What is Interpretive Phenomenology?
Interpretative Phenomenological Analysis (IPA) is a qualitative research approach that delves into personal lived experiences and how individuals make sense of those experiences.
Jonathan Smith is a key figure in the development and popularization of IPA, particularly in the fields of counseling and applied psychology.
IPA focuses on the individual’s perspective and attempts to provide detailed explanations and microanalyses of specific cases.
The primary goal is to understand the meaning individuals attach to events, especially those of significant personal importance.
Examples of IPA research questions:
- What is the experience of living with chronic pain like for individuals, and how do they make sense of its impact on their lives?
- How do young people navigate the transition from school to university, and what are the challenges and opportunities they encounter along the way?
- What is it like for individuals to receive a positive genetic test result for a serious illness, and how do they cope with the implications for their future?
What are the theoretical roots of IPA?
IPA is grounded in three key areas:
1. Phenomenology:
Phenomenology emphasizes understanding lived experiences from the individual’s perspective.
IPA researchers strive to capture the essence of what it feels like to experience a particular phenomenon, bracketing their own assumptions and allowing the participant’s perspective to take center stage.
Additionally, they engage in a layered meaning-making process, where their interpretations evolve alongside a deeper understanding of the participants’ own interpretations.
By letting the analysis emerge from the data itself, driven by participants’ accounts, IPA researchers stay true to the phenomenological aim of understanding experience on its own terms.
During this inductive approach, researchers analyze the data without imposing pre-conceived theoretical frameworks.
2. Hermeneutics:
Building on this phenomenological foundation, IPA also incorporates hermeneutic principles, recognizing that understanding experience involves a process of interpretation.
Understanding is not a passive process of simply recording what participants say, but rather a dynamic process of engaging with their accounts to uncover richer meanings.
In IPA, this creates a double hermeneutic, where researchers are interpreting participants who are themselves interpreting their experiences.
IPA researchers recognize that their own background and understanding inevitably shape how they interpret the participants’ accounts.
By actively engaging with participants’ accounts, questioning assumptions, and seeking deeper meanings, researchers put these hermeneutic principles into practice.
The recognition that researchers are interpreting participants’ interpretations reveals the inherently layered nature of meaning-making in IPA research.
This approach emphasizes that understanding is not a direct or objective process, but is shaped by the perspectives and interpretations of both participant and researcher, creating a rich, multi-layered analysis.
3. Idiography:
Idiography refers to the focus on the individual case.
IPA researchers conduct detailed analyses of each participant’s account, highlighting the uniqueness of their experience.
While IPA studies often include multiple participants, the goal is not to generalize findings but to understand the nuances and complexities of each individual’s meaning-making process.
What are the stages of IPA analysis?
1. Data Collection
In Interpretative Phenomenological Analysis (IPA), data collection is the crucial first step, laying the foundation for a deep understanding of participants’ lived experiences.
The goal of data collection in IPA is to obtain rich and nuanced accounts that capture the essence of what it means to experience the phenomenon under investigation.
Semi-structured interviews are considered the exemplary method for this approach.
By conducting thoughtful and engaging interviews researchers gather the raw material for the subsequent stages of analysis and interpretation.
Here’s a breakdown of the process:
1. Identifying participants:
Researchers carefully select participants who have direct experience with the phenomenon under investigation.
The goal is not to obtain a representative sample but to find individuals who can provide rich and detailed accounts of their experiences.
Researchers often use purposive sampling strategies, such as seeking individuals who have experienced a particular event or have a shared characteristic relevant to the research question.
2. Developing the interview guide:
Researchers create a semi-structured interview guide that serves as a flexible framework for the conversation.
The guide typically includes a set of open-ended questions designed to encourage participants to share their experiences in their own words.
The questions should be phrased in a way that is sensitive, respectful, and avoids leading or biasing participants’ responses.
