Relevant bibliographies by topics / Reflexive thematic analysis

Academic literature on the topic 'Reflexive thematic analysis'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Reflexive thematic analysis"

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Braun, Virginia, and Victoria Clarke. "Reflecting on reflexive thematic analysis." Qualitative Research in Sport, Exercise and Health 11, no. 4 (June 13, 2019): 589–97. http://dx.doi.org/10.1080/2159676x.2019.1628806.

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Gauthier, Robert P., and James R. Wallace. "The Computational Thematic Analysis Toolkit." Proceedings of the ACM on Human-Computer Interaction 6, GROUP (January 14, 2022): 1–15. http://dx.doi.org/10.1145/3492844.

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As online communities have grown, Computational Social Science has rapidly developed new techniques to study them. However, these techniques require researchers to become experts in a wide variety of tools in addition to qualitative and computational research methods. Studying online communities also requires researchers to constantly navigate highly contextual ethical and transparency considerations when engaging with data, such as respecting their members' privacy when discussing sensitive or stigmatized topics. To overcome these challenges, we developed the Computational Thematic Analysis Toolkit, a modular software package that supports analysis of online communities by combining aspects of reflexive thematic analysis with computational techniques. Our toolkit demonstrates how common analysis tasks like data collection, cleaning and filtering, modelling and sampling, and coding can be implemented within a single visual interface, and how that interface can encourage researchers to manage ethical and transparency considerations throughout their research process.
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Warner, Nikolett Zs, Christina Gleeson, Pat Fahey, Roberta Horgan, and AnnMarie Groarke. "Experiences of living with Lynch Syndrome: A reflexive thematic analysis." European Journal of Oncology Nursing 58 (June 2022): 102117. http://dx.doi.org/10.1016/j.ejon.2022.102117.

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Nur Afifah binti Abas and Mohd Nizam bin Sahad. "A Comparative Study Between Reflexive Thematic Analysis in Social Sciences and Qur’anic Thematic Analysis in Qur’anic Sciences." Maʿālim al-Qurʾān wa al-Sunnah 17 (December 20, 2021): 1–25. http://dx.doi.org/10.33102/jmqs.v17i2.326.

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Islamization of social sciences is a collective religious obligation (farḍ al-kifāyah) to serve the Muslim community. Thus, it is steadily progressing after being established last century. However, the Western secularly oriented social scientists as typically sceptical, especially the positivistic, or post-positivistic ones. Moreover, editors of established journals also are reluctant to acknowledge the application of traditional Islamic methodologies in the Islamization of Knowledge (IoK) researches due the methodological integrity issues such as the validity issues according to their practice. But then, Islam has a lengthy history of traditional methodologies dated back to the time of the Prophet Muhammad s.a.w. whose prophethood began in the seventh century C.E. Since then, he had founded initial Thematic Analysis methodology in interpreting the Holy Qur'an with another relevant part of it intertextually, and his prophetic guidance (al-Sunnah), which is more developed in the Fundamentals of Islamic Jurisprudence (Usul al-Fiqh) for its significant role to the Islamic Jurisprudence (al-Fiqh al-Islamī). Thus, by rights it has to be equivalently recognized like other de/post-colonial/subaltern methodologies especially when it is being used in IoK movement that revers the revelation (al-Naqlī) above the human intellect (al-ᶜAqlī). This paper is a comparative study between the Reflexive Thematic Analysis method that is commonly used in the Social Sciences and the Qur’anic Thematic Analysis (QTA – Al-Tafsīr Al-Mauḍūᶜī) methodology under the Qur’anic Sciences (ᶜUlūm al-Qur’ān). Some compatible methodological fusions allowable in Islam are suggested for the QTA to stay relevant in merging the Islamic Studies into the contemporary Social Sciences.
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Knox, Liam, Rachel Gemine, Michelle Dunning, and Keir Lewis. "Reflexive thematic analysis exploring stakeholder experiences of virtual pulmonary rehabilitation (VIPAR)." BMJ Open Respiratory Research 8, no. 1 (July 2021): e000800. http://dx.doi.org/10.1136/bmjresp-2020-000800.

