{"id":5168,"date":"2021-12-28T03:43:38","date_gmt":"2021-12-28T03:43:38","guid":{"rendered":"http:\/\/prokrastinacnipohotovost.com\/index.php\/2020\/12\/28\/ten-benefits-of-rentals-that-may-change-your-perspective\/"},"modified":"2023-03-26T10:26:51","modified_gmt":"2023-03-26T10:26:51","slug":"pouziti-tematicke-analyzy-v-psychologii","status":"publish","type":"post","link":"https:\/\/prokrastinacnipohotovost.com\/index.php\/2021\/12\/28\/pouziti-tematicke-analyzy-v-psychologii\/","title":{"rendered":"P\u0159eklad: Pou\u017eit\u00ed tematick\u00e9 anal\u00fdzy v psychologii"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"5168\" class=\"elementor elementor-5168\">\n\t\t\t\t\t\t<div class=\"elementor-inner\">\n\t\t\t\t<div class=\"elementor-section-wrap\">\n\t\t\t\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-41545082 elementor-section-boxed elementor-section-gap-beside-yes elementor-section-height-default elementor-section-height-default elementor-section-column-vertical-align-stretch\" data-id=\"41545082\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-extended\">\n\t\t\t\t\t\t\t<div class=\"elementor-row\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-32a5fe01\" data-id=\"32a5fe01\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-column-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t<div class=\"elementor-widget-wrap\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-61ef384a elementor-widget elementor-widget-text-editor\" data-id=\"61ef384a\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.16.0 - 17-10-2023 *\/\n.elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#69727d;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#69727d;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}<\/style>\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\">\n\t\t\t\t<p><!-- wp:paragraph --><\/p>\n<p>Pou\u017eit\u00ed tematick\u00e9 anal\u00fdzy v psychologii (<i>Using thematic analysis in psychology<\/i>)<\/p>\n<p>Virginia Braun a Victoria Clarke<\/p>\n<p>p\u016fvodn\u00ed text: <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1191\/1478088706qp063oa\">https:\/\/www.tandfonline.com\/doi\/abs\/10.1191\/1478088706qp063oa<\/a><\/p>\n<p>p\u0159eklad \u00a9 <span style=\"letter-spacing: 0em;\">2021 PP.&nbsp;|&nbsp;<\/span><span style=\"letter-spacing: 0em;\">Milan Soutor<\/span><\/p>\n<p>V&nbsp;psychologii, ale nejenom v n\u00ed, je tematick\u00e1 anal\u00fdza b\u011b\u017en\u011b pou\u017e\u00edvanou metodou kvalitativn\u00ed anal\u00fdzy (Boyatzis 1998; Roulston, 2001). P\u0159esto j\u00ed chyb\u00ed adekv\u00e1tn\u00ed vymezen\u00ed a jej\u00ed pou\u017eit\u00ed b\u00fdv\u00e1 z\u0159\u00eddkakdy p\u0159izn\u00e1no. Touto stat\u00ed chceme vyplnit mezeru, kterou coby v\u00fdzkumnice a pedago\u017eky v oblasti&nbsp;kvalitativn\u00ed psychologie vn\u00edm\u00e1me jako sou\u010dasn\u00fd probl\u00e9m \u2013 neexistence stati, je\u017e dostate\u010dn\u011b nast\u00edn\u00ed teorii, uplatn\u011bn\u00ed a zhodnocen\u00ed tematick\u00e9 anal\u00fdzy a kter\u00e1 tak u\u010din\u00ed zp\u016fsobem srozumiteln\u00fdm pro studenty a v\u0161echny ty, kte\u0159\u00ed s&nbsp;kvalitativn\u00edm v\u00fdzkumem nejsou nijak zvl\u00e1\u0161\u0165 obezn\u00e1meni.