Table 3 Example of the analysis
Phase | Step 1 Familiarising with the material | Step 2 Generating initial codes | Step 3 Searching for themes | Step 4 Reviewing themes | Step 5 Refining and naming the themes |
|---|---|---|---|---|---|
Responsible | First author | Discussion between authors | Discussion between authors | Two of the authors | |
Step | Initiating codes across the material. Collecting quotes and notes related to each code. | Gathering codes under each theme. Creating a thematic map. | Ensuring that the theme works in relation to the coded and entire data set. Generating a thematic map. | Ongoing analysis to refine themes and the overall story told by the analysis. | |
Example of content: Notes of questions asked during the trainings. Notes of our own reflections and observations during and after trainings. | Questions and extracts from the notes: “Participants listing a lot of reactions, not all of them related to trauma.” “Requests for more practical exercises.” “Participants asking about common reactions to trauma.” “Observed need for more clarification regarding normalisation.” “Need for clarification of concepts such as intrusion and avoidance.” “NGO asking who could be recruited for the trainings, and what background knowledge they need.” “How do we keep order in the group?” “How do we get children to participate?” “What do we do with children who do not want to talk?” “What if a child tells us about abuse at home?” | How to create a nurturing group climate. Need for concrete knowledge of reactions to potential traumatic experiences. Need for concrete knowledge of methods to reduce these reactions. Who can perform the interventions? Will the intervention work in our context? | Preliminary themes: Format and content of the trainings. How to use the method in a responsible way. Recruitment and selection of group leaders (trainees) NSP. Contextual factors | Overarching themes: 1)Who can do it, who to recruit, selection of NSP. (What if the trainees are traumatised?) 2) How to teach/train a.) Form (interactive, use of roleplays, group tasks, feedback). b.) Content (concrete methods to reduce reactions, handling of challenging situations in the children’s groups and in trainings). 3) Do no harm a.) Balancing fidelity with flexibility (adapting to the context). b.) Ensuring children’s safety and security. c.) How to integrate intervention with other interventions. d.) How to implement with inadequate resources. |