MEDITACIÓN GUIADA — EL CAMINO PRIMAVERAL.

In order to thoroughly understand the appropriateness and rationalization of utilizing Narrative theory, Africana womanism theory, and the MCP for this research study, it is essential to highlight the dominant narrative(s) of youth residing in the RTF. The researcher of this study as had the opportunity to work alongside with youth, families and other third parties involved in the youth’s care. These experiences have allowed for a unique personal, professional and most importantly, clinical perspective. As previously stated, Narrative theory focuses aggressively on the dominant narrative(s) of individuals, specifically those that are imbedded with internalized messages of self-hate. Most often, internalized messages of self-hate stem from repeated unjust experiences of oppression, discrimination, and/or subjugation, leading to the dominant narrative of devaluation. Experiences with devaluation solely occur in the context of one’s subjugated position in different groups, and in relation to others who hold privileged positions.

As a result of unjust, repeated experiences with devaluation, the damage that is often inflicted on the self-esteem of urban African American/Black youth is profound and deep-seated (Hardy &Laszloffy, 2005; Hardy & Qureshi, 2012). Encouraging and

constructing a positive self-esteem and racial identity is noted as one of the greatest concerns for Black parents, who are raising youth in the US today (Boyd-Franklin, 2003). This task has been made relatively difficult due to exposure to negative images or

caricatures of Blacks on television and other types of mass media, which implicitly and explicitly devalues them (Boyd-Franklin, 2003).

The concepts of Africana womanism also align with the objectives of Narrative theory. Both theories intertwine well together as they create opportunities for those who are oppressed to speak about their narratives. Specifically, Africana womanism creates room for the Black family to be the center of human experiences, conveying a spirit that is more in tune to the realities of a racially unjust society (Ntiri, 2001). The specified population examined in this dissertation study hold social positions in various subjugated groups, from race, gender (for females), class and age. These lower-income Black

adolescents’ experiences in family therapy in RTF cannot be described without

appropriate examination of these contextual variables, which can be thoroughly explained through the MCP. In sum, this study was based on the researcher’s assumption that the experiences of lower-income Black adolescents’ in family therapy in the RTF could not be fully understood without examining them through a socio-cultural perspective.

2.6 Conclusion

This chapter first attempted to set forth and critique the key literature on the mental health needs of the youth population of the US. Statistical data on the prevalence of specific mental disorders and the incidence of trauma among the youth population were discussed, followed by an examination of the existing racial, class and gender disparities in diagnoses. Overall, the demographic data and the data on disparities in diagnoses contribute to the conclusion that family therapy should be an integral part of therapies that are provided in RTFs. Subsequently, this chapter outlined the Narrative and Africana womanism theories, as well as the MCP. These three frameworks are used to

give descriptive context to the data elicited during the participant interviews. The precise methods of data collection and analysis are addressed in the following chapter.

CHAPTER 3: METHODS

3.1 Overview of Chapter

A qualitative transcendental phenomenological approach was utilized to answer the following central research question: how do lower-income Black adolescents, 15 and 16-year-old, describe their experiences in family therapy in a residential treatment facility (RTF)? An examination of the academic literature on residential treatment programs reveals several shortcomings in the subject of familial participation in therapy for adolescents in residential care settings. Previous studies have been methodologically limited because they were largely quantitative in nature. They were also temporally limited, in that they focused primarily on assessing outcomes after discharge from residential programs while neglecting occurrences before discharge. Indeed, there has been a lack of qualitative data collection and analysis that focuses on thoroughly highlighting the experiences of youth admitted to RTFs.

This chapter details the methodological aspects of this study. These aspects include: (1) conceptual justifications for the transcendental phenomenological approach; (2) rationale and assumptions underlying the research design; (3) researcher’s role and reflections; (4) site and sample selection processes; (5) data collection, recording and management; (6) data analysis procedures; and (7) methods of trustworthiness. Each of these elements will be discussed in turn. It should be noted that the terms “participant” and “subject” are used interchangeably.

