Qualitative research in psychology

Content

• Types of research in psychology
• What is qualitative research in psychology?
  • Characteristics of qualitative research
  • Objectives of qualitative research
• Qualitative research paradigm
• Qualitative research designs
  • Ethnography
  • 1. Design of grounded Theory
  • 2. Narrative designs
• Differences between qualitative research and quantitative research
  • Generalization of conclusions
  • Variables
  • Sample
  • Instruments
  • Bibliographic references

Types of research in psychology

Research is defined as the set of systematic, critical and empirical processes that apply to the study of a phenomenon (Hernández et al., 2010). Throughout the history of science, various interpretive frameworks have emerged, and for them there are two different approaches: Qualitative research and quantitative research. Both approaches use, in general terms, Five similar phases (Grinnell, 1997, as cited in Hernández et al., 2010):

1. They carry out the Observation and evaluation of phenomena.
2. Establish assumptions or ideas as a consequence of the observation and evaluation carried out.
3. They demonstrate the degree to which assumptions or ideas have foundation.
4. Check the assumptions or ideas about the test base.
5. They propose new observations To clarify, modify and base ideas and to generate new ones.

Even so, as Hernández et al. (2010), Qualitative and quantitative approaches are not the same, since they have their own characteristics, methods of study and ways of seeing the problems.

What is qualitative research in psychology?

The Iqualitative research It could be defined as discipline whose purpose is Analyze a problem, understand it, inform about him and propose possible solutions. The focus of attention is the perceptions, emotions and opinions of the subject as an individual. In addition, this must be intentionally chosen, Fulfilling the characteristics of the theme to study. It is a type of research that produces results that have not been reached through statistical procedures or other quantification.

Qualitative research is interested, completely interrogatively, ways in which the world is interpreted, understood and produced (Mason, 1996, as cited in Varas, 2014). In addition, the data studied are of nature flexible and sensitive to context in which they occur, unlike in the quantitative. Finally, Mason states, the data must be addressed with methods that allow us to understand the complexity and context detail.

Qualitative research is also Pragmatics, interpretive and sits on the experience of people (Marshall and Rossman, 1999). This discipline is immersed in people's daily lives, describes the different visions of the world of the protagonists and considers the interaction of the participants paying attention to language and observable behaviors.

Characteristics of qualitative research

The main characteristics of qualitative research Son (Taylor and Bodgan, 1986, as cited in Herrera, 2017; Hernández et al., 2010):

• Is inductive: it goes from the particular (thoughts and perceptions) to the general (generate a theory).
• The researcher sees the scenario and people from a holistic point of view: people are not reduced to variables, but are considered as a whole.
• Qualitative researchers try to Understand people within their frame of reference, that is, themselves.
• Qualitative research is an art: The researcher builds research at all times and, for him, it is his art work.
• No generalization: It cannot be generalized because it works with very small samples and the results will be worth that group only.
• Intentional sampling: Type of non -probabilistic sampling, since they need people to know that phenomenon to be able to know their perception about it. 
• Qualitative methods are purely humanists.
• They can Develop questions and hypotheses before, during or after collection and data analysis.
• The qualitative approach is based on Non -standardized data collection methods Not completely predetermined.
• There is no manipulation or stimulation of reality, but evaluates the natural development of events, assuming that the world is a place in constant change.

Objectives of qualitative research

The Objectives of the qualitative paradigm They were formulated by Guba and Lincoln (1985):

1. Descriptive: Identification of elements and exploration of their contexts. Describe what happens (descriptions of processes, contexts, institutions, systems and people).
2. Generate knowledge: Understanding the meaning of the phenomenon. Develop new concepts, rework existing concepts, identify problems, refine knowledge, explain and create generalities, classify and understand complexity.
3. Theoretical Contrast: Compare or verify postulates, generalities and theories.
4. Evaluative: Evaluate programs, innovations. Here research becomes a tool, since we evaluate important aspects of a program. We evaluate a program and propose different tools to evaluate that program.

Qualitative research paradigm

In the qualitative methodology we have mainly Two paradigms, Being the Interpretive the most important:

• Critical: works mainly from the philosophical theoretical level on the foundations, with the aim of improving theories. 
• Interpretative: Quite the opposite of the empirical; less controlled, with the possibility of addressing any situation.