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IntroductionTo enable greater availability of pulmonary rehabilitation (PR), video-conferencing technology was employed to link a community site to a standard outpatient PR service to deliver the programme closer to those with chronic respiratory disease. The service was called virtual pulmonary rehabilitation (VIPAR). To understand the experiences of those involved in this service, this study aimed to answer the question: How do the different stakeholders that interact with VIPAR experience the programme?MethodsFocus groups were conducted with people with chronic lung disease attending either the community or outpatient PR site, in addition to the staff involved in the running of the PR groups. A total of five focus groups were conducted. Reflexive thematic analysis was used to analyse the transcripts.ResultsParticipants who received VIPAR were positive regarding the programme and described the benefits of the service. Additionally, participants discussed the trade-off between convenience and relatedness. Staff described barriers to the service and solutions that could be employed to mitigate these, including greater training, organisation and understanding of risk.DiscussionUsing technology to increase the availability of PR is acceptable to the stakeholders involved, providing problems and organisational issues are resolved with training.
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Bailey, Jo, Rhian Salmon, and Maja Horst. "The ‘Engagement Incubator’: using design to stimulate reflexivity about public engagement with science." Journal of Science Communication 21, no. 04 (June 10, 2022): A01. http://dx.doi.org/10.22323/2.21040201.

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Public Engagement with Science calls for scientists to think more reflexively about their research, and how assumptions, power and contexts influence associated communication. To interrogate this, we utilised design to stimulate reflexive thinking about science communication through a residential ‘Engagement Incubator’ that took the form of a pop-up cardboard laundromat. Participants reported an increased appreciation for, and insight into, PES theory, and its relevance to their work. In addition, our experience of enacting PES theory, and reflexive thematic analysis of data collected through the process, deepened our own understanding of PES and reinforced our appreciation of engagement as reproductive, and inherently circular work.
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Whiffin, C. J., B. G. Smith, I. N. Esene, C. Karekezi, T. Bashford, M. M. Khan, P. J. Hutchinson, et al. "The neurosurgical research potential in low- and middle- income countries: a reflexive thematic analysis." Brain and Spine 1 (2021): 100773. http://dx.doi.org/10.1016/j.bas.2021.100773.

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Braun, Virginia, and Victoria Clarke. "Everything changes… well some things do: Reflections on, and resources for, reflexive thematic analysis." QMiP Bulletin 1, no. 33 (2022): 21–29. http://dx.doi.org/10.53841/bpsqmip.2022.1.33.21.

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When we first wrote about thematic analysis (TA) in a paper entitled Using Thematic Analysis in Psychology published in the journal Qualitative Research in Psychology in 2006, we thought we were writing a paper that we could give to our students, one that reflected our values and practices as qualitative researchers. We did not imagine the paper would become hugely popular (at the time of writing, it has over 120,000 Google Scholar citations). We certainly didn’t imagine that we would write more about TA! But since receiving an invitation to write a chapter on TA for a US edited collection published in 2012 (Braun & Clarke, 2012), it feels like we have done nothing but write, talk and teach about TA. These experiences, and the questions we’ve been asked, have pushed us to learn more about the wider landscape of TA, and to reflect on the assumptions we made when first articulating our approach (see Braun & Clarke, 2019). How our approach has been taken up and the many misunderstandings, myths and confusions that are evident in published TA research (see Braun & Clarke, 2021a) have also informed our evolving thinking and writing. Our understanding of TA, and our articulation of our approach, has changed – in often-subtle but nonetheless important ways.
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Brommeyer, Mark, Mark Mackay, Zhanming Liang, and Peter Balan. "Protocol for Automated Content Analysis of Corpus to Determine Informatics Competencies amongst Health Service Managers." Asia Pacific Journal of Health Management 16, no. 3 (September 29, 2021): 174–83. http://dx.doi.org/10.24083/apjhm.v16i3.785.