<a href=\"#_ftn1\">[1]<\/a> Jin\u00fdmi slovy, na\u0161\u00edm c\u00edlem je p\u0159edlo\u017eit \u010dl\u00e1nek, kter\u00fd kvalitativn\u00ed psychologii prosp\u011bje jednak jako pedagogick\u00fd n\u00e1stroj a jednak jako n\u00e1stroj v\u00fdzkumn\u00fd. V&nbsp;t\u00e9to stati si proto rozebereme teorii i metodu tematick\u00e9 anal\u00fdzy a nav\u00edc vyjasn\u00edme, v&nbsp;\u010dem se tematick\u00fd p\u0159\u00edstup li\u0161\u00ed nebo naopak shoduje s&nbsp;r\u016fzn\u00fdmi jin\u00fdmi p\u0159\u00edstupy, kter\u00e9 s&nbsp;n\u00edm poj\u00ed spole\u010dn\u00e9 rysy.<\/p>\n<p>Kvalitativn\u00edch p\u0159\u00edstup\u016f je nesm\u00edrn\u011b mnoho, jsou slo\u017eit\u00e9 a nuancovan\u00e9 (Holloway a Todres, 2003), a pokud jde o tematickou anal\u00fdzu, ve vztahu ke kvalitativn\u00ed anal\u00fdze jako takov\u00e9 bychom ji m\u011bli ch\u00e1pat jako zakl\u00e1daj\u00edc\u00ed. V\u00fdzkumn\u00edci by se tuto&nbsp;kvalitativn\u00ed analytickou metodu m\u011bli u\u010dit jako prvn\u00ed, nebo\u0165 jim v\u0161t\u00edp\u00ed kl\u00ed\u010dov\u00e9 dovednosti, je\u017e jim budou u\u017eite\u010dn\u00e9 p\u0159i aplikaci mnoh\u00fdch jin\u00fdch forem kvalitativn\u00ed anal\u00fdzy. To potvrzuj\u00ed Holloway a Todres (2003: 347), podle nich\u017e je \u201etematizov\u00e1n\u00ed v\u00fdznam\u016f\u201c jednou z&nbsp;m\u00e1la obecn\u00fdch dovednost\u00ed sd\u00edlen\u00fdch nap\u0159\u00ed\u010d kvalitativn\u00ed anal\u00fdzou.<a href=\"#_ftn2\">[2]<\/a> Z&nbsp;tohoto d\u016fvodu ji Boyatzis (1998) charakterizuje nikoli jako zvl\u00e1\u0161tn\u00ed metodu, ale jako n\u00e1stroj k&nbsp;pou\u017eit\u00ed v&nbsp;r\u00e1mci v\u00edce r\u016fzn\u00fdch metod. V&nbsp;podobn\u00e9m duchu se vyjad\u0159uj\u00ed Ryan a Bernard (2000), kdy\u017e tematick\u00e9 k\u00f3dov\u00e1n\u00ed vymezuj\u00ed jako proces uskute\u010d\u0148ovan\u00fd <em>uvnit\u0159<\/em> \u201ev\u00fdznamn\u00fdch\u201c analytick\u00fdch tradic (nap\u0159. zakotven\u00e1 teorie), a nikoli jako zvl\u00e1\u0161tn\u00ed a sv\u00e9bytn\u00fd p\u0159\u00edstup. S&nbsp;t\u00edmto nesouhlas\u00edme a h\u00e1j\u00edme stanovisko, \u017ee tematick\u00e1 anal\u00fdza m\u00e1 b\u00fdt pova\u017eov\u00e1na za sv\u00e9bytnou metodu.<\/p>\n<p>Jednou z&nbsp;v\u00fdhod tematick\u00e9 anal\u00fdzy je jej\u00ed flexibilita. Zjednodu\u0161en\u011b m\u016f\u017eeme kvalitativn\u00ed analytick\u00e9 metody rozd\u011blit podle p\u0159\u00edslu\u0161nosti do dvou t\u00e1bor\u016f. V&nbsp;prvn\u00edm jsou ty, kter\u00e9 se poj\u00ed s&nbsp;ur\u010ditou teoretickou a epistemologickou pozic\u00ed nebo kter\u00e9 z&nbsp;n\u011bjak\u00e9 takov\u00e9 pozice vych\u00e1z\u00ed. U n\u011bkter\u00fdch z nich \u2013 sem pat\u0159\u00ed t\u0159eba konverza\u010dn\u00ed anal\u00fdza (KA; eg, Hutchby a Wooffitt, 1998) a interpretativn\u00ed fenomenologick\u00e1 anal\u00fdza (IFA; eg, Smith