Importantly, the researcher should be prepared to deviate from the guide as needed, following the participant’s lead and exploring unexpected avenues that emerge during the interview.
3. Conducting the interviews:
The interviews are conducted in a comfortable and private setting, allowing participants to feel safe and open in sharing their experiences.
The researcher establishes rapport with the participant, creating a space for open dialogue and genuine connection.
The researcher actively listens, encourages elaboration, and asks clarifying questions to ensure a thorough understanding of the participant’s perspective.
The interviews are typically audio-recorded and later transcribed verbatim to capture the nuances of the participants’ language and expressions.
4. Beyond interviews:
While interviews are central to IPA data collection, researchers may also consider using other qualitative data sources, such as diaries, focus groups, or visual materials.
However, these additional sources should always complement and enhance the understanding gained from the in-depth interviews, keeping the focus on the individual’s lived experience.
The goal of data collection in IPA is to obtain rich and nuanced accounts that capture the essence of what it means to experience the phenomenon under investigation.
By conducting thoughtful and engaging interviews, researchers gather the raw material for the subsequent stages of analysis and interpretation.
2. Initial Engagement with the Data
The initial engagement with data is a critical phase in IPA, establishing the foundation for a rigorous and insightful analysis.
By immersing themselves in the data, adopting an open and reflective stance, and engaging in preliminary noting, researchers begin to unravel the complexities of the participants’ lived experiences, setting the stage for deeper thematic exploration and interpretation.
The process begins with a close, careful reading of the transcripts, immersing oneself in the participants’ words.
This step involves a dual process of trying to understand the participant’s experience while simultaneously acknowledging the researcher’s own interpretative lens.
1. Multiple readings:
The researcher begins by reading and re-reading the transcripts multiple times to become intimately familiar with the participants’ accounts.
This repeated engagement allows for a deeper appreciation of the nuances, complexities, and layers of meaning embedded in the data.
This immersion helps researchers recall the atmosphere of the interview, and the setting in which it was conducted, enhancing their understanding of the context surrounding the participants’ experiences.
2. Open and attentive stance:
During these initial readings, the researcher approaches the data with an open and attentive stance, setting aside preconceived notions and theoretical biases.
They aim to encounter the participants’ experiences fresh, allowing the data to speak for itself and guide the emerging analysis.
This receptivity is crucial for capturing the essence of the participants’ meaning-making process without imposing external frameworks or interpretations.
3. Initial noting and reflective writing:
As the researcher reads, they make notes in the margins of the transcripts or in separate memos, capturing initial impressions, intriguing phrases, and striking statements.
These notes may include:
- Descriptive observations: Key events, emotions, or behaviors described by the participant.
- Linguistic features: Recurring words, metaphors, or stylistic choices that reveal underlying meanings or emotional tones.
- Puzzling statements: Passages that seem contradictory, unclear, or require further exploration.
- Personal reactions: The researcher’s own emotional responses, gut feelings, or intuitive insights triggered by the data.
4. Bracketing and reflexivity:
Throughout this process, the researcher actively engages in bracketing, acknowledging and setting aside their own assumptions and pre-existing knowledge about the phenomenon.
This is critical for ensuring that the analysis remains grounded in the participants’ perspectives and avoids imposing the researcher’s own biases onto the data.
The researcher reflects on how their own background, experiences, and beliefs might shape their understanding of the transcripts and how they might need to adjust their perspective to stay true to the participants’ voices.
5. Identifying potential themes:
Toward the later stages of this initial engagement, the researcher might begin to identify potential themes or patterns emerging from the data.
However, it’s important to emphasize that this stage is not about prematurely forming fixed categories.
Instead, it’s about noting potential areas of interest or convergence that warrant further exploration in the subsequent stages of analysis.
3. Developing Emergent Themes
The researcher identifies recurring patterns and clusters of meaning in the data, moving beyond descriptive summaries to develop interpretative themes.
These themes should capture the essence of the participants’ experiences and highlight the meanings they ascribe to those experiences.