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Background: Competencies have emerged as being important to develop health professionals, including managers in healthcare. Professional institutions adopted specific competency frameworks to guide designing professional development opportunities for health service managers, in particularly managers working in the area of health informatics. The fast-growing nature of healthcare settings means that the required competencies continue to evolve. Objective: The aim of this protocol is to outline a reflexive thematic analysis process, including using an automated content analysis approach, and identify what is missing in existing health service management competency empirical studies in relation to health informatics competencies. Methods: A rapid literature review has been performed using a PRISMA approach for eligibility screening, with 185 publications meeting the inclusion criteria. The Leximancer natural language processing software was used to transform a large corpus of literature from natural language into semantic themes and concepts. A reflexive thematic analysis was then undertaken using the text mining automated content analysis approach to identify predominant concepts and the co-occurrence between them. Results: A search strategy was developed using three primary electronic databases: 1) Scopus; 2) ProQuest; and 3) the Cumulative Index to Nursing and Allied Health Literature (CINAHL); and five secondary electronic databases: 1) Web of Science 2) PubMed; 3) ACM Digital Library; 4) Open Access Theses and Dissertations Database, and 5) Google Scholar. The initial search undertaken on 10 November 2020 resulted in 1,212 publications. The results of the reflexive thematic analysis will be submitted for publication by November 2021. Conclusions: New understanding and knowledge in the area of health management competencies, specifically relating to informatics will be developed. Health informatics competencies will be defined for Australian health service managers. Further, this study helps inform the discourse regarding automated content analysis for the healthcare and informatics industry, healthcare organisations and university course requirements.
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LOPES, Juliana Crespo, Francielly de Oliveira Müller LIMA, Sandra Ferraz de Castilho Dourado FREIRE, and Lucia Helena Cavasin Zabotto PULINO. "Uma Formação Pedagógico-Reflexiva em Psicologia: Análise de Diários de Aprendizagem." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 27, no. 2 (2021): 159–68. http://dx.doi.org/10.18065/2021v27n2.3.

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The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.
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Dissertations / Theses on the topic "Reflexive thematic analysis"

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Laidlaw, Clinton Thomas. "Pedagogical Approaches and Instructional Content that Predict Increased Acceptance of Biological Evolution in University Students." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8519.

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Evolution is the central organizing theory of biology. Without evolutionary theory, biology becomes a somewhat tangential assemblage of facts about living organisms, which is precisely how it is viewed by many students. Many teachers teach evolution in a limited capacity or avoid it entirely due to fear of opposition, lack of confidence in their own understanding, or lack of acceptance of the theory themselves. When evolution is not taught, or is not accepted, it cannot be utilized to make sense of the field, and is quickly forgotten by students. While some studies have shown a correlation between instruction about evolution and acceptance of evolution, many have not. Understanding which instructional factors, both pedagogical and conceptual, contribute to increases in evolution acceptance are paramount if we are going to make biology education more cohesive and applicable beyond the context of the course itself. To better understand what these factors may be, I utilized curriculum that I developed previously to teach introductory biology to non-biology majors that incorporated evolution as the organizing structure and appeared to produce considerable increases in acceptance of evolution based on the lack of hostility and pushback from the students in the course. I verified that the curriculum as taught produced increases in acceptance of evolution using the Measure of Acceptance of the Theory of Evolution (MATE) instrument as a measure of acceptance, and by asking students on the final exam what their position had been before instruction and if it had changed as a result of the course. Both measures revealed a considerable increase in evolution acceptance. Using a full factorial experimental design, tested three major pedagogical approaches that have all been hypothesized to contribute to increasing evolution acceptance: Constructivist-inspired vs Behaviorist-inspired, active vs less active instruction, and reflexive journaling vs not journaling. While all possible combinations of treatments showed statistically significant increases in evolution acceptance, there was no statistically significant difference between any of the treatments or combinations of treatments. Also, using Thematic Analysis, we coded and analyzed the responses that students provided as to the concepts from class that played a role in their having changed or not changed their positions on evolution as reported on the final exams, and in their reflexive journals which provided a valuable window into the concepts that we might emphasize or choose to remove or deemphasize in the future to maximize the probability that student acceptance of evolution will increase following instruction.
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Jeffries, Tammy L. "Examining the Ontoepistemological Underpinnings of Diversity Education Found in Interpersonal Communication Textbooks." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4695.