a Osborn, 2003) \u2013 je (zat\u00edm) pom\u011brn\u011b omezen\u00e1 variabilita, pokud jde o to, jak metodu v&nbsp;j\u00ed p\u0159\u00edslu\u0161ej\u00edc\u00edm&nbsp;r\u00e1mci aplikovat. V&nbsp;podstat\u011b je to tak, \u017ee existuje jedin\u00fd n\u00e1vod, jak anal\u00fdzu prov\u00e9st. U jin\u00fdch z&nbsp;nich \u2013 nap\u0159. zakotven\u00e1 teorie (Glaser, 1992; Strauss a Corbin, 1998), diskurzivn\u00ed anal\u00fdza (DA, eg; Burman a Parker, 1993; Potter a Wetherell, 1987; Willig, 2003) nebo narativn\u00ed anal\u00fdza (Murray, 2003; Riessman, 1993) \u2013 je to zase tak, \u017ee metoda m\u00e1 r\u016fzn\u00e9 manifestace, a to uvnit\u0159 \u0161irok\u00e9ho teoretick\u00e9ho r\u00e1mce. V&nbsp;druh\u00e9m t\u00e1bo\u0159e se nach\u00e1z\u00ed metody, kter\u00e9 jsou ze sv\u00e9 podstaty nez\u00e1visl\u00e9 na teorii a epistemologii a mohou b\u00fdt uplat\u0148ov\u00e1ny <em>nap\u0159\u00ed\u010d<\/em> celou \u0159adou teoretick\u00fdch a epistemologick\u00fdch p\u0159\u00edstup\u016f. Jakkoli je tematick\u00e1 anal\u00fdza \u010dasto (implicitn\u011b) ch\u00e1p\u00e1na jak k-realismu-n\u00e1le\u017eej\u00edc\u00ed\/experiment\u00e1ln\u00ed metoda (Aronson, 1994; Roulston, 2001), ve skute\u010dnosti tato metoda pat\u0159\u00ed zcela jist\u011b do druh\u00e9ho t\u00e1bora a je kompatibiln\u00ed jak s&nbsp;esencialistick\u00fdmi, tak konstruktivistick\u00fdmi paradigmaty v&nbsp;psychologii (k tomuto v\u00edce pozd\u011bji). Teoretick\u00e1 volnost tematick\u00e9 anal\u00fdzy \u010din\u00ed z&nbsp;t\u00e9to metody pru\u017en\u00fd a u\u017eite\u010dn\u00fd v\u00fdzkumn\u00fd n\u00e1stroj. Dok\u00e1\u017ee poskytnout bohat\u00fd a detailn\u00ed v\u00fdklad dat, kter\u00e9mu p\u0159itom nechyb\u00ed v\u0161estrannost.<\/p>\n<p>Vzhledem k&nbsp;nesporn\u00fdm v\u00fdhod\u00e1m vypl\u00fdvaj\u00edc\u00edch z flexibility tematick\u00e9 anal\u00fdzy je d\u016fle\u017eit\u00e9 \u0159\u00edct, \u017ee tuto flexibilitu nechceme v&nbsp;\u017e\u00e1dn\u00e9m p\u0159\u00edpad\u011b omezovat. Bez srozumiteln\u00fdch a v\u00fdsti\u017en\u00fdch z\u00e1sad pro tematickou anal\u00fdzu se ale neobejdeme, nebo\u0165 jejich absence by vedla k&nbsp;tomu, \u017ee by n\u011bkter\u00fdch p\u0159\u00edpadech opr\u00e1vn\u011bn\u011b platila v\u00fdhrada nam\u00edtan\u00e1 proti kvalitativn\u00edmu v\u00fdzkumu, \u017ee \u201ev\u0161echno je dovoleno\u201c (Antaki <em>et al.<\/em>, 2002). Douf\u00e1me, \u017ee se n\u00e1m v&nbsp;t\u00e9to stati poda\u0159\u00ed udr\u017eet rovnov\u00e1hu mezi jasn\u00fdm vymezen\u00edm tematick\u00e9 anal\u00fdzy \u2013 tzn. vysv\u011btl\u00edme, co to je a jak se s t\u00edm pracuje \u2013 a zaji\u0161t\u011bn\u00edm flexibility jej\u00edho pou\u017eit\u00ed tak, aby se metoda nestala omezenou a sv\u00e1zanou, \u010d\u00edm\u017e by ztratila sv\u00e9 hlavn\u00ed v\u00fdhody. Jasn\u00e9 vymezen\u00ed tematick\u00e9 anal\u00fdzy bezpochyby poslou\u017e\u00ed v\u0161em, kdo ji pou\u017e\u00edvaj\u00ed, nebo\u0165 jim umo\u017en\u00ed v\u011bdom\u011b se rozhodovat o konkr\u00e9tn\u00ed form\u011b anal\u00fdzy, s n\u00ed\u017e pracuj\u00ed. Tato sta\u0165 si tedy klade za \u00fakol vyzdvihnout flexibilitu metody <em>a <\/em>poskytnout lidem slovn\u00edk a \u201erecept\u201c, kter\u00e9 jim umo\u017en\u00ed uchopit tematickou anal\u00fdzu solidn\u00edm zp\u016fsobem jak po teoretick\u00e9, tak i metodologick\u00e9 str\u00e1nce.