The process is inductive, meaning that themes emerge from the data itself rather than being imposed by a pre-existing theoretical framework.
This stage forms the bridge between the raw data and the more interpretive and analytical phases of the IPA process.
1. Transforming notes into experiential statements:
Drawing on the initial notes and reflections, the researcher begins to formulate more focused and concise statements that encapsulate the key elements of the participants’ experiences.
These statements, previously termed “emergent themes” are now referred to as “experiential statements” to better reflect their nature as grounded in the participant’s direct experience.
The researcher strives to capture the essence of what the participant is saying, moving from descriptive observations to a more conceptual and psychologically informed understanding.
2. Abstraction and conceptualization:
In crafting these experiential statements, the researcher operates at a slightly higher level of abstraction than in the initial noting phase.
They draw on their psychological knowledge and understanding of relevant concepts to formulate statements that capture not just what the participant is saying, but also the underlying meaning and significance of their words.
For example, instead of simply noting that a participant described feeling “lost” after a job loss, the researcher might formulate an experiential statement such as “Experiencing a loss of identity and purpose following unemployment.”
3. Maintaining grounding in the data:
Although the researcher is moving towards a more conceptual level, it’s crucial to ensure that the experiential statements remain firmly grounded in the participants’ own words and expressions.
Each statement should be directly supported by specific passages in the transcript, and the researcher should be able to clearly demonstrate the link between the statement and the participant’s account.
4. Seeking relationships and clustering:
Once a comprehensive set of experiential statements is developed, the researcher starts to look for connections and patterns among them.
This involves grouping similar statements together based on conceptual similarities or shared meanings.
For instance, statements relating to feelings of isolation, loneliness, and social withdrawal might be clustered together under a broader theme of “Social Disconnection.”
5. Iterative and recursive process:
Developing emergent themes is not a linear or straightforward process.
The researcher moves back and forth between the data, their notes, and their emerging understanding, constantly refining and revising their themes as they gain deeper insights.
New connections might emerge, leading to a reorganization of existing clusters, while some statements might be discarded or reframed as the analysis progresses.
6. Superordinate themes and subthemes:
As the clustering process progresses, the researcher might identify “superordinate themes,” which represent broader, overarching concepts that encompass several related themes.
For example, a superordinate theme of “Coping Mechanisms” might include subthemes such as “Seeking Social Support,” “Engaging in Distractions,” and “Turning to Spirituality.”
These hierarchical structures help organize the themes in a way that reflects the complexity and interconnectedness of the participants’ experiences.
4. Connecting Themes and Searching for Superordinate Themes
The researcher looks for connections and relationships between the initial themes, grouping them into broader, superordinate themes.
This step helps to organize the analysis and reveal a more comprehensive understanding of the participants’ experiences, and lays the foundation for a compelling and meaningful narrative account.
Researchers may create visual representations, such as tables, diagrams, or mind maps, to illustrate the connections between themes.
Regardless of the specific format, the thematic structure serves as a roadmap for the subsequent stages of analysis and writing, guiding the researcher in developing a comprehensive and insightful account of the participants’ lived experiences.
Here’s a closer look at this crucial step:
1. Seeking conceptual connections:
The researcher carefully examines the emergent themes, looking for conceptual connections and relationships among them.
This involves moving beyond the surface level similarities and delving into the underlying meanings and shared essences that tie the themes together.
The researcher engages in a process of seeking relationships and clustering themes to uncover a more coherent and integrated understanding of the data.
2. Clustering themes into superordinate themes:
As connections emerge, the researcher groups related themes together under broader, more encompassing concepts known as superordinate themes.
These superordinate themes represent higher-order abstractions that capture the essence of multiple related themes.
This is a process of attention focused on the themes themselves to define them in more detail and establish their interrelationships.
For instance, several themes related to feelings of vulnerability, loss of control, and uncertainty might be clustered under a superordinate theme of “Experiencing Powerlessness.”