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This project examines the ontoepistemological underpinnings of diversity education in the field of communication by focusing on the points where diversity, pedagogy and communication intersect. In this study I seek to understand how we come to know what we know about diversity, or the social construction of differentness, and how we share this information with others. I analyzed three popular interpersonal communication textbooks, examining the patterns revealed in the text, in order to address these questions. This study uses three complimentary methods to reveal the number of occurrences that center on diversity in the text (content analysis), to interpret themes reflected by the patterns discovered in the text (thematic analysis) and a creative twist on the coding process that opens the analysis process to the coders and includes their input as participants to this study (reflexive content analysis). The results of this study revealed three-hundred ten occurrences of the social construction of difference across all three textbooks but only a portion of those, seventy-six, suggested social constructionist underpinnings of these constructs. This study shows how we have missed an opportunity at the introductory level to expand our student's knowledge of issues in diversity.
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Fortey, Emma. "Exploring the perspectives of community workers engaging with schools in relation to work with gender and sexuality diverse young people." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/207782/1/Emma_Fortey_Thesis.pdf.

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The purpose of this qualitative study was to explore community workers’ perspectives of their interactions with secondary schools in Queensland as part of the work they do with gender and sexuality diverse young people. Semi-structured interviews were used to examine what community workers reported as the enablers and constraints in their day-to-day work practices and experiences. The interview data was analysed using reflexive thematic analysis. Recommendations outline some strategies to improve community worker and school collaborations and the transformative possibilities for more inclusive schools for gender and sexuality diverse young people.
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Mäkelä, Fanny. ""Jag var tvungen att göra någonting"." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22425.

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The aim of this study is to deepen the understanding of how a grass root initiative evolves to become a Non-Governmental Organization based on the example of Refugees Welcome to Malmö and to explore how and why people become volunteers, how the volunteers describe their motivation and experiences of becoming and to be a volunteer in this context, and finally how they think and reflect upon their engagement four months later. Based on semi-structured interviews with ten volunteers who helped asylum seeking refugees in the fall of 2015 in Malmö, this study shows that the main reason for how and why they became volunteers was a combination of an inner motivation and will to help and the possibility to easily get engaged in voluntary action with others. The theoretical framework in the study is Christoph Spurk’s identification and characterization of the seven functions of civil society, and the analysis of the empirical material includes a dialog with relevant findings in previous research. By using a narrative design and a thematic analysis the empirical material has been analyzed, organized and presented. The results speak of a perceived humanitarian purpose even though the volunteers’ engagement could be interpreted as political, in the context of a polarized political climate with racism and political violence against refugees. Refugees Welcome to Malmö fulfilled civil society functions such as service delivery, building community, socialization and intermediation and facilitation between citizens and state. The study shows that volunteering and aiding asylum seeking refugees have been a positive personal and emotional experience, and that the civil society action resulted in new social networks between individuals, organizations and official actors. However, alongside cooperation over religious and political boundaries social processes of conflict and prestige existed in the background.
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MacDonald, Sarah Ellen. "Where are persons with disabilities? A reflexive thematic analysis of Federal Government climate change documents." Thesis, 2021. http://hdl.handle.net/1828/13394.

