Reflexivity: A Practical Guide for Researchers in Health and Social Sciences

By D. Kralik. 2005

849 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/27c47091e05a46c3a9952a538e807f518932b330

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In General Health Professions

In Organizational Behavior and Human Resource Management

Citations in the corpus

Understanding optimal human functioning – The ‘call for qual’ in exploring human flourishing and well-being (2017, background): “…ultimately play a role in the overall process and shaping of the data produced, from even just considering the topic area of study through to the final product (please see Smith, this issue for an example of using interpretation in qualitative research, also see Finlay & Gough, 2003; Willig, 2012).”
Reconceptualizing Bias in Teaching Qualitative Research Methods (2015, background): “…as they relate to qualitative inquiry are well entrenched and much discussed in methodological literature (e.g., Barad, 2007; Breuer & Roth, 2003; Finlay & Gough, 2003; Hsiung, 2008; Krieger, 1985; Lynch, 2000; Macbeth, 2001; Peshkin, 1988; Pillow, 2003; Preissle, 2008; Wilkinson, 1988),…”
Revolution in Psychology: From Alienation to Emancipation (2015, background): “See Fonagy et al. (2004) for an example of an approach that oscillates between the bad and worst options.”
The body's disclosure in phenomenological research (2006, background): “In the extract taken from my reflexive diary, I describe becoming powerfully aware of my participant’s existential embodiment as she described her struggle with multiple sclerosis (Finlay, 2003a).”
Negotiating the coresearcher mandate – service users’ experiences of doing collaborative research on mental health (2012, methodology): “This program focused on hermeneutics and phenomenology as presented by Kvale and Brinkmann [18], and weight was given to the concept of reflexivity [17,20,22,23].”
Doing reflexivity in psychological research: What’s the point? What’s the practice? (2020, background): “The point of it is to map the implications, possibilities, and limitations afforded by approaching the study of a topic in a particular way (Finlay 2002; Finlay 2003; Tuval-Mashiach 2016).”
A Practical Iterative Framework for Qualitative Data Analysis (2009, background): “Whereas more recent scholarship has taken “a reflexive turn” (Mauthner, 2003, p. 415) on issues related to data collection and fieldwork (e.g., Coffey, 1999; Finlay & Gough, 2003; Hopwood, 2007c; Srivastava, 2006b), discussions on analytic reflexivity are scarce.”
Embedding Reflexivity Within Experiential Qualitative Psychology (2010, background): “…are involved in the “process of continually reflecting upon our interpretations of both our experience and the phenomena being studied so as to move beyond the partiality of our previous understandings and our investment in particular research outcomes” (Finlay 2003, p. 108; emphasis in original).”
Researching with Young Children: Seeking Assent (2011, background): “Through reflexivity, researchers analyse the personal, intersubjective and social processes which shape research and acknowledge their role within the research (Finlay and Gough 2003).”
Interpretative Phenomenological Analysis (IPA): A Qualitative Methodology of Choice in Healthcare Research (2008, background): “Reflexivity may be defined as both a central component of being human (i.e., the capacity to position the self) and also as the ability to reflect on and consider intersubjective dynamics between researcher and data (Finlay & Gough, 2003; Nicolson, 2003; Merrick, 1999; Hutchinson & Wilson, 1994).”
A practical guide to reflexivity in qualitative research: AMEE Guide No. 149 (2022, methodology): “Researchers run the risk of overpowering the voice of the participant (Weick 1999) when they narrowly focus on personal reflexivity and define reflexivity solely as a process of critical self-awareness, reflecting on how their background, assumptions, positioning, and behavior impact the research pr”
Third wave positive psychology: broadening towards complexity (2020, background): “This third wave shift towards greater use of qualitative approaches has encouraged further reflexivity about the role that PP researchers play in shaping (implicitly or explicitly) the process and outcomes of new knowledge (Finlay & Gough, 2003).”
Engaging Phenomenological Analysis (2014, background): “In these ways, reflexivity can be understood as involving a process of continually reflecting upon interpretations of both our own experience and the phenomenon being studied, in order to move beyond the partiality of previous understandings and investments in particular outcomes (Finlay 2003).”
Picture This . . . Safety, Dignity, and Voice—Ethical Research With Children (2013, methodology): “Reflexivity may increase researchers’ awareness of their own preconceived assumptions about children and childhood (Davis, 1998; Finlay & Gough, 2003) and heighten sensitivity to potentially harmful situations when anticipating ethical challenges and when actually faced with “ethically important…”
Appraising the trustworthiness of qualitative studies : Guidelines for occupational therapists. (2007, methodology): “A further example of collaboration is provided by Arvay (2003) who used a collaborative narrative method to make the relationship between the researcher and the participants equal in her research, as a way of dealing with issues around voice and representation.”