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Qual Health Res. 2015 Jun;25(6):751-62. doi: 10.1177/1049732315582022. Epub 2015 Apr 17.

Dynamic reflexivity in action: an armchair walkthrough of a qualitatively driven mixed-method and multiple methods study of mindfulness training in schoolchildren.

Author information

1
Østfold University College, Halden, Norway julianne.cheek@gmail.com.
2
University of Utah, Salt Lake City, USA.
3
Brigham and Women's Hospital, Boston, Massachusetts, USA Harvard Medical School, Boston, Massachusetts, USA.

Erratum in

Abstract

Dynamic reflexivity is central to enabling flexible and emergent qualitatively driven inductive mixed-method and multiple methods research designs. Yet too often, such reflexivity, and how it is used at various points of a study, is absent when we write our research reports. Instead, reports of mixed-method and multiple methods research focus on what was done rather than how it came to be done. This article seeks to redress this absence of emphasis on the reflexive thinking underpinning the way that mixed- and multiple methods, qualitatively driven research approaches are thought about and subsequently used throughout a project. Using Morse's notion of an armchair walkthrough, we excavate and explore the layers of decisions we made about how, and why, to use qualitatively driven mixed-method and multiple methods research in a study of mindfulness training (MT) in schoolchildren.

KEYWORDS:

North America; mindfulness training; mixed methods; mixed-method research; multiple methods; qualitative inquiry; reflexivity

PMID:
25888692
DOI:
10.1177/1049732315582022
[Indexed for MEDLINE]

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