Hindsight, foresight and insight: The challenges of longitudinal qualitative research

Thomson, Rachel; Holland, Janet

doi:10.1080/1364557032000091833

Cited by 282 publications

(295 citation statements)

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“…We have always recognised that an involvement in a longitudinal study is an 'intervention' into a person's life and as such have sought to ensure that this intervention was as benevolent as possible (Thomson and Holland, 2003). Reading a sociological account of the life that you are living is perhaps more than we might ask of a study participant.…”

Section: Int: You Think It Would Have Been Better Not To Have It?mentioning

confidence: 99%

“…Lewis (this issue) argues that recursivity can bring a third dimension into a framework approach. In work with Janet Holland, I have talked in terms of finding ways of synthesising and articulating cross-sectional and longitudinal approaches (Thomson and Holland, 2003). My experience of working with qualitative longitudinal data has convinced me that longitudinality and cross sectionality are two aspects of the character of the data that seek expression at each stage of analysis of qualitative longitudinal data.…”

Section: In Search Of a Four Dimensional Analysismentioning

confidence: 99%

“…We have also become aware of the significance of 'perspective' in framing a longitudinal data set -the lack of analytic closure and the significance of the position in time and space from where the interpretation of a particular case is made (McLeod, 2003). We have written about our experience of learning to conduct qualitative longitudinal research in temporal terms, identifying examples of foresight, insight and hindsight, and the challenge of combining synchronic (cross cutting) and diachronic (longitudinal) analyses (Thomson and Holland, 2003).…”

mentioning

confidence: 99%

See 2 more Smart Citations

The Qualitative Longitudinal Case History: Practical, Methodological and Ethical Reflections

Thomson

2007

Social Policy & Society

Self Cite

146

118

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Section: Int: You Think It Would Have Been Better Not To Have It?mentioning

confidence: 99%

Section: In Search Of a Four Dimensional Analysismentioning

confidence: 99%

mentioning

confidence: 99%

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The Qualitative Longitudinal Case History: Practical, Methodological and Ethical Reflections

Thomson

2007

Social Policy & Society

Self Cite

146

118

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“…However, participant observation can impact the group being studied by causing them to act differently than usual (Cohen et al, 2007). But these reactivity effects tend to be reduced over longer periods of time (Bryman, 2001) as rapport and relationships are developed (Maxwell, 2005;Thomson & Holland, 2003). Additional advantages to longer exposure of a researcher to participants include -a more holistic view‖ of the -interrelationships of factors‖ (Morrison, 1993, p. 88).…”

Section: Observationmentioning

confidence: 99%

Toward Ecological Literacy: A Permaculture Approach to Junior Secondary Science

Lebo¹,

Eames²,

Coll³

et al. 2013

Aust. J. environ. educ.

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Environmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behaviour. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (Years 9 and 10) to enhance students’ ecological and scientific literacy, as well as their attitudes toward studying science in school.Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking, as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one Year 10 science class in New Zealand.Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students’ ecological literacy, and on students’ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students’ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totalling 31 days. Before and after some classroom visits, I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.Findings show that a permaculture approach to junior secondary science can impact positively on students’ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher'sattitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning.The teacher and the students responded favourably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualised science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared to: improve their use of science and sustainability vocabulary; become more aware of select socio-scientific issues; better recognise scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering — and prioritised protecting the environment over making money — there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.Trends in environmental degradation, population growth, energy inflation, and economic stagnation — especially pronounced since the beginning of this inquiry in 2008 — indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future.

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“…These studies give a useful insight into life following bariatric surgery; however, the study designs have meant individuals were interviewed only once following surgery, thus providing a retrospective reflective account of their experiences which may incur potential recall bias [34,43]. Exploring the lived experience of individuals prospectively allows time factors to be acknowledged, thus putting experiences in context [35,44,45]. Phenomenological studies are valuable as they describe the common meaning for several individuals of their lived experiences of a phenomenon, in this case LAGB [33,46].…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Longitudinal Exploration of the Lived Experience of Laparoscopic Adjustable Gastric Banding Surgery

Jackson¹,

Hancock²,

Johnson³

2017

J Obes Chronic Dis

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Objectives: In the United Kingdom, laparoscopic adjustable gastric banding (LAGB) surgery is an option for obese individuals who meet the National Institute for Health and Clinical Excellence criteria. Despite the many benefits of LAGB, there is a paucity of literature exploring the long-term impact on individuals. The present study explored how people make sense of the experience of being banded from pre-to five years post-surgery. Design:A prospective longitudinal qualitative study utilising interpretative phenomenological analysis.Methods: Semi-structured interviews were undertaken pre-banding, at six months, then annually up to five years post-banding with seven individuals.Results: Pre-banding participants described the stigma associated with being overweight and unwelcome in society, the need for support, preparations for being banded, and their expectations of successful weight loss with a concomitant return to normality. Post-banding revealed the inadequacy of participants' previous preparation for real life with the band. That, plus some support-related problems, meant at five years post-banding participants still had concerns about whether their eating issues had been addressed, and all were still dependent on the band to control their food intake. Conclusions:Five years post-banding and changed eating behaviours are still not habitual, the weight loss has not been to the extent originally predicted, and their stated aim (the return to normality with the knowledge of how to manage their weight with the band), remains in the future. Improved preparation and support are clear needs for this patient population to achieve a normal life free from stigma, others' revulsion and pity.

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Hindsight, foresight and insight: The challenges of longitudinal qualitative research

Cited by 282 publications

References 10 publications

The Qualitative Longitudinal Case History: Practical, Methodological and Ethical Reflections

The Qualitative Longitudinal Case History: Practical, Methodological and Ethical Reflections

Toward Ecological Literacy: A Permaculture Approach to Junior Secondary Science

A Qualitative Longitudinal Exploration of the Lived Experience of Laparoscopic Adjustable Gastric Banding Surgery

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