Interpretative phenomenological analysis

The role of cognitions and beliefs in trichotillomania: a qualitative study using interpretative phenomenological analysis

Trichotillomania (TTM) is characterised by the removal of one's hair, causing hair loss. Phenomenological research on TTM has investigated its associated behavioural and affective factors. Few studies have investigated the possible role of cognitions and beliefs, despite emerging support for cognitive therapies in treating this disorder. This study aimed to explore and describe the cognitions and beliefs that contribute to the onset and maintenance of hairpulling in TTM. Eight women with TTM participated in semi-structured, in-depth interviews to explore their experience of cognitions and beliefs before, during and after typical hairpulling episodes. Interviews were analysed using the qualitative method of Interpretative Phenomenological Analysis. Six superordinate themes of beliefs were identified as important: negative self-beliefs, control beliefs, beliefs about coping, beliefs about negative emotions, permission-giving beliefs, and perfectionism. These preliminary findings suggest that cognitions may play an important role in TTM phenomenology. Future quantitative research on the role of cognitions and beliefs in TTM in larger samples has the potential to advance cognitive-behavioural models and treatments of this poorly understood disorder.

The "Sensory Deprivation Tank": an interpretative phenomenological analysis of men's expectations of first-time fatherhood

Few studies have investigated expectations of fatherhood in men without children, and none within the age bracket most often associated with new fatherhood. Therefore, the objective of this qualitative study was to gain in-depth understanding of young men's beliefs and perceptions of that role. Interpretative Phenomenological Analysis (IPA) of interview transcripts identified 3 key themes: The contemporary model father, perceived threat to life as we know it, and, the central theme, an unforeseeable future. Analysis revealed that while participants held broad expectations to be emotionally and physically involved as well as economically responsible fathers, their views often lacked specificity, consideration of meaning, and practical notions about how expectations could be fulfilled. We explain the lack of development in men's conceptualization of fatherhood across emerging adulthood through hegemonic masculinity, identity theory, and life course perspectives. The current study provides a rationale for promoting increased discussion around fatherhood in the preconception period to help lessen the turbulent nature of men's transition through pregnancy. (PsycINFO Database Record

Phenomenological analysis of experimentally induced visual mental imagery associated with shamanic journeying to the lower world

This study explored ostensibly shamanic journeying imagery by (a) assessing visual images across induction techniques (i.e., sonic driving, Ganzfeld, relaxation, and sitting with eyes open); (b) determining combination(s) of induction technique and instructions most associated with religious imagery; and (c) investigating the origins of visual imagery. Six participants were randomly assigned to factorial combinations of a 3 x 4 mixed design (levels of instruction x levels of induction) and were administered the Modified Affect Bridge to explore the origins of mental imagery reported during the experimental conditions. Phenomenological analysis yielded comprehensive constituent themes. Harner’s (1990) shamanic journeying, coupled with religious, instructions were associated with the highest religious imagery, while visual images associated with shamanic journeying were derived primarily from autobiographical memories.

A phenomenological analysis of the experience of security and contentment for latency aged children in shared-time parenting arrangements

This study explored the lived experience of security and contentment, and their absence, for latency-aged children (aged 8-12) living in shared-time parenting arrangements following their parents' separation. A descriptive phenomenological methodology was utilized (Giorgi, 1985, 2009; Giorgi & Giorgi, 2003, 2008). Sixteen children living in shared-time were interviewed about their experiences of two phenomena: "feeling secure and content living in shared-time" and "not feeling secure and content living in shared-time." The eight richest protocols were selected for analysis. The two resultant general structures and their core constituents are presented, and individual variations discussed. Central to each phenomenon is the parent/s' capacity, or incapacity, to create and sustain a physical and emotional space in which the child feels secure and held in the mind, feels the arrangements are responsive to their needs, feels free to access the "absent" parent, and experiences integration between the two parental homes. Implications for phenomenological human science research are considered, including the use of descriptive phenomenology with children.

Opening the doors to multiculturalism : Australian pre-service music teacher education students' understandings of cultural diversity

Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project undertaken at both Deakin University and Monash University (Melbourne, Victoria, Australia) with final year music specialist students (2005-2007). Students participated in an online, anonymous survey (2005) regarding their understandings of multiculturalism. By in-depth analysis of four semi-structured interviews undertaken with volunteers from the 2006 to 2007 cohort, using Interpretative Phenomenological Analysis, emergent themes and construct understandings of participant experiences were identified. Two significant themes are discussed: representations of multicultural music in Victorian schools and cultural context. Music education can be an effective platform to 'opening the doors to multiculturalism and cultural understanding'. Pre-service teacher education courses should reflect the changing societies in which they are situated.

