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Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

Published on: January 7, 2019

Why include phenomenological analysis in a Research Methods course?

Ana R Delgado¹

¹Facultad de Psicología, Universidad de Salamanca, 37005 Salamanca, Spain. adelgado@usal.es

|May 1, 2013

Summary

This summary is machine-generated.

Phenomenological analysis, a qualitative method, is underrepresented in Spanish university curricula. This study advocates for its inclusion due to its clear psychological profile and practical application in research methods courses.

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Area of Science:

Psychology
Research Methodology

Background:

Spanish university curricula mandate Quantitative and Qualitative Methods.
Qualitative methods are currently underrepresented in these curricula.

Purpose of the Study:

To analyze the representation of qualitative methods in academic research.
To build an argument for the inclusion of phenomenological methods in psychology curricula.

Main Methods:

Content analysis of ISI databases over the last 20 years.
Identified methods include discourse analysis, grounded theory, narrative analysis, phenomenological analysis, and confirmatory factor analysis.

Main Results:

Grounded theory is the most frequent qualitative method, followed by discourse analysis, phenomenological analysis, and narrative analysis.
Phenomenological analysis uniquely exhibits a clear psychological profile, comparable to the quantitative method of confirmatory factor analysis.

Conclusions:

Thematic analysis is recommended as a starting point for qualitative training due to its simplicity and accessibility.
Historical context and the distinct psychological profile of phenomenological analysis support its integration into psychology research method courses.