3.2 Research Design 3.2.1 Qualitative Research

The precise nature of what qualifies as qualitative research has been long debated in the academic literature (Newman & Benz, 1998). However, there is agreement that the qualitative analysis begins with a set of assumptions, a particular worldview, the possible use of a specific theoretical lens, and perhaps most importantly, the examination of research problems that seek to understand the meaning individuals or groups ascribe to a social phenomenon (Creswell, 2007). The qualitative approach is necessarily broad, encompassing virtually all social phenomena that need to be explored in detail

(Bloomberg & Volpe, 2012; Creswell, 2007). A qualitative approach is uniquely suited to promoting a deep understanding of a social setting or activity, as viewed from the

perspective of the research participants (Bloomberg & Volpe, 2012; Creswell, 2007; Richards & Morse, 2007). Furthermore, a qualitative inquiry facilitates a rigorous, in- depth analysis of issues (Bloomberg & Volpe, 2012; Flood, 2010; Patton, 2002). Denzin and Lincoln (1984) provide the following generic definition:

Qualitative research is multi-method in focus, involving an interpretive, naturalist approach to its subject matter. This means that qualitative researchers study things in natural settings, attempting to make sense of, or interpret a phenomenon in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials- case study, personal experience, introspective, life story, interview, observational, historical,

interactions, and visual texts that describe routine and problematic moments and meaning in individuals lives. (p. 2)

Unlike quantitative research, a qualitative approach emphases exploration, discovery and description of an identified issue. It involves paying attention to the interpretive nature of the inquiry while actively considering the political, social and cultural contexts of the researcher, the participant, and the readers of the study

(Bloomberg & Volpe, 2012; Creswell, 2007). Qualitative researchers assume that there are social phenomena that cannot be readily quantified, but can be studied through alternative means. The aims of the quantitative and qualitative approaches need not be divergent or mutually exclusive. Indeed, they are often used together in mixed-method designs. However, proponents of the qualitative approach argue that it is not only

possible, but critical, to determine in a rigorous way how groups and individuals interpret the non-quantifiable phenomena that impact their lives (Locke, Spirduso & Silverman, 2007). Successful qualitative research can be achieved through a variety of design types. The most prevalent types employed by researchers include: grounded theory, case studies, narrative, ethnography and phenomenology.

3.2.2 Phenomenology

This study adopted a phenomenological approach. The epistemology of

phenomenology focuses on revealing meaning instead of arguing a singular position or developing an abstract theory (Flood, 2010). Rather, the phenomenological process is achieved through application of multiple theoretical perspectives, resulting in the application of the appropriate methodology. This process can be seen as both linear and sequential. The researcher begins his/her inquiry with a set of philosophical principles and assumptions from which a theoretical framework is created. The theoretical framework adopted by the researcher: (1) informs selection of the appropriate

methodology; (2) provides a context for the analytical process; and (3) builds a

foundation for internal consistency of its logic and methodological criteria (Flood, 2010). The two most prominent phenomenological approaches that a researcher may select are transcendental and hermeneutic (Richards & Morse, 2007; Wojnar & Swanson, 2007). The former approach is more descriptive while the latter approach is more

interpretive (Flood, 2010; Richards & Morse, 2007; Wojnar & Swanson, 2007). When conceptualizing his/her research design, the researcher must determine which approach is most appropriate for the research inquiry, because, although both approaches do

accentuate the importance of understanding human lived experiences, they do so with different emphases and goals (Flood, 2010; Wojnar & Swanson, 2007).

3.2.3 Transcendental Phenomenology

For this study, a transcendental phenomenological approach was employed because the researcher aimed to explore how lower-income Black adolescents describe their experiences in family therapy in a RTF. As noted above, transcendental

phenomenology: (1) places a large emphasis on describing universal phenomena; (2) views a person as one representative of the world in which he/she lives; (3) holds the belief that consciousness is what human beings share; (4) assumes that self-reflection and a conscious “stripping” of previous knowledge by the researcher helps produce a pure expression of the phenomenon; and (5) assumes that adherence to established scientific protocols allows the researcher to describe universal essences (Koch, 1995; Wojnar & Swanson, 2007).

Transcendental phenomenology primarily focuses on obtaining detailed descriptions of the phenomena experienced by the participants involved, rather than a

hermeneutic interpretation of those descriptions (Creswell, 2007; Flood, 2010; Wojnar & Swanson, 2007). Successful application of the transcendental approach requires that the researcher consider only those descriptions imparted by the research subjects, while “transcending” personal biases. Thus, the data produced are truly “transcendental” in that “everything is perceived freshly, as if for the first time” (Moustakas, 1994, p. 34).

For this study, a transcendental phenomenological approach was optimal because the researcher was interested in gaining insight into the experiences of Black adolescents in family therapy in a RTF, as precisely described from their own perspectives.

Moreover, the researcher sought to identify potential similarities in human experiences across subjects, uncover other identifiable patterns in the data, make conclusions from any discovered patterns, and, ultimately, find possible solutions to any problems indicated in the study’s findings (Wojnar & Swanson, 2007). There is some practical methodological coincidence between the transcendental and hermeneutical approaches. However, although not entirely irrelevant, actual interpretation of the data is not the main concern in this study.