In order to gain su
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Brainstorm memo #2 - “Guy: proces
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Results 7.3 Summary of Key Events i
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“That’s a realisation looking b
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efore the crisis Guy had lost the f
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that were pushing upon me that this
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Guy relates this behaviour to his s
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“I’ve stopped allowing myself t
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ecause an over-riding life emphasis
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transformation and development, rat
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8. Study 3: Crisis, Persona and the
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Peer pressure Need for social acce
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At the time of the crisis, Frank wa
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Frank’s young Dream was to become
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sham or an act. This dissonant dysf
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the ranks. Nobody tells you that yo
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“What I often refer to is a dress
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Claire described the business world
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a cellar, it’s really suffocating
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environment, during which time she
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and is no longer so concerned with
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understanding early adult crisis. T
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it leads to a lack of inner-outer b
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they can be channelled to support a
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9. A Conjectural Model of Early Adu
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The motivation for entering into th
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Phase 2: Separation Life Situation:
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training programme, a philosophy de
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“But I am going for jobs for diff
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9.3 Eight Theoretical Precepts on C
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homogeneity. For Jung, the removal
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assertiveness, for to act in accord
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throughout, and while this may glos
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lifespan and the context of relatio
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oth phases there is the description
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“In order to make commitments to
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Interactive Model and Smith’s Int
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economic groups get married earlier
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The Participant Feedback Exercise Y
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Question 3 asked whether the model
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10.9 Reflexive Considerations: The
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work that suggested crisis does occ
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may be of benefit to bring others i
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In sum, the current study provides
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References Ainsworth, M. (1967). In
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Cabrera, N.J., Tamis-LeMonda, C.S.,
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Festinger, L., Riecken, H.W. & Scha
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Hudson, W.C. (1978). Persona and De
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Lincoln, Y.S. & Guba, E.G. (1985).
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Polkinghorne, D.E. (1988). Narrativ
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Smith, J. (1991). Conceiving Selves
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Appendices 224
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SELF - process and structure • Wh
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“Dancing became absolutely phenom
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STUDY 3 - First Interview Schedule
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o How would you describe your new j
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Materialism • How do you think yo
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• Are you still as driven by mone
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Mark Interview 2 Schedule Pre-Crisi
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Victoria - Interview 2 guide Pre-Cr
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Claire - Interview 2 guide Pre-cris
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Lilly - Interview 2 Schedule Pre-Cr
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Information Sheet for Studies 1 and
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APPENDIX C School of Psychology Bir
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and so there was unused freedom. Lo
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5/02/05 As the crisis progresses, G
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Violet memos 09.02.05 Once again we
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acceptance of genuine possibility,
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All these ladies and gents went bac
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accompany the post-partition state.
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lack of available time to pursue an
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Pragmatism and Pluralism properties
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Cyclical and iterative nature of re
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Gemma Interview 10 Case Summary Gem
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Coding Frame and Quotes 1. Backgrou
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were trying to crush it too.” 4
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3d) Separation from old self 3e) Ne
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Rob kids Working as advertising exe
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Table XIX: Case Ordered Matrix of P
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