Analyzing Qualitative Data with MAXQDA

Kuckartz, Udo; Rädiker, Stefan

doi:10.1007/978-3-030-15671-8

Cited by 613 publications

(365 citation statements)

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“…The qualitative semi-structured interviews (of the HappylesPlus group only) were transcribed and ordered in an excel sheet. These data were analyzed with content analysis in MAXQDA software (38). It is a method for identifying, analyzing and reporting patterns (themes) within a data set as a means of identifying repeated patterns of meaning (39,40).…”

Section: Analysesmentioning

confidence: 99%

School-Based Prevention Targeting Non-Suicidal Self-injury: A Pilot Study

et al. 2020

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Non-suicidal self-injury (NSSI) is prevalent in adolescence and is associated with increased risk for a variety of subsequent negative mental health outcomes, necessitating an evidence-based preventive approach. This pilot study examines the potential iatrogenic effects and feasibility of an evidence-based school program for the prevention of NSSI. Differences are examined between a general in-classroom prevention program (Happyles) and this program combined with a 1-h in-classroom psychoeducation module on NSSI (HappylesPLUS) in terms of primary (e.g., delay in NSSI onset and decrease in NSSI frequency, urges, probability of future engagement) and secondary outcomes (e.g., psychological distress, emotion regulation, help-seeking, and stigma) using a mixed-method design. A total of 651 secundary school pupils (M age = 12.85 years; 49.8% female versus 50.2% male) were assigned to the Happyles program and HappylesPLUS. Participants filled out validated self-report questionnaires pre (T0) and post (T1, 6 weeks after T0) the school prevention program, including the Youth Outcome Questionnaire (YOQ), the Brief Non-Suicidal Self-Injury Assessment Test (BNSSI-AT), the Difficulties in Emotion Regulation Scale (DERS), the Attitudes Toward Seeking Professional Psychological Help Scale-Short Form (ATSPPH-SF), and the Peer Mental Health Stigmatization Scale (PMHSS). Qualitative semi-structured interviews (at T2,6 weeks after T1) were conducted with participants with and without a history of NSSI. Overall, results show no iatrogenic effects of the NSSI-focused psychoeducation module. In terms of our primary outcome, both groups reported a reduced likelihood of future NSSI engagement from T0 to T1. Regarding secondary outcome measures, we also observed increased emotional awareness in both groups. The qualitative data suggest that the addition of the NSSI-specific module to the Happyles program may have direct benefits to some students with lived experience, such as increased help-seeking behavior for NSSI. Findings of this pilot study show that incorporating NSSI-specific modules into evidencebased school prevention programs is feasible and does not lead to iatrogenic effects. Future work is needed to evaluate the potential (longer-term) benefits of incorporating NSSI-focused modules to evidence-based mental health programs in the prevention of NSSI.

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Section: Analysesmentioning

confidence: 99%

School-Based Prevention Targeting Non-Suicidal Self-injury: A Pilot Study

et al. 2020

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“…The interviews were transcribed and transferred into the analysis software MAXQDA, which helped to manage and analyze the transcribed research data (Kuckartz and Rädiker 2019). The analysis of the transcribed data was carried out according to the Situation Analysis approach detailed by A.…”

Section: Methodological Frameworkmentioning

confidence: 99%

Islamic Religious Education in Contemporary Austrian Society: Muslim Teachers Dealing with Controversial Contemporary Topics

Tuna

2020

Religions

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Muslims in Austria have, since 1982/83, had the unique privilege of providing Islamic religious education in secular public schools, including primary, middle and secondary schools. As well as opportunities, this privilege brings responsibilities and challenges to the Muslim community. Since its beginnings, Islamic religious education in Austria has, among other things, been especially characterized by the heterogeneity and diversity of its participants, as well as the general diversity in society and the secular context of public schools. In this context, theoretical discussions about the orientation of and justification for Islamic religious education in secular public schools suggest that for both teachers and the subject itself, an awareness, appreciation and inclusion of diversity, dialogue, multi-perspectivity and reflexivity is required. The empirical study on the professionalization of Islamic religious education, drawn on in this article, is based on Muslim teachers’ own perspectives and experiences. The research findings of that study show how Muslims become Islamic religious education teachers, how Muslim teachers see their roles in secular public schools, how they teach and approach Islam or Islamic topics, what the challenges of teaching Islamic education in public schools are, and other related topics. This article (re-)analyzes used and unused data from the study and focuses on how diversity and controversial topics can be approached in the context of Islamic religious education.

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“…9 The interviews and survey data were analysed along with authoritative public opinion polls, civil society, governmental and intergovernmental reports, memoirs, Breaking the Silence testimonies and a qualitative textual analysis of three major newspapers with a broad readership representing diverse points on the political spectrum (the Jerusalem Post, Haaretz and Yedioth Ahronoth, 2005-16). 10 Haaretz is typically associated with a leftist readership, including a hiloni one. The other two are associated with a centre-right readership, which includes hilonim.…”

Section: Appendix: Research Methodsmentioning

confidence: 99%

Appendix

Gutkowski¹

2020

Religion, War and Israel’s Secular Millennials

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Analyzing Qualitative Data with MAXQDA

Cited by 613 publications

References 0 publications

School-Based Prevention Targeting Non-Suicidal Self-injury: A Pilot Study

School-Based Prevention Targeting Non-Suicidal Self-injury: A Pilot Study

Islamic Religious Education in Contemporary Austrian Society: Muslim Teachers Dealing with Controversial Contemporary Topics

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