Mihai Moscovici

Here, in the US, I found many new things about how to conduct a research and what should be done in order to complete a trustworthy study. I believe for some of you it will be useful to know these Ten Tips

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This is a “guidance to help qualitative researchers use reflexivity to identify areas of potential bias and to “bracket” them so their influence on the research process is minimal.”

BRACKETING
Bracketing is a means of demonstrating the validity of the data collection and analytic processes. Bracketing also can be useful for facilitating the process of data collection.

REFLEXIVITY
Myerhoff and Ruby (1992) define reflexivity as “the capacity of any system of signification to turn back upon itself, to make itself its own object by referring to itself” (p. 307). Reflexivity involves the realization that researchers are part of the social world that they study (Frank, 1997).

PREPARATION
Before you even start refining your research question, consider starting a reflexive journal in which you can write down the issues that will enhance your reflexivity and your ability to bracket:
1. Identify some of the interests that, as a researcher, you might take for granted in undertaking this research.
2. Clarify your personal value systems and acknowledge areas in which you know you are subjective.
3. Describe possible areas of potential role conflict.
4. Identify gatekeepers’ interests and consider the extent to which they are disposed favorably toward the project (Hanson, 1994).
5. Recognize feelings that could indicate a lack of neutrality.
6. Is anything new or surprising in your data collection or analysis?
7. When blocks occur in the research process, reframe them.

POSTANALYSIS
8. Even when you have completed your analysis, reflect on how you write up your account. Are you quoting more from one respondent than another?
9. In qualitative research, the substantive literature review often comes after the analysis.

FEEDBACK: AFTER THE HORSE HAS BOLTED
10. Asignificant aspect of resolving bias is the acknowledgment of its outcomes (Paterson & Groening, 1996).

CONCLUSION
Bracketing and reflexivity are fruit from the same tree. One must be reflexive in order to bracket, and both activities require time to reflect, an environment of support, and reflective skill (Paterson & Groening, 1996). It is up to researchers to make commitments to developing these resources.

* Excerpts from: Ahern, K. J. (1999). Ten Tips for Reflexive Bracketing. Qualitative Health Research, 9(3), 407-411.