3. Testing the coherence and fit:
Throughout this process, the researcher constantly checks the coherence and fit of their emerging superordinate themes. They ask themselves:
- Do these superordinate themes accurately reflect the key patterns and meanings within the data?
- Do they capture the essence of the participants’ lived experiences in a meaningful and insightful way?
- Are the connections between the themes and subthemes logical and well-supported by the data?
4. Iterative refinement and revision:
Similar to previous steps, connecting themes and searching for superordinate themes is an iterative and recursive process.
The researcher might re-examine the transcripts, revisit their initial notes, or even return to earlier stages of analysis to ensure that their interpretations are grounded in the data and accurately reflect the participants’ perspectives.
As the analysis deepens, the researcher continues to refine and revise their superordinate themes, discarding those that lack sufficient evidence or conceptual coherence, and further developing those that hold the most interpretive power.
5. Constructing a thematic structure:
The final outcome of this step is the construction of a clear and coherent thematic structure that represents the key findings of the study.
This structure might take various forms, such as:
- Hierarchical: A hierarchical structure, resembling a family tree, with superordinate themes branching into subthemes and sub-subthemes. Each personal experiential theme includes shared properties within its theme group (subthemes).
- Tabular: A table that lists the superordinate themes and their corresponding subthemes, along with illustrative quotes from the transcripts.
- Visual Diagram: A visual diagram or concept map that visually represents the connections and relationships between the themes. Themes could be organized in a hierarchy, like a family tree, or a more circular representation.
5. Moving to Interpretation
IPA researchers move beyond description to engage in a more in-depth interpretation of the themes, drawing on psychological theory and their own knowledge.
This involves exploring possible explanations for the observed patterns and considering the broader implications of the findings.
The researcher now delves into the rich layers of meaning embedded within the participants’ accounts, engaging in a dynamic interplay between the data, their own knowledge, and the broader theoretical landscape.
This process involves:
1. Exploring the phenomenological core:
The researcher delves into the phenomenological core of the data, carefully examining the experiential statements and themes to understand the essence of what the participants are conveying.
This involves moving beyond a surface-level description of their experiences to a more nuanced and empathetic understanding of their perspectives, feelings, and interpretations.
IPA aims to develop a textured multilayered narrative of possible meanings while staying close to the participant’s sense-making.
2. Engaging in multiple levels of interpretation:
IPA recognizes that interpretation is not a singular or static process, but rather a multifaceted exploration that unfolds across various levels.
- Descriptive Interpretation: The researcher elaborates on the themes, providing a richer and more detailed account of their meaning and significance within the context of the participants’ experiences.
- Linguistic Interpretation: The researcher pays close attention to the participants’ language, exploring the nuances of their word choices, metaphors, and expressions to uncover deeper layers of meaning. For example, focusing on language use (features such as metaphors and other figures of speech, repetition, pauses).
- Conceptual Interpretation: The researcher draws on psychological concepts and theories to illuminate the participants’ experiences and provide a more theoretically informed understanding of their meaning.
- Critical/Speculative Interpretation: The researcher engages in a more critical and questioning stance, exploring alternative interpretations, challenging assumptions, and considering the broader social and cultural context of the participants’ experiences. IPA allows for a hermeneutics of questioning, of critical engagement, where the researcher considers perspectives that the participants themselves might not articulate.
3. Integrating researcher reflexivity:
Throughout the interpretation process, the researcher maintains a reflexive stance, acknowledging the role of their own experiences, perspectives, and biases in shaping their understanding of the data.
The researcher is mining the material for possible meanings which allow the phenomenon of interest to shine forth, implying an active and interpretive role for the researcher.
4. Grounding interpretations in the data:
While engaging in a dynamic process of interpretation, the researcher ensures that all interpretations are firmly grounded in the data.
IPA emphasizes the importance of retaining the voice of the participants’ personal experience and presenting the emic perspective.
