UlmerT DMFT7111-9 Coding to analyze the data

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Running head: CODING TO ANALYZE DATA ULMERT DMFT 7111-9 NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Student: Tamara Ulmer THIS FORM MUST BE COMPLETELY FILLED IN Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example: UlmerT DMFT 7111-7-1 Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location. Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor . Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University.

CODING TO ANALYZE DATA ULMERT DMFT 7111-9 2 MFT 8503 Dr. Tracey-Ann Spencer Qualitative Research design and Analysis in MFT Coding of Transcript Dr. Spencer the I copied and paste the journals from previous assignment so duplication may be high here Faculty Use Only <Faculty comments here> <Faculty Name> <Grade Earned> <Date Graded>

CODING TO ANALYZE DATA ULMERT DMFT 7111-9 3 Tamara Ulmer Coding of Interview Northcentral University Coding the Interview

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CODING TO ANALYZE DATA ULMERT DMFT 7111-9 4 Journal entries and codes As the course in qualitative research progress there seems to be a trend that is emerging, for this student, the importance of keeping a journal of the qualitative process. One of the things that I do not enjoy doing or should I say don’t appreciate is journaling. So that posed a question for me, in the spirit of William Shakespeare: To journal or not to journal that is the question: Whether ‘tis nobler in the mind to express your thoughts on paper for self and others, or to take arms against the memory of your mind. To answer this question I had to ponder the big question of why am I not a fan of journaling. I thought perhaps maybe I don’t have a understanding of the importance of journaling, particularly in research. Purcell (2018) offered some valuable insight to me. He indicates that not only is it a record about everything I am thinking about and have an opportunity to write it down and not has to include it in my literature review and not worry about grammar, whether or not my ideas are correct or valid. Quite simply it is a place for reflection, and can enhance brainstorming for future ideas. Purcell (2018) also describes three main benefits for journal writing: 1. It keeps the researcher writing. This can be a huge benefit for me as I struggle with writing and being clear, concise, and having a flow of information, 2. Writing a journal can help clarify ideas in your head. 3. It can help in writing the research as it is a record of all the reasons, justifications, and decisions that were made during the research process. Along with some of that information can be used in the research document particularly in the introduction and methodology sections. I also imagine that the process of journaling can also be a motivator as it can show me how I am progressing, and allow me to vent y frustrations and concerns of the research process in order to maintain my sanity. So let begin the process by journaling my thoughts of the last three weeks. Week one During this week I was required to write an annotation of some required reading, I chose an article initially based off of the title, particularly the word of “experience of novice qualitative

CODING TO ANALYZE DATA ULMERT DMFT 7111-9 5 researchers.” I thought to myself it would be interesting to see what others went through and what helpful hints might they have and if researchers are in fact an instrument in the interviewing process. This was key as I had not thought of myself as an instrument in the interview or research process. Doing the annotation also reminded me of the importance of keeping detailed records as the further I get into the research process the more articles will be reviewed, and having the ability to review the material in a timely manner is crucial. I did however get confused that at the feedback. As I did not include a reference page because the reference was given prior to the summary and I thought it was not required, Follow up on that will be needed for future assignments. Week 2 During this week I was asked to do a field observation. I found this to be a very interesting and engaging assignment. It allowed me to practice an aspect of qualitative research, but more importantly it challenged my internal drive to engage with individuals, particularly when I felt that engaging could have mitigated potential harm or conflict with a particular family. As I thought about it further I wondered if there was an ethical obligation to do something. After a few days the family was still deep in my thoughts, so I processed this with a peer and explored the purpose and possible future steps I could take. We agreed that more information was needed and the best thing to do was to continue to build rapport with the service member and his wife in order to build trust. The rationale for this was to gather all the needed information so appropriate referrals or steps can be taken. I also had to resist the urge to talk to the families that I observed because I wanted to inform them what I was doing, why, and get permission to use them as examples, along with providing them with information of what I observed. I take comfort in knowing that when I do begin my research I will be able to offer full disclosure and get consent at the onset. Week Three

