Research Design
FREQUENTLY ASKED QUESTIONS
METHODOLOGY
This autoethnographic study captures my lived experience (Gray, 2011) as an art therapist navigating the complex terrain of professional identity. Notably, my interpretivist/constructivist epistemological view, whereby the researcher and social world are inextricably linked, allows the researcher to acknowledge the influence of personal values and perspectives, understood within a reality grounded in socially constructed meaning (Snape & Spencer, 2003).
Drawing on in-depth description and analysis of personal material (Gilroy, 2014) permits a close examination of intrapersonal data in the form of self-memory, self-interview and introspection to gain an understanding of the sociocultural experiences through the researcher’s personal accounts. This first-person perspective is used to gain insight into identity formation, offering a deep portrayal of the ‘self’ through the introspective research method (Jee, 2014).
STUDY PARTICIPANTS
The sole-participant/author of this study is a final year Masters of Art Therapy student at Western Sydney University who has an extensive background in digital media, and limited experience as a therapist and researcher.
DATA COLLECTION
The nature of a website – never static and forever updating within the cultural context of the Internet – parallels a postmodern view of identity as one that is also forever changing and welcoming of multiple perspectives which challenge dominant narratives (Gilroy, 2014), and thus proved a fitting tool for self-inquiry into identity formation.
By creating a website (via WIX.com) to promote myself as an art therapist, this served the dual purpose of data collection and provided a reflective instrument to gain insight into the complexities of identity construction. To encourage researcher reflexivity (McLeod, 2015), journaling captured reflections such as self-memory, introspective data, art-responses and narrative interviews, recording ideas, contemplations and emotions.
To increase the validity and reliability of the data, journaling took place immediately before, during and after the experiential practice of website creation over the course of three (two hour) sessions, over two consecutive days.
DATA ANALYSIS
Thematic analysis was carried out as per Braune and Clarke’s (2006) process, including data familiarisation, generating initial codes, searching and reviewing themes, and naming and defining themes. Data was colour-coded by hand, with multiple readings for clarity and rigor. Using an inductive coding framework allowed patterns to arise from the data. Privileging both latent and semantic ideas permitted both surface meanings and underlying assumptions and ideologies to emerge (Braune & Clarke, 2006).
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To ensure methodological integrity, a research learning group was consulted and a memo log was retained throughout the coding process, helping to identify researcher bias whilst ensuring transparency and consistency by capturing what was coded, what was expected or surprising and how thoughts changed over time.
ETHICAL CONSIDERATIONS & LIMITATIONS
Due to the personal nature of the data, the primary ethical concern was for the wellbeing of the sole-participant/author of this study. As such a research supervisor was consulted, prior to commencement of data collection. As personal narratives evolved, the author took care to de-identify family members, friends and associates.
Academic constraints did not permit an ethics review restricting opportunities for data collection related to client testimonials and artworks. Additionally, the analytic autoethnographic method provides insight from individual experience yet has limited generalizability (Pace, 2012).
