Reflexivity and Reflexivity and researchresearch

John LeesJohn Lees

Reflexive writingReflexive writing

Engaging in reflexive writingEngaging in reflexive writing

Take a topic (e.g. depression) Take a topic (e.g. depression) oror a a particular experience (e.g. an incident in particular experience (e.g. an incident in an experiential group).an experiential group).

EitherEither think about your experience of the think about your experience of the topic and write about a specific memory in topic and write about a specific memory in connection with the topic connection with the topic oror write about write about the experience.the experience.

Make your narrative as evocative as Make your narrative as evocative as possible – include tension, inner possible – include tension, inner experience, experience, detailsdetails..

Narrative analysis

Reflexive writing needs to be consciously evocative - a narrative analysis. It organizes ‘the data elements into a coherent developmental account .... [it is] .... a synthesis of the data rather than a separation of its constituent parts’ (Polkinghorne, 1995: 15)

I agree with Tennessee Williams’ comment that:

If I try to make a universal character, it becomes boring. It doesn’t exist. If I make the character specific and concrete, it becomes universal.

Evocative writing Evocative writing and the use of and the use of

languagelanguage

LanguageLanguage

What is similar about the following What is similar about the following two pieces of writing? two pieces of writing?

Narrative oneNarrative one

What had analyst and patient lived through? What had analyst and patient lived through? I think of it as a fight for survival, when I think of it as a fight for survival, when one’s very existence, one’s right to be one’s very existence, one’s right to be alive, is challenged by the insidious yet alive, is challenged by the insidious yet indistinct presence of the other. I had indistinct presence of the other. I had regressed from an over-talkative false self regressed from an over-talkative false self to an endangered and frightened being. I to an endangered and frightened being. I had no psychosomatic aliveness to me. I had no psychosomatic aliveness to me. I was all bunched up inside, barely was all bunched up inside, barely breathing, without body movement: a breathing, without body movement: a lifeless non-entity .... I was more aware of lifeless non-entity .... I was more aware of my inner madness than the patient’s state my inner madness than the patient’s state of mind.of mind.

Narrative twoNarrative two

Analysis of covariance demonstrated Analysis of covariance demonstrated significant improvements in the MCT group significant improvements in the MCT group in terms of alertness post-therapy (F(2,31) in terms of alertness post-therapy (F(2,31) = 3.31, p<0.05; MCT = 233.9, Relax = = 3.31, p<0.05; MCT = 233.9, Relax = 176.1, control = 170.1, see Figure 1). Pair 176.1, control = 170.1, see Figure 1). Pair wise comparison at six-month follow-up wise comparison at six-month follow-up revealed that MCT and control groups revealed that MCT and control groups remained significantly different (mean remained significantly different (mean difference = 58.08, se = 25.98, p < difference = 58.08, se = 25.98, p < 0.033). There were no significant changes 0.033). There were no significant changes in hedonic tone or anxietyin hedonic tone or anxiety

Both pieces of writing are evocative but this can be deceptive:

It is not possible to check the facts They create an impression of validity on the

reader In order to achieve this they use rhetorical

language albeit in very different ways

All professional and academic writing is evocative

Reflexivity and the writing process

Reflexivity is essential for re-writing and disconfirmation:

It involves a process of ‘turning’ or ‘bending’ something back on itself. It incorporates a cyclical process of returning time and time again to our previous experience in order to become aware of what, at first, eluded us. According to Steier (1991: 2) it involves ‘turning back of one’s experience upon oneself’ whilst Freshwater and Rolfe (2001) see it as ‘turning thought or reflection back on itself’ and ‘turning action or practice back on itself’

The processThe process

Engage with an issue, problem, question, experience, critical incident and immerse yourself in it by writing an evocative vivid account (i.e. a narrative analysis)

Field unstable and unboundaried: Return to the issue and narrative time and time again. Can be confusing and go in many directions. Note anything that happens in the process of doing this (research diary). You can structure this with a linear process model (e.g. heuristics)

Processing the data: cyclical process (Kolb); identify relevant theory and methodology, narrative analysis and analysis of narratives; contemplation, meditation

Verification: transparency, disconfirm previous formulations (reflexivity – turning something back on itself)

Write up going on throughout; many drafts; writing as research

Learning by inquiry research writing is not just a question of ‘writing up’ research but is, in itself, a method of discovery. As Clarkson (1995: 270) has said, ‘it has been my experience .... that the work of writing itself is another process of discovery, both about myself, my discipline and the work of thinking and writing itself’.

Value and purposeValue and purpose

Reading and writingReading and writing

Our writing (and reading) is Our writing (and reading) is influenced by our beliefs, politics, influenced by our beliefs, politics, values, preconceptions, values, preconceptions, prejudices, etcprejudices, etc

No such thing as objective No such thing as objective writing and researchwriting and research

It is all socially constructedIt is all socially constructed

Consciousness and transformationConsciousness and transformation

Becoming aware of what lies behind narrative Becoming aware of what lies behind narrative and discourse is like an individualized form of and discourse is like an individualized form of MarxismMarxism

We become aware of our alienation We become aware of our alienation It is about self-consciousness rather than class It is about self-consciousness rather than class

consciousnessconsciousness It is person-centred - we open up the possibility of It is person-centred - we open up the possibility of

our own (and others’) marginalized voices being our own (and others’) marginalized voices being heard and not marginalized by ‘the system’ heard and not marginalized by ‘the system’ rather than methodology centredrather than methodology centred

It is about individual transformation rather than It is about individual transformation rather than revolution: a means of extending personal revolution: a means of extending personal therapy and personal development: changing therapy and personal development: changing oneself and changing the world: seeing things oneself and changing the world: seeing things differentlydifferently

Aims of becoming aware of context Aims of becoming aware of context through reflection on discoursethrough reflection on discourse

Develops consciousness of the way in which our Develops consciousness of the way in which our way of being is affected by context (system)way of being is affected by context (system)

Brings hidden contextual influences to the Brings hidden contextual influences to the surfacesurface

Dialectical process of engaging with the context Dialectical process of engaging with the context in which the research is taking placein which the research is taking place

Challenges power elites – e.g. the academic Challenges power elites – e.g. the academic researcher as the expert on clinical practice researcher as the expert on clinical practice rather than the practitionerrather than the practitioner

Challenges hierarchy of evidence and evidence-Challenges hierarchy of evidence and evidence-based practicebased practice