CODING TO ANALYZE DATA ULMERT DMFT 7111-9 6 This week topic explored the interview process, from developing initial questions around my topic of interest, placing myself in the shoes of potential participants, in order to anchor or adjust future questions that might be used in my research. The rationale for this was to help me to identify with the participants, along with assuring that the questions that I may ask mitigate potential emotional or mental harm for the individual or the family system. When I was the one being interviewed I found it surprising that I was feeling more vulnerable than I expected. The false sense of security and my belief that I was in complete control of my ability to manage my trauma. It reminded me that my trauma can be triggered and that even those who think that they are no longer adversely affected may unknowingly be at risk. So asking critical questions and creating an environment of trust is critical in the process. As my future research will have a component of group work, having a connection with the facilitator will be important. Week three assignment helped me to explore the importance of connecting before the group begins. During this week assignment I found a article from, Kivlighan, Paquin, & Hsu (2014) which asserted that connection before the group between participants and facilitators can increased engagement and focus in the group work process. Personally it reminded me of the small gestures that my husband makes when I am triggered to enhance my feelings of safety, which results in us feeling more connected and open with each other. Another reminder of my belief that when combat trauma happens to the military member the family is impacted as well and it only makes sense that the family needs to be involved in the treatment process. This week was a good refresher of my motivation and putting my “why” at the forefront. Journal Entry Week 4 As I began to review the required reading for this week it was clear once again about the importance of journaling my reactions to the readings, my internal thoughts, and asking the question how is this information going to help me. I found it interesting that Agee (2009) indicated that among the qualitative research field some indicate that it is better to wait “in the

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CODING TO ANALYZE DATA ULMERT DMFT 7111-9 7 field and collecting data to fully develop a research question” (p.432), when I read that I thought “yep that is what I heard” throughout my educational career. What I found interesting and most helpful was the information that a anchored how the reflection process (journaling) highlights the strengths of qualitative research. More importantly it posed a question in my head that I will need to consider when thinking about my current research question: Is my current questions setting a stage for future sub-questions in relations to issue surrounding the impact of combat related PTSD. I assume that I will be able to further address this as the course continues. In the article written by Pollard (2011) I found some relief as it seemed to normalize my current feelings of frustration, being alone in the process, definitively fearful on both aspects of potential harm to families and hedonistically thoughts about my being able to complete the course, loss of data, meeting timeframes and expectations. I also appreciated the exploration from the supervisor’s point of view, especially the point that the research process is mainly an independent component and at times the support has to be limited in order not to influence the research of the student and allow the student to grow professionally through trial and error. The discussion of the extra responsibility and time commitment that faculty staff has was interesting and helpful for me because when I am feeling pressured, fearful, or frustrated I tend to want a response right away, realistically that cannot happen and having a greater understanding of pressures that you may have reduces my frustrations and any irrational thoughts I may have about my ability. Hierarchy of Codes The goal of my research is to find out what is the impact that combat trauma has on the family, and what are their attitudes, beliefs, and feelings when it comes to seeking mental health

CODING TO ANALYZE DATA ULMERT DMFT 7111-9 8 services. Additionally, I am seeking to also identify the level of awareness that the family has on self-care strategies that enhance family functioning, and adversely the warning signs and triggers that cause discourse. The first diagram is a generalized overview of the hierarchy of categories, beginning with the overall issue of CPTSD, and then splitting that into two main categories of Self and Family. Under the two main categories of self and family are the subcategories of issues that can lead to family violence or dissolvement. This is the start-list of priori codes, that originated from my research questions, problem areas, possible framework of my research, and anecdotical experience among this population. The intent of using a limited number of preset codes is to assist me in not getting overwhelmed in the coding process and to help mitigate coding error that may occur, as recommended by (Franzosi, 2010). Figure -1 CODE BOOK CPTSD CPTSD Self Self Inclusion Inclusion Connectiveness Connectiveness Harm to self Harm to self Family Family Disconnect Disconnect Harm to others Harm to others

