Derrick Kranke

Integrating Thematic, Grounded Theory and Narrative Analysis: A Case Study of Adolescent Psychotropic Treatment

In this article, we integrate thematic, grounded theory and narrative analytic techniques. We apply methods from each to the same qualitative data to illustrate how they provide different interpretive scopes on medication meaning making. Findings from each are concatenated to produce an integrated conceptual framework for understanding adolescent experience of psychiatric medication. We conclude that thematic, grounded theory, and narrative methods, when integrated, produce a multidimensional understanding of medication experience.

Adolescent Experience of Psychotropic Treatment

Despite growing concern over the treatment of adolescents with psychiatric medications, little research has examined youth understandings and interpretations of mental illness and psychotropic treatment. This article reports the exploratory findings of semi-structured and open-ended interviews carried out with 20 adolescents diagnosed with one or more psychiatric disorders, and who were currently prescribed psychiatric medications. Grounded theory coding procedures were used to identify themes related to adolescent subjective experience with psychiatric medications. The categories identified are interpreted as different points of view through which adolescents understand and take action upon their illness concerns; their need for medication treatment; their perceptions of how medications work; their responses to parental and other influences upon medication treatment; and, their everyday management activities.

An Engagement Intervention for Young Adults with Serious Mental Health Conditions

Young adults with serious mental health conditions (SMHCs) often do not engage continuously with mental health services, and there are few engagement interventions designed for them. This qualitative study presents a blueprint for conceptualizing and developing an engagement intervention designed for young adults with SMHCs. The blueprint includes the following activities: (1) establishing a strong theoretical basis, (2) designing an initial manual based on previous research and practice, (3) systematically examining feedback on the manual from stakeholders, and (4) examining the feasibility, acceptability, and implementation demands of the intervention. Interviews, group discussions, and journaling were utilized to collect information from young adult participant-researchers, intervention facilitators (i.e., recovery role models and clinicians), and additional stakeholders (e.g., clinic staff and administrators) (N = 43). Analyses were performed with multiple coders using constant comparative methods. Results revealed critical information to improve the intervention, while also suggesting that the engagement intervention for young adults with SMHCs has promise.

‘I’m loving life’: Adolescents’ empowering experiences of living with a mental illness

Objective: Self-stigma is a common phenomenon among adolescents suffering from psychiatric disorders; however, this important research area has received little attention. Furthermore, there is a lack of clarity in the current literature on what makes individuals more or less likely to experience self-stigma. The objectives of our article are to identify the external conditions that help promote empowerment and present a model that explicates the process of those adolescents who do not self-stigmatize. Methods: In this qualitative study, we examine the cases of three adolescents between the ages of 12–17 who were taking psychiatric medication. We gathered adolescents’ experiences and perceptions of psychiatric treatment using the TeenSEMI, coded responses, utilized Atlas.ti software to connect and hyperlink the codes, and constructed individual narratives that ultimately elicited an empowerment process among the adolescents. Results: We identified themes that helped adolescents to buffer against self-stigma; and categorized the components of the empowerment process as: diminish, normalize and attribute. Conclusion and implications for practice: We compare our empowerment model with an adolescent self-stigma model and identify key differences that may mitigate the effects of self-stigma. Although there are limitations to the generalizability of the study, authors recommend interventions applicable to youths with mental illness, as well as family and peers. This study indicates positive outcomes among adolescents who adhere to and are engaged in treatment.