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While persons with disabilities are not a homogenous group, most are likely to be disproportionately impacted by climate change and the “natural” disasters that result from these changes. As a social worker living with chronic health conditions and a particular interest in disability and public policy, I was curious about how Canada’s Federal Government climate change policies and initiatives address persons with disabilities and their diverse needs. My research explored how matters of health and disability have been taken up in recent Canadian Federal Government climate change policies and strategies through an analysis of six significant climate change documents. Framed by a feminist, poststructural-inspired critical disability lens, the documents were examined through an inductive approach to reflexive thematic analysis, with the aim of contributing to critical conversations around the intersections of disability justice, climate justice, and related social justice matters. Through reflexive thematic analysis, I identified three key themes: persons with disabilities are widely absent from Canadian Federal Government climate change documents, both as collaborators as well as groups considered in climate change planning; adaptation to climate change and climate resilience are central in government climate mitigation strategies; and healthy and normative body-minds are presumed by the documents, which broadly assume all people have the same capacities to adapt. Subthemes included both a prioritization of the economy, and a foregrounding of a productive, compulsory, able-bodied and able-minded citizen around which climate change strategies are designed. I conclude with some suggestions for how Canada’s climate change policies may become more inclusive for persons with disabilities.
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Books on the topic "Reflexive thematic analysis"

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Lenette, Caroline, Priya Vaughan, and Katherine Boydell. Reflexive Thematic Analysis in Story Completion Research. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529601923.

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Book chapters on the topic "Reflexive thematic analysis"

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Braun, Virginia, Victoria Clarke, Nikki Hayfield, Louise Davey, and Elizabeth Jenkinson. "Doing Reflexive Thematic Analysis." In Supporting Research in Counselling and Psychotherapy, 19–38. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13942-0_2.

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Wæraas, Arild. "Thematic Analysis: Making Values Emerge from Texts." In Researching Values, 153–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90769-3_9.

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AbstractThis chapter explains how thematic analysis can be used to make values emerge from texts. Taking reflexive thematic analysis as its starting point, it begins by giving a general overview of the processes of coding and generating themes from codes. The chapter then presents three ways of generating themes from coded values: Grouping synonyms, grouping based on value type, and grouping based on semantic meaning. It also distinguishes between and gives examples of thematic coding of values at the explicit, implicit, and latent level. Overall, the chapter presents a five-step approach to thematic analysis of values: (1) assigning codes, (2) generating themes, and if possible (3) organizing themes, (4) identifying aggregate dimensions, and (5) making visual representations of codes and themes.
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Ritzi, Sebastian. "Die Anwendung freiheitseinschränkender Maßnahmen bei Menschen mit Demenz." In Freiheitseinschränkende Maßnahmen bei Menschen mit Demenz in professionellen Sorgebeziehungen, 13–144. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-39761-6_2.

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ZusammenfassungIn diesem Kapitel soll das Phänomen der Anwendung von FeM bei Menschen mit Demenz in professionellen Sorgebeziehungen abgebildet werden. Dabei bedarf es zunächst einer terminologischen Einordnung und Reflexion des Gegenstandes (Abschn. 2.1), die zudem Klarheit darüber schafft, welche Handlungen konkret gemeint sind, wenn in dieser Arbeit die Rede von FeM ist. Mit der Art und Weise, wie FeM als spezielle Form von Gewalt Anwendung finden, befasst sich der darauffolgende Abschnitt (Abschn. 2.2). Sodann wird auf die verschiedenen Erscheinungsformen von FeM eingegangen (Abschn. 2.3), um in einem weiteren Schritt die empirischen Daten zur Prävalenz von FeM abzubilden. Dabei erfolgt dies aufgrund der Sachlage getrennt nach mechanischen Formen von FeM (Abschn. 2.4) und pharmakologischen Interventionen, mit denen eine Ruhigstellung der Betroffenen einhergehen kann (Abschn. 2.5). Mit den rechtlichen Rahmenbedingungen (Abschn. 2.6) sollen ausgewählte verfassungs-, zivil- und strafrechtliche Aspekte der Thematik skizziert werden, um aufzuzeigen, in welchem juristischen Rahmen sich Einschränkungen in die Fortbewegungsfreiheit in Deutschland wesentlich ereignen. Dabei wird bereits die besondere Relevanz verschiedener Begründungsansätze für die Anwendung von FeM bei Menschen mit Demenz anklingen, welchen der darauffolgende Abschnitt (Abschn. 2.7) gewidmet ist. Solche Begründungen sind jedoch, wie sich zeigen wird, auch stets von verschiedenen tieferliegenden Einflussfaktoren geprägt (Abschn. 2.8). Nach der Darstellung derselben erfolgt sodann eine kritische Analyse der möglichen Folgen von FeM (Abschn. 2.9). Das Kapitel 2 schließen eine Übersicht über verschiedene Interventionen zur Vermeidung von FeM (Abschn. 2.10) sowie ein Zwischenfazit (Abschn. 2.11) ab.
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Terry, Gareth, and Nikki Hayfield. "Reflexive thematic analysis." In Handbook of Qualitative Research in Education, 430–41. Edward Elgar Publishing, 2020. http://dx.doi.org/10.4337/9781788977159.00049.

