Using thematic analysis in psychologyWord格式.docx

1、The University of AucklandThe University of the West of EnglandPrivate Bag 92019Frenchay CampusAucklandBristolNew Zeal andBS16 1QYv.braunauckl and.ac.nzVictoria.clarkejwe.ac.ukPh: +64 9 3737599 x 87561+44 117 3282176Fax: +64 9 3737450+44 117 3282904MSWord Length （incl. references, notes, tablesand f

2、igures）: 13510Thematic analysis is a poorly demarcated, rarely-acknowledged, yet widely-used qualitative analytic method within psychology. In this paper, we argue that it offersan accessible and theoretically-flexible approach to analysing qualitative data. We outline what thematic analysis is, loc

3、ating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorousway, and

4、 consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advant ages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.Keywords, thematic analysis, qualita

5、tive psychology, patterns, epistemology, flexibilityAuthor Biographical NotesVirginia Braun is a senior lecturer in the Department of Psychology at The University of Auckland, where she teaches, supervisesand conducts qualitative research. Her research interestsare primarily focused around womens he

6、alth, gendered bodies, and sex and sexuality, and the intersections between these areas. She is currently working on projects related to sex in long-term relationships, female genital cosmetic surgery, and the social context of STI transmission.Victoria Clarke is a senior lecture in social psycholog

7、y at the University of the West of England. She has published a number of papers on lesbian and gay parenting, and co-edited two special issues of Feminism & Psychology on Marriage （with Sara-Jane Finlay & SUe Wilkinson）. She is currently conducting ESRC-funded research on same sex relationships （wi

8、th Carol Burgoyne & Maree Burns） and co-editing （with Elizabeth Peel） a book LGBT psychology （Out in Psychology, Wley）.Thematic analysis is a poorly demarcated and rarely-acknowledged, yet widely-used qualitative analytic method （see Boyatzis, 1998; Roulston, 2001） within and beyond psychology. In t

9、his paper, we aim to fill what we, as researchers and teachers in qualitative psychology, have experienced as a current gap: the absence of a paper which adequately outlines the theory, application, and evaluation of thematic analysis, and one which does so in a way accessible to student sand those

10、not particularly familiar with qualitative research.1 That is, we aim to write a paper which will be useful as both a teaching and research tool in qualitative psychology. Therefore, in this paper we discusstheory and method for thematic analysis, and clarify the similarities and differences between

11、 different approaches that share features in common with a thematic approach.Qualitative approaches are incredibly diverse, complex and nuanced （Holloway & Todres, 2003）, and thematic analysis should be seen as a foundational method for qualitative analysis. It isthe first qualitative method of anal

12、ysisthat researchers should learn, as it provides core ski I Is that will be useful for conducting many other forms of qualitative analysis. Indeed, Holloway and Todres （2003: 347） identify “thematizing meanings” as one of afew shared generic skills across qualitative analysis.2 For this reason, Boy

13、atzis （1998） characterises it not as a specific method but as a tool to use across different methods. Smilarly, Ryan and Bernard （2000） locate thematic coding as a process performed within major analytic traditions （such as grounded theory）, rather than a specific approach in its own right. We argue

14、 thematic analysis should be considered a method in its own right.One of the benefitsof thematic analysis is itsflexibility. Qualitative analytic methodscan be roughly divided into two camps. Within the first, there are those tied to, or stemming from, a particular theoretical or epistemological pos

15、ition. For some of these - such as conversation analysis （GA e.g., Hutchby & Wooffitt, 1998） and interpretative phenomenological analysis （IPA e.g., Smith & Osborn, 2003） -there is （as yet） relatively limited variability in how the method is applied, within that framework. In essence, one recipe gui

16、des analysis. For others of these-such as grounded theory （e.g., Glaser, 1992; Srauss&Corbin, 1998）, discourse analysis （DA e.g., Burman & Parker, 1993; Potter & Wetherell, 1987; Willig, 2003） or narrative analysis （e.g., Murray, 2003; Ressman, 1993） -there are different manifestations of the method, from within the