In the interpretive paradigm, the foundation is phenomenology; We focus on the phenomenon, with the aim of Understand and interpret, Starting from isolated data to finally elaborate a theory (Hernández, 2010). Sampling, as we have said, is intentional, since We need people who have the problem; That is why data collection techniques are Discussion groups, interviews and written or audiovisual documents.

Qualitative research designs

The term design Within the framework of a qualitative investigation, it refers to general approach used in the research process, approach that must be flexible and open (Hernández et al., 2010). Depending on the type of problem With which we find ourselves, we use one design or another.

Ethnography

We are interested Describe, understand and explain a social system or culture, being essential that this group has had the experience with my experience under study. Ethnographic research aims to reveal meanings that support social actions. This is achieved by direct participation of the researcher In the interactions that constitute the social reality of the group studied. In short, seek understand a certain way of life from the point of view of those who belong naturally this.

Guys of ethnography:

1. Microetnography: We are interested in a component of that social group. We deepen a dimension and take less time than the following.
2. Macroetnography: We are interested in a full social group and we have to spend a lot of time with them (1 year).
3. Ethnography of social institutions.
4. Netnography: It is interested in the inquiry and understanding of the interactions and social interrelations generated in Internet, In response to technological intermediation.

The main techniques are the participating observation and interviews. 

1. Design of grounded Theory

The founded theory design uses a Qualitative systematic procedure to generate a theory to explain an action or interaction. It is applied in concrete contexts, And its purpose is to develop empirical data based. The basic approach of the design of the founded theory is that Theoretical propositions arise from the data obtained in the investigation, more than previous studies (Hernández et al., 2010). 

2. Narrative designs

Are used when Detailed stories help to understand the problem, a story that helps us in rigor to understand the problem. Through the narratives We explain, we make what happened and provide meaning. Narrative studies are divided into three types:

1. Of topics: focused on a theme, event or phenomenon.
2. Biographical: of a person, group or community, not including the narration of live participants, either because they died, because they do not remember or because they are inaccessible.
3. Autobiographical: of a person, group or community including live oral testimonies of the participating actors.

Differences between qualitative research and quantitative research

He qualitative and quantitative paradigm, In addition to some similarities for the simple fact of being investigations, they have multiplicity of differences, being the main ones (Campbell and Stanley, 2002; Palacios, 2006; Hernández et al., 2010):

Generalization of conclusions

In the qualitative research We cannot generalize the results, due to interpersonal differences, since each person has different feelings in the same situations. Also experience and context are different. On the contrary, in the quantitative paradigm We generalize the results. What happens in my sample happens in the rest of the population.

Variables

In it quantitative approach Independent variables are used (what is manipulated), dependent variables (what is measured) and strange variables (which must be taken into account that it can harm the investigation). In contrast, in what qualitative We have no variables, we have modalities (degree of fear, heat, happiness), which cannot be measured since for each person it is different.

Sample

In the Qualitative research The sample cannot be random because we need to find a person who has a certain feeling, it would not go randomly. Samples chosen intentionally. In the Iquantitative test, Sampling is probabilistic, in addition to having control group and experimental group.

Instruments

As for data collection instruments, in the qualitative paradigm They are interviews above all. Written material is also used as personal diaries, images, videos, psychological profiles of people you cannot interview or people who have passed away. We can use all material that information about the person at the level of perception, emotions, feelings. In it quantitative scales, tests and questionnaires are used, in which it is valued numerically, in addition to the use of statistical programs such as SPSS.

Bibliographic references

• Campbell D, Stanley J. (2002). Experimental and quasi experimental designs in social research. AMMORRORTU EDITORS
• González Monteagudo, J. (2001). The interpretive paradigm in social and educational research: new answers for old questions. Pedagogical issues, 15, 227-246. https: // idus.us.es/bitstream/handle/11441/12862/file_1.PDF
• Herrera, J. (2017). Qualitative research. http: // library.udgvirtual.UDG.MX/JSPUI/BITSTREAM/123456789/1167/1/%20 INVESTOR%C3%B3N%20CUALITATIVATIVA.PDF
• Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2018). Investigation methodology. Mexico: McGraw-Hill Inter-American. 
• Marshall, c. & Rossman, G. (1999). Designing Qualitative Research. Sage Publications
• Palacios, r. M. (2006). Qualitative and quantitative research differences and limitations. Piura Peru. https: // www.INSP.mx/resources/images/stories/centers/nucleus/docs/dip_lsp/research.PDF
• Varas, g. (2014). Qualitative research. http: // garas.org/public/validity_cualitative.PHP