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Ly, Chu N., and Madora Soutter. "Technological Pedagogical Content Knowledge Framework as a Lens for Transformative Social and Emotional Learning Online." In Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching, 71–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9168-0.ch004.

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This chapter used Mishra and Koehler's technological pedagogical content knowledge (TPACK) framework as a lens for understanding how teachers integrate transformative social and emotional learning in all learning environments (i.e., online and hybrid). The authors implemented a reflexive thematic analysis approach with interviews of 15 participants consisting of students, parents, and teachers. Findings illustrate that teachers were infusing social and emotional learning (SEL) into technological pedagogical content knowledge, and that interaction among all three bodies of knowledge supported students' social-emotional wellness during the COVID-19 pandemic. Integration of SEL allowed for rich authentic learning experiences across content areas as well connections to the class community in online or hybrid learning environments.
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Hoare, Rachel. "Adolescences Disrupted in Displacement: The Protective Effect of Friends as Proxy Family for Unaccompanied Adolescent Refugees Resettling in Ireland." In Adolescences [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.103151.

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It has become very clear throughout my psychotherapy work with unaccompanied and separated adolescents (UASA) in Ireland, that friendships often provide a critical source of protective psychosocial support within adolescences frequently interrupted by conflict, violence and perilous journeys. Although the increasing importance of friendships in adolescence and more specifically during times of adolescent stress, is well-documented, friendships are likely to be brought into even sharper focus during unaccompanied adolescent displacement, as they typically take on functions more traditionally associated with the absent family. This qualitative exploration of the protective effect of friendships for UASA uses reflexive thematic analysis to analyse composite clinical case material and composite eco-maps to capture the lived friendship experiences of UASA. The data clearly illustrates that UASA friendships provide a safe, accepting, protective space and enabling context in which they can gain psychological and practical peer support and approval.
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Harvey, Miles, Jose Lopez, Marisa Wickham, Adrianna G. Deuel, and Cameron Savage. "Integrating Video Games and Scholastic Esports Into Preservice Teacher Experiences." In Advances in Game-Based Learning, 50–68. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7069-2.ch004.

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This four-year study explored a multiple case study about how four preservice teachers spent an entire school year with students, developed their teacher identity, designed lessons, played games, and coached scholastic esports. What started out as a culturally responsive gesture to include video games and competitive esports into the classroom turned out to be what both the middle school students and the teacher candidates needed to push their learning experiences forward in meaningful ways. Teacher candidates gained valuable experiences from the integration of video games and scholastic esports through a wide variety of teaching strategies. Teaching candidates answered five questions about their experiences using video games and esports in the classroom. Five major themes were identified through the reflexive thematic analysis: developing relationships, understanding games and scholastic esports, teaching in new ways, perspectives and attitudes about games and scholastic esports, and the integration of games and scholastic esports.
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Rathbone, Amy L., Duncan Cross, and Julie Prescott. "The Use of Social Media, Online Support Groups, and Apps for Pregnant Women During COVID-19." In Digital Innovations for Mental Health Support, 78–101. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7991-6.ch005.