CODING TO ANALYZE DATA ULMERT DMFT 7111-9 9 The second diagram is the initial code book, it does not offer a hierarchy of terms as it is descriptive in nature and offers the overview of possible themes in the interview. The code book is a way of organizing my thoughts of possible codes and categories. It is a working document that will go through revisions. The goal of this book is to help me explore the possible codes for the following questions: What is trying to be conveyed? What kind of things are happening here? Finally, what does this represent or saying? The codes listed below are another set of codes that arose from reading the transcript. The ideas, relationships, and possible meanings can be different from the preset codes. It is the preliminary selection of possible subcategories and code words for the current study. According to Alase (2017) the codes need to be broken down into subcategories for organizational and tracking purposes as some categories many have many codes and others may have a limited number. Alase (2017) further asserts that it is important to make the codes fit the data as opposed making the data fitting your codes. Category: Harm Category: Self Perception/Purpose Category: Hopefulness Category: Engagement Category: Triggers Category: Warning Signs CODE WORDS CODE WORDS CODE WORDS CODE WORDS CODE WORDS CODE WORDS Deployment Shy love Dream Conflict Lack of sleep Single mon Family Outgoing Therapy Difficult Argue emptiness arguments needed Happy Staying losing Muddy

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CODING TO ANALYZE DATA ULMERT DMFT 7111-9 10 thinking time Regret Relax 4 th of July Sort Temper Controlling couples like Constant reminders Hyper sensitive temper Professional Don’t memories avoid avoidance wrestle Figure 2 Coding Process/Difficulties For me to begin the process of organizing and coding the data collected, I began with asking the question: What is it that I want to find out and how do I want to convey the information to others? Mohajan (2018) stress the importance of thinking about the big picture and coding plays an important role in telling the story of the desired topic. This assisted me with identifying the priori codes and basic structure for the coding process. Alase (2017) further discussed that the purpose of a qualitative study is to demonstrate the thread that connects the story to the data, thereby integrating the themes of the qualitative data in such a way that it offers credence to the research. The next step for me was to print a hard copy of my transcript, read and re-read the interview transcript, view the recorded interview numerous of times, and finally, documenting my interpretations. In the first reading of my transcript I did not write any possible codes, thoughts, or interpretations. The rationale for that was to remind myself of the interview questions and the responses. The following readings of the transcript I began to code the transcript looking for specific words or phrases that might fit my priori codes. After my

CODING TO ANALYZE DATA ULMERT DMFT 7111-9 11 reflections I began to assign words or phrases according to categories and sub-categories. Categories and sub-categories provide information relevant to the topic studied and used to help explore and clarify the research question. This kind of coding is called descriptive coding because it essentially forms a summary description of what is in the transcript or text (Franzosi, 2010). Using descriptive coding I felt it complimented the narrative component and analysis that I tend to gravitate towards. Gaining an understanding about the stories of the families’ experience can help gain insight into the meaning of events and enhance the coding of the narrative categories. The connections that I found in this process was that there was a lot of overlap between the categories and coding. For example, the sub-categories of harm and connection are present in both the family and self. Additionally, code words such as temper, arguments, avoidance are also in both the self and family. The difficultly I found in this process was understanding the process of identifying themes, categories, and codes. It seemed that there was not a clear construct that I thought there would be. I attribute this to having only one interview and my hesitancy to be more open with divulging my inner thoughts about my experiences. Perhaps this was because I was mandated to complete an interview to my self about my topic and not a volunteer. As my reaction may not be unique this is an aspect that I need to be cognitive of when doing future interviews of the participants. Another aspect that I found difficult was in the assigned reading of how to use software such as Excel for analysis purposes and still find my self unsure of the steps required to analyze the data. Future steps consist of using more than one transcript to identify themes, categories and codes. Another step is to continue to explore the software data used to code qualitative research and become comfortable in its use. Find a detailed step by step manual or on-line video would be beneficial to my growth and understanding in data analysis.

CODING TO ANALYZE DATA ULMERT DMFT 7111-9 12 References Alase, A. (2017). The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach. International Journal f Education and Literacy Studies, 5 (2), 9-19. Boje, D.M., (2001). Narrative methods for organizational and communication research. Thousand Oaks, CA: Sage Publications. Franzosi, R. (2010). Quantitative Narrative Analysis . Thousand Oaks, CA: Sage Publications. MOHAJAN, H. (2018). QUALITATIVE RESEARCH METHODOLOGY IN SOCIAL SCIENCES AND RELATED SUBJECTS. Journal of Economic Development, Environment and People, 7 (1), 23-48. doi: http://dx.doi.org/10.26458/jedep.v7i1.571

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