Developing Typologies in Qualitative Research: The Use of Ideal-type Analysis

被引:96
作者
Stapley, Emily [1 ,2 ]
O'Keeffe, Sally [3 ]
Midgley, Nick [2 ,4 ]
机构
[1] Anna Freud Natl Ctr Children & Families, Evidence Based Practice Unit EBPU, London, England
[2] Univ Coll London UCL, London, England
[3] City Univ London, Sch Hlth Sci, London, England
[4] Anna Freud Natl Ctr Children & Families, Child Attachment & Psychol Therapies Res Unit ChA, London, England
关键词
mixed methods; typologies; qualitative methods; ideal-type analysis; critical realism; YOUNG-ADULTS; PSYCHOTHERAPY; REPRESENTATIONS;
D O I
10.1177/16094069221100633
中图分类号
C [社会科学总论];
学科分类号
03 ; 0303 ;
摘要
The tradition of developing typologies has been prominent in research, particularly within the fields of psychology and sociology, for decades. A typology is formed by grouping cases or participants into types on the basis of their common features. Despite the prominence of typologies in research, methodological guidance on the process of developing a typology, particularly as a qualitative method for analysing data, is scarce. Ideal-type analysis is a relatively new addition to the family of qualitative research methods, which offers a systematic, rigorous method for constructing typologies from qualitative data. In our approach to ideal-type analysis, the methodology consists of seven steps: becoming familiarised with the dataset; writing the case reconstructions; constructing the ideal types; identifying the optimal cases; forming the ideal-type descriptions; checking credibility; and making comparisons. This article is a summary of our approach to conducting ideal-type analysis. We hope that this article will help researchers to consider whether using ideal-type analysis may be a suitable approach for their own studies.
引用
收藏
页数:9
相关论文
共 41 条
[1]   ATTACHMENT, EXPLORATION, AND SEPARATION - ILLUSTRATED BY BEHAVIOR OF ONE-YEAR-OLDS IN A STRANGE SITUATION [J].
AINSWORT.MD ;
BELL, SM .
CHILD DEVELOPMENT, 1970, 41 (01) :49-&
[2]  
Angold A., 1987, DEV QUESTIONNAIRE US
[3]  
Baumrind D., 1991, J EARLY ADOLESC, V11, P56, DOI [DOI 10.1177/0272431691111004, 10.1177/0272431691111004]
[4]  
Braun V., 2006, Qual Res Psychol, V3, P77, DOI [DOI 10.1191/1478088706QP063OA, DOI 10.1080/10875549.2021.1929659, https://doi.org/10.1191/1478088706qp063oa]
[5]   Reflecting on reflexive thematic analysis [J].
Braun, Virginia ;
Clarke, Victoria .
QUALITATIVE RESEARCH IN SPORT EXERCISE AND HEALTH, 2019, 11 (04) :589-597
[6]  
Charmaz K., 2017, SAGE HDB QUALITATIVE, P238, DOI [10.4135/9781526405555.n14, DOI 10.4135/9781526405555.N14]
[7]  
Eatough V., 2008, Analysing Qualitative Data in Psychology, V179, P194, DOI [10.4135/, 10.4135/9781848607927.n11, DOI 10.4135/9781526405555.N12]
[8]  
Elliott R., 2005, A handbook of research methods for clinical and health psychology, V1, P147, DOI DOI 10.1093/MED:PSYCH/9780198527565.001.0001
[9]   Qualitative psychotherapy research in German-speaking countries [J].
Frommer, J ;
Langenbach, M ;
Streeck, U .
PSYCHOTHERAPY RESEARCH, 2004, 14 (01) :57-75
[10]  
Gerhardt Uta., 1994, Bulletin of Sociological Methodology/Bulletin de Methodologie Sociologique, V45, P74, DOI [10.1177/075910639404500105, DOI 10.1177/075910639404500105]