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At the start of 2020, the World Health Organisation (WHO) declared COVID-19 as a global pandemic. Pregnant women were deemed a vulnerable group globally and advised to shield. Due to social distancing and the changes in maternity services, it was a reasonable assumption that pregnant women would turn to the online platform for advice and guidance. Using reflexive thematic analysis, this chapter explored the effect of social media, support groups, and app usage on pregnant women during the outbreak. Results evidenced that pregnant women utilised social media, support groups, and apps for information and support. Positive aspects were maintaining social connections whilst adhering to social distancing guidelines, access to support groups and people in similar situations, and ease of access to information. Negative aspects were excessive amounts of and overwhelming information, misinformation, judgement from others, and increased anxiety. Apps were deemed positive for general pregnancy but lacked COVID-19-related information.
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Conference papers on the topic "Reflexive thematic analysis"

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Park, Eunsung. "Self-Regulated Learning and Adaptive Learning Analytics Dashboards: A Reflexive Thematic Analysis." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586123.

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Penn-Jones, Catrin, Tarra Penney, Roxanne Armstrong-Moore, Steven Cummins, and Martin White. "P27 Youth perspectives on soft drinks after the introduction of the UK soft drinks industry levy: a focus group study using reflexive thematic analysis." In Society for Social Medicine Annual Scientific Meeting Abstracts. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/jech-2021-ssmabstracts.116.

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Aziz, Ayesha, and Nashi Khan. "PERCEPTIONS PERTAINING TO STIGMA AND DISCRIMINATION ABOUT DEPRESSION: A FOCUS GROUP STUDY OF PRIMARY CARE STAFF." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact013.

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"The present study was conducted to explore the perception and views of primary care staff about Depression related Stigma and Discrimination. The Basic Qualitative Research Design was employed and an In-Depth Semi-Structured Discussion Guide consisted of 7 question was developed on the domains of Pryor and Reeder Model of Stigma and Discrimination such as Self-Stigma, Stigma by Association, Structural Stigma and Institutional Stigma, to investigate the phenomenon. Initially, Field Test and Pilot study were conducted to evaluate the relevance and effectiveness of Focus Group Discussion Guide in relation to phenomena under investigation. The suggestions were incorporated in the final Discussion Guide and Focus Group was employed as a data collection measure for the conduction of the main study. A purposive sampling was employed to selected a sample of Primary Care Staff (Psychiatrists, Medical Officers, Clinical Psychologists and Psychiatric Nurses) to elicit the meaningful information. The participants were recruited from the Department of Psychiatry of Pakistan Medical and Dental Council (PMDC) recognized Private and Public Sector hospitals of Lahore, having experience of 3 years or more in dealing with patients diagnosed with Depression. However, for Medical Officers, the experience was restricted to less than one year based on their rotation. To maintain equal voices in the Focus Group, 12 participants were approached (3 Psychiatrist, 3 Clinical Psychologists, 3 Medical Officers and 3 Psychiatric Nurses) but total 8 participants (2 Psychiatrists, 2 Medical Officers, 3 Clinical Psychologists And 1 Psychiatric Nurse) participated in the Focus Group. The Focus Group was conducted with the help of Assistant Moderator, for an approximate duration of 90 minutes at the setting according to the ease of the participants. Further, it was audio recorded and transcribed for the analysis. The Braun and Clarke Reflexive Thematic Analysis was diligently followed through a series of six steps such as Familiarization with the Data, Coding, Generating Initial Themes, Reviewing Themes, Defining and Naming Themes. The findings highlighted two main themes i.e., Determining Factors of Mental Health Disparity and Improving Treatment Regimen: Making Consultancy Meaningful. The first theme was centered upon three subthemes such as Lack of Mental Health Literacy, Detached Attachment and Components of Stigma and Discrimination. The second theme included Establishing Contact and Providing Psychoeducation as a subtheme. The results manifested the need for awareness-based Stigma reduction intervention for Primary Care Staff aims to provide training in Psychoeducation and normalization to reduce Depression related Stigma and Discrimination among patients diagnosed with Depression."
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