Each interpretative claim should be supported by direct quotes from the transcripts, demonstrating a clear link between the researcher’s understanding and the participants’ own words.
5. Constructing a coherent narrative:
The culmination of this interpretive process is the construction of a coherent and compelling narrative account that captures the essence of the participants’ lived experiences.
This narrative interweaves descriptive details, thematic analysis, and insightful interpretations, presenting a rich and nuanced understanding of the phenomenon under investigation.
In a typical IPA project, the narrative account is followed by a discussion section that considers the themes within a broader theoretical and contextual framework.
6. Writing Up the Findings
The final step involves writing a clear and engaging account of the analysis, incorporating illustrative quotes from the transcripts to support the identified themes and interpretations.
The write-up should provide a nuanced understanding of the participants’ experiences, highlighting both the commonalities and the individual variations.
Structuring the narrative:
The researcher carefully considers the structure of their narrative, ensuring a logical flow and a coherent presentation of the findings.
Some common structural approaches include:
- Theme-by-Theme: Presenting the findings one theme at a time, providing a detailed exploration of each superordinate theme and its corresponding subthemes.
- Chronological: Arranging the findings in a chronological order, tracing the evolution of the participants’ experiences over time.
- Case-by-Case: Presenting the findings on a case-by-case basis, providing a rich and detailed account of each participant’s unique perspective before moving to a cross-case analysis.
Integrating participant voices:
A hallmark of IPA is its commitment to presenting the participants’ perspectives in their own words.
A good narrative account should retain the voice of the participants’ personal experience.
The researcher generously incorporates verbatim quotes from the transcripts, allowing the participants’ voices to resonate throughout the narrative.
These quotes should not merely illustrate the themes but rather be woven into the fabric of the narrative, bringing the participants’ experiences to life for the reader.
Providing analytic commentary:
While centering the participants’ voices, the researcher also provides insightful analytic commentary, illuminating the meaning and significance of the findings.
Each theme needs to be illustrated with extracts from the participant, which are in turn followed by analytic comments from the authors.
This commentary goes beyond a mere description of the themes, delving into the deeper layers of meaning, exploring connections between themes, and offering interpretations grounded in the data and the researcher’s knowledge.
Connecting to existing literature:
The researcher situates their findings within the context of existing literature, drawing connections to relevant theories, concepts, and previous research.
This helps to establish the significance of the findings and to contribute to a broader understanding of the phenomenon under investigation.
In a typical IPA project, the narrative account is followed by a discussion section that considers the themes identified in the analysis in relation to existing literature.
Maintaining a reflexive stance:
Throughout the writing process, the researcher maintains a reflexive stance, acknowledging their role in shaping the narrative and recognizing the potential influence of their own perspectives and biases.
This involves being transparent about the interpretive choices made and the rationale behind them.
The researcher’s role is to explicate and evidenced with quotes from participants followed by close interpretative readings of those quotes.
Engaging the reader:
The researcher strives to engage the reader, crafting a narrative that is not only informative but also evocative and thought-provoking.
This might involve using vivid language, employing literary devices, or structuring the narrative in a way that invites the reader to connect with the participants’ experiences on an emotional level.
A good IPA paper invites readers to engage in the world of other people and to feel “what it is like” to experience the phenomenon under investigation.
Example
Here is an example to illustrate how IPA might be applied in a research study:
Imagine a study exploring the lived experience of individuals adjusting to life after a major surgery, such as a heart transplant.
The researcher wants to understand the psychological and emotional impact of this life-altering event, focusing on how patients make sense of their new reality.
1. Data Collection:
The researcher conducts in-depth, semi-structured interviews with a small group of heart transplant recipients.
The interviews are designed to encourage participants to share their experiences openly, focusing on their thoughts, feelings, and challenges during the recovery process.
2. Initial Engagement with Data:
The researcher carefully reads and re-reads the transcripts, paying close attention to the language used by the participants.