Different sounds, different musics, different teaching : an Australian case study in multicultural teaching and learning

This single case study is part of a wider ongoing research project, begun in 2005, entitled Intercultural attitudes of pre-service music education students from Deakin University and Monash University, Melbourne, Australia. One participant selected from the entire cohort and reinterviewed in 2009 as it was apparent that his experience and expertise outstripped all the others. This paper explores the tensions between authentic pedagogical practice, as understood by the interviewee, in community teaching and in a school. The data generated were analysed using interpretative phenomenological analysis. Three major themes were identified: benefits of community music making, authentic learning, and reality of class music practice. The data demonstrate that authentic socio-cultural understanding is achievable in community music teaching, particularly in the honoring of what individuals bring the sharing of expertise between ensemble players and valuing community arts practice. However, as this is a case study demonstrates, at least in some schools, there is a lack of understanding of how multicultural music could and should be taught. Australian schools should encourage teachers who bring different sounds, different musics and different teaching into the classroom thus resolving to some degree, the potential mismatches between culturally developed learning styles and music teaching methods.

Making it real : pre-service music teacher education students ideas about artists-in-schools

Globally teacher educators try to prepare culturally inclusive students in an ever-crowded curriculum It is difficult to give students in-depth experiences of other musics and their cultural contexts. In schools, teachers are also faced with the. same challenges. This shortfall may be met by artists-in-schools programs. This paper focuses on the perceptions of pre-service music educators concerning artists-in- schools programs. The study builds on ongoing research (2003-2008), Intercultural attitudes of preservice music education students, between Deakin and Monash universities. Australia only the 2008 interviews (analysed using interpretative Phenomenological Analysis) are discussed. The paper reports only on one aspect that underpins artists-in-schools programs — the importance of authentic practice. Although international studies have, provided insights into artists-in—schools programs little attention has been paid to pre-service specialist music teacher understandings of such programs. It is imperative to know the attitudes that our teachers carry with theta into their future professional engagement The findings of this study provide insight into the need br artists-in-schools programs and the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings. and also heighten student understandings of multicultural musics.

Sharing community through singing : the Bosnian Behar Choir in Victoria, Australia

In 2008, the Australian Federal Minister for Ageing identified the importance of promoting social engagement amongst older Australians who frequently rely on community arts organizations to enhance quality of life, specifically in health, happiness and community. The arts are identified as a powerful catalyst in building strong communities that have the potential for connection, caring and social development. Greater active engagement in performing arts by older people is positively related to enhanced individual and community well-being. Our research study, Wellbeing and ageing: community, diversity and the arts (begun in 2008), explores cultural diversity and complexity within older Australian society through an examination of engagement with a community choir. In 2009 data were collected via semi-structured interviews that were analysed using Interpretative Phenomenological Analysis which utilises a phenomenological approach that explores personal experience in the participant’s life-world. Our research study focuses on one community choir, the Bosnian Behar Choir, in Victoria, Australia, as a lens through which to explore active ageing. Three significant issues were identified from this research which will be reported under the themes of well-being, community and cultural diversity. The Bosnian Behar Choir demonstrates how community music making can enhance well-being and positive ageing in contemporary Australia.

Engaging, exploring, and experiencing multicultural music in Australian music teacher education : the changing landscape of multicultural music education

ln multicultural Australia, the development of positive intercultural attitudes is essential in the creation of a harmonious society. Music education is a powerful medium to address cultural inclusivity. The 2005 National Review of School Music Education challenges Australian higher education institutions to prepare programs that explore multiculturalism to engender tolerance.This research explored how final year teacher education students at Monash University and Deakin University (Victoria, Australia) engage with music of other cultures and how this affects their understanding of cultural diversity in school music. From 2005 to 2008, teacher education students undertaking music methodologies were invited to participate in semi-structured interviews.The data collected from the interviews were transcribed and analyzed using interpretative phenomenological analysis, and from these data, we developed patterns of meaning that are reported thematically; student teachers' beliefs, attitudes, and understandings of multiculturalism and the classroom realities of multiculturalism.The findings contribute to how we, as tertiary educators, evaluate our role and programs.