They note down initial impressions, recurring phrases, and any striking or puzzling statements that stand out.
For example, a participant might repeatedly describe feeling “like a stranger in my own body” or express a sense of “survivor’s guilt.”
The researcher acknowledges their own assumptions about surgery and recovery, recognizing that their perspective might shape their interpretation of the data.
3. Developing Emergent Themes:
As the researcher analyzes the transcripts, several themes begin to emerge:
- Body Alienation: Many participants describe a sense of disconnect from their bodies after the transplant. They may feel that their bodies are foreign or unfamiliar, struggling to reconcile their previous physical self with their post-surgery body.
- Emotional Rollercoaster: Participants express a complex mix of emotions, including gratitude for the transplant, anxiety about rejection, and fear of the future. They might also experience periods of depression or mood swings as they adjust to the changes.
- Shifting Identity: The transplant can lead to a profound shift in participants’ sense of self. They might question their identity, wondering who they are now with this “new” heart. Some may feel a responsibility to live a “worthy” life, given the precious gift they have received.
4. Connecting Themes and Searching for Superordinate Themes:
The researcher notes connections between the initial themes, realizing they can be grouped under a broader, overarching theme of “Reclaiming Self.”
This superordinate theme encapsulates the participants’ journey as they navigate the physical, emotional, and existential challenges of adapting to life after a heart transplant.
5. Moving to Interpretation:
Drawing on psychological theories of identity, embodiment, and trauma, the researcher offers a deeper interpretation of the findings.
They might explain the body alienation theme through the lens of body image disturbance, drawing parallels to the experiences of individuals who have undergone significant physical changes.
The emotional rollercoaster might be understood in the context of post-traumatic growth, recognizing the potential for psychological resilience and personal transformation following a traumatic event.
The researcher considers how these interpretations contribute to our understanding of the long-term impact of major surgery on individuals’ psychological well-being.
6. Writing Up the Findings:
The researcher writes a compelling narrative that integrates the identified themes with supporting excerpts from the transcripts.
The write-up highlights the participants’ voices, conveying the lived reality of adjusting to life after a heart transplant.
The researcher acknowledges the limitations of the study, recognizing that the findings are based on the experiences of a small group of individuals and may not be generalizable to all heart transplant recipients.
The study concludes by suggesting avenues for future research and highlighting the need for continued support and understanding for individuals facing similar challenges.
when to use IPA instead of other qualitative analysis methods?
Choosing IPA over other qualitative methods depends on the nature of the research question, the aims of the study, and the researcher’s epistemological stance.
IPA is a particularly powerful approach when:
- The research question centers on understanding personal lived experiences in depth: IPA excels at delving into the nuances of how individuals perceive, make sense of, and give meaning to their experiences. If your research aims to uncover the rich tapestry of subjective experiences, IPA offers a suitable framework.
- Exploring complex, ambiguous, or emotionally charged experiences: When investigating sensitive topics like illness experiences, trauma, or identity transformations, IPA’s focus on empathy and understanding the participant’s perspective can be particularly insightful.
- A detailed, idiographic analysis of individual cases is desired: IPA prioritizes an in-depth exploration of individual cases before moving to cross-case analysis. If the study seeks to illuminate the uniqueness and complexity of individual meaning-making, IPA’s idiographic approach is advantageous.
- The research aims to give voice to marginalized or underrepresented groups: IPA’s commitment to capturing participants’ perspectives in their own words makes it a valuable tool for amplifying the voices of those whose experiences have been silenced or overlooked.
- The researcher is comfortable with an inductive and interpretative approach: IPA acknowledges the researcher’s role in shaping the analysis and interpretation of data. If the researcher embraces this interpretive stance and is committed to rigorous reflexivity, IPA can be a fruitful approach.
However, IPA might not be the ideal choice when:
- The research question seeks to identify broad patterns or trends across a large population: If the study aims to generalize findings to a wider population, IPA’s focus on small, homogenous samples might be limiting. Other methods like thematic analysis, which can handle larger datasets, might be more appropriate.
- The research focuses on analyzing discourse or language practices: If the primary focus is on language use, power dynamics, or social construction of meaning, methods like discourse analysis, which specifically examine language as a social practice, might be more fitting.
- A deductive, theory-driven approach is preferred: If the research aims to test a specific theory or hypothesis, a more deductive approach like grounded theory might be more suitable. While IPA can engage with existing literature, it’s not primarily designed for theory testing.
- Objective, quantifiable data is required: If the research requires measuring variables or establishing causal relationships, quantitative methods might be more appropriate. IPA, with its focus on subjective experiences and meaning-making, does not readily lend itself to quantification.
What are some common criticisms of IPA?
Interpretative Phenomenological Analysis (IPA), while gaining popularity, has faced criticisms regarding its methodology, interpretation, and applicability.
These criticisms fall into two main categories: theoretical foundations and methodological concerns.
Theoretical Concerns:
- Lack of rigorous engagement with phenomenological theory: While IPA references phenomenological concepts, critics argue it does not always apply them deeply or consistently in its analysis. Some suggest that IPA’s emphasis on practical steps might overshadow its philosophical underpinnings.
- Overemphasis on individual perspective: Critics argue that focusing solely on the participant’s perspective may not sufficiently differentiate IPA from other qualitative approaches and might overlook collective experiences and broader social structures.
Methodological Concerns:
- Lack of clear distinction between description and interpretation: Critics argue that IPA struggles to maintain a clear boundary between describing participants’ experiences and interpreting them, potentially leading to researcher bias.
- Limited generalizability: IPA’s reliance on small, homogenous samples raises concerns about applying findings to wider populations.
- Subjectivity of interpretation: The emphasis on the researcher’s interpretive role and absence of strict guidelines might allow for bias and lack of rigor.
- Lack of explicit criteria for evaluating quality: The absence of clear and consistent criteria makes it challenging to assess the rigor and trustworthiness of IPA studies.
Reading List
- Arroll, M. A., & Senior, V. (2008). Individuals’ experience of chronic fatigue syndrome/myalgic encephalomyelitis: An interpretative phenomenological analysis. Psychology and Health, 23(4), 443-458.
- Eatough, V., & Smith, J. A. (2006). I feel like a scrambled egg in my head: An idiographic case study of meaning making and anger using interpretative phenomenological analysis. Psychology and psychotherapy: theory, research and practice, 79(1), 115-135.
- Larkin, M., Watts, S., & Clifton, E. (2006). Giving voice and making sense in interpretative phenomenological analysis. Qualitative research in psychology, 3(2), 102-120.
- Osborn, M., & Smith, J. A. (1998). The personal experience of chronic benign lower back pain: An interpretative phenomenological analysis. British Journal of Health Psychology, 3(1), 65-83.
- Senior, V., Smith, J. A., Michie, S., & Marteau, T. M. (2002). Making sense of risk: An interpretative phenomenological analysis of vulnerability to heart disease. Journal of health psychology, 7(2), 157-168.
- Smith, J.A. (2004). Reflecting on the development of interpretative phenomenological analysis and its contribution to qualitative psychology. Qualitative Research in Psychology, 1, 39–54.
- Smith, J. A. (2011). Evaluating the contribution of interpretative phenomenological analysis. Health
Psychology Review, 5, 9–27 - Smith, J.A., Jarman, M. and Osborn, M. 1999: Doing Interpretative phenomenological analysis. In Murray M. and Chamberlain K., editors, Qualitative health psychology: theories and methods. London: Sage.
- Smith, J. A., Jarman, M., & Osborn, M. (1999). Doing interpretative phenomenological analysis. Qualitative health psychology: Theories and methods, 1(1), 218-240.