Interrupted cadence : the mismatch of the school music curriculum and the intercultural understandings of pre-service teachers in Victoria, Australia

In Victoria, Australia, the curriculum framework for schools, Victorian Essential Learning Standards (VELS) stipulates multiculturalism as an integral part of the education of students. This encompasses knowledge, skills, values and behaviours (Victorian Curriculum Assessment Authority, 2009). In this curriculum framework, teachers must consider ‘intercultural understanding’. It seems logical that, to teach this, preservice teacher education students should be able to embrace this idea. VELS addresses multicultural understanding and the development of thinking skills. The Arts domain specifically provides diverse opportunities for students to “develop aesthetic and critical awareness … of arts works from different social, historical and cultural contexts”. In this research, undertaken between 2005 and 2008, semi-structured interviews were completed with final year pre-service music education students about their intercultural understandings in music education. Interpretative phenomenological analysis of the data showed that, although many feel confident including music of other cultures, having had some experience in their tertiary education, some have pursued other ways to inform themselves about music of other cultures. There appears to be a mismatch between curricular expectations and the limited time and resources available in tertiary education programs for music. The disparity between the school music curriculum framework and the preparation of teachers requires attention and resolution.

Experiences of engagement in occupations and assertive outreach services

Aim: The purpose of this study was to describe the experience and meaning of engagement for staff and clients of assertive outreach teams.
Method: Interpretative phenomenological analysis was selected for its flexibility and transparency. Data were collected by semi-structured interviews from a sample of five client and five staff participants (n = 10). The interviews were analysed idiographically, inductively and interrogatively.
Findings: Four themes identified by both staff and client participants emerged: engagement as an interpersonal relationship, engagement in and through time, enabling and disabling factors and engagement in occupation. In addition, clients developed a theme around engagement as a means to self-actualisation. Staff also raised a specific theme around the role of engagement in mental health services.
Conclusion: Staff and clients experienced engagement in broadly similar ways, but with differing emphases. Although all participants described it as both an invisible 'means' and a visible 'end', the staff related engagement only to mental health services whereas the clients experienced it in the context of both mental health services and occupations.
Relevance: This study is relevant to all occupational therapists who work with people experiencing mental health problems.

So much more than just the music : Australian pre-service music teacher education students’ attitudes to artists-in-schools

Contemporary Australia is a country of ongoing migration and increasing cultural diversity which is reflected in its arts practices. This article considers the views held by Australian pre-service music education student teachers and their tertiary music educators about their perceptions concerning artists-in-schools programs in school music. This discussion reports on data collected for a study undertaken in Melbourne, Victoria, Intercultural Understandings of Pre-Service Music Education Students (2005–2009). Fifty-three interviews were analyzed using interpretative phenomenological analysis. The findings provide insight into teachers’ recognition of the need for artists-in-schools programs. In particular the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings, and heighten student understandings of multicultural musics. The promotion and provision of multicultural music education is essential at all levels of education. This can be achieved by the inclusion of diverse culture bearers, artists-in-schools, and community engagement to work with both teachers and their students.

Three Australian community choirs : ageing, singing and well-being

The promotion of social engagement amongst older Australians is a national priority. Music is a powerful social mechanism that allows individuals and communities to affirm identity, gain a sense of belonging, and share history and culture. Community choir membership offers older people opportunities to connect with others and share a sense of purpose that can enhance their sense of well-being and potentially reduce their experience of social isolation. This paper explores the understandings of well-being, positive ageing and community music making held by members of three choirs in Victoria; Australia. The choirs selected for this discussion are the Coro Furlan, the Skylarkers and the Bosnian Behar Choir. Data have been collected via semi-structured interview with members of the three choirs and analyzed using interpretative Phenomenological Analysis which employs a phenomenological approach that explores personal experience in the participant's life-world. analysis of the combined data identified two broad common themes: First is the personal impact that choir membership has for the individual which includes the building of friendships and opportunities to learn and share music. The second theme concerns the contribution that the choir can make to others in their local community. Thus older singers are provided with a way to be both engaged, validated and appreciated by their contemporary society. Choir participation is an effective way for individuals to express themselves, engage with each other, improve their quality of life, transmit cultural heritage, and build community.

Sharing ownership in multicultural music : a hands-on approach in teacher education in South Africa

South Africa prides itself in a rich and colorful array of the Arts where music plays a significant role in social regeneration, unity and reconciliation. Little research has been undertaken in teacher education courses in South Africa regarding the inclusion of African music within multicultural music practice. Using the theoretical frameworks of understanding multiculturalism, I report on the teaching and learning of multicultural music at Pretoria University. My narrative highlights what I had learned and reports on the interview data with the tertiary music educator in October 2010. Using Interpretative Phenomenological Analysis, two themes are discussed: the need for multicultural music and the inclusion of students as indigenous culture bearers. Lessons learnt at Pretoria University can be replicated elsewhere in Australia where the sharing of ownership in multicultural music as a hands-on approach is viewed positively, promoting understanding and respect in a shared space and place.