<a href=\"#_ftn3\">[3]<\/a> Jak si pozd\u011bji uk\u00e1\u017eeme, uplatn\u011bn\u00ed metody v anal\u00fdze dat v\u00fdzkumn\u00edci mus\u00ed doprovodit t\u00edm, \u017ee explicitn\u011b uvedou sv\u00e1 (epistemologick\u00e1 a jin\u00e1) p\u0159esv\u011bd\u010den\u00ed (Holloway a Todres, 2003). Kvalitativn\u00ed psychologov\u00e9 mus\u00ed jasn\u011b \u0159\u00edct, co d\u011blaj\u00ed a pro\u010d to d\u011blaj\u00ed, a to zahrnuje i \u010dasto opom\u00edjen\u00e9 \u201ejak\u201c anal\u00fdzy v jejich v\u00fdzkumn\u00fdch zpr\u00e1v\u00e1ch (Attride-Stirling, 2001).<\/p>\n<p>V&nbsp;t\u00e9to stati nast\u00edn\u00edme n\u00e1sleduj\u00edc\u00ed: co je tematick\u00e1 anal\u00fdza; 6-f\u00e1zov\u00fd diagram pro proveden\u00ed tematick\u00e9 anal\u00fdzy; mo\u017en\u00e1 \u00faskal\u00ed, kter\u00fdm je pot\u0159eba se p\u0159i prov\u00e1d\u011bn\u00ed tematick\u00e9 anal\u00fdzy vyhnout; co d\u011bl\u00e1 dobrou tematickou anal\u00fdzu dobrou; v\u00fdhody a nev\u00fdhody tematick\u00e9 anal\u00fdzy. V\u00fdklad v&nbsp;cel\u00e9 \u0161\u00ed\u0159i dopl\u0148ujeme o p\u0159\u00edklady z&nbsp;odborn\u00e9 literatury, v\u010d. p\u0159\u00edklad\u016f z na\u0161ich v\u00fdzkum\u016f. Uv\u00e1d\u011bn\u00e9 p\u0159\u00edklady n\u00e1m umo\u017e\u0148uj\u00ed demonstrovat typy v\u00fdzkumn\u00fdch ot\u00e1zek a t\u00e9mat, kter\u00e9 lze zkoumat s&nbsp;vyu\u017eit\u00edm tematick\u00e9 anal\u00fdzy.<\/p>\n<p>Ne\u017e za\u010dneme, mus\u00edme si definovat n\u011bkolik m\u00e1lo term\u00edn\u016f pou\u017e\u00edvan\u00fdch v&nbsp;t\u00e9to stati. Datov\u00fdm <em>korpusem<\/em> m\u00e1me na mysli <em>v\u0161echna<\/em> data sebran\u00e1 pro ur\u010dit\u00fd v\u00fdzkumn\u00fd projekt. Datov\u00fdm <em>setem<\/em> mysl\u00edme jen ta data, kter\u00e1 z korpusu vy\u010dle\u0148ujeme proto, abychom je zpracovali n\u011bjakou konkr\u00e9tn\u00ed anal\u00fdzou. Existuj\u00ed dva hlavn\u00ed zp\u016fsoby, jak datov\u00fd set vybrat (kter\u00fd p\u0159\u00edstup si vyberete, z\u00e1le\u017e\u00ed na tom, zda p\u0159istupujete k&nbsp;dat\u016fm s n\u011bjakou ot\u00e1zkou, \u010di nikoli \u2013 viz odd\u00edl \u201eN\u011bkolik rozhodnut\u00ed\u201c n\u00ed\u017ee). Za prv\u00e9, datov\u00fd set se m\u016f\u017ee skl\u00e1dat z&nbsp;mnoha, pop\u0159. v\u0161ech, individu\u00e1ln\u00edch datov\u00fdch polo\u017eek uvnit\u0159 va\u0161eho korpusu dat. Tak nap\u0159. v&nbsp;projektu o kosmetick\u00e9 operaci \u017eensk\u00e9ho genit\u00e1lu se datov\u00fd korpus Virginie skl\u00e1d\u00e1 z&nbsp;rozhovor\u016f s&nbsp;chirurgy, medi\u00e1ln\u00edch v\u00fdstup\u016f na dan\u00e9 t\u00e9ma a webov\u00fdch str\u00e1nek chirurg\u016f. Pro ka\u017edou anal\u00fdzu zvl\u00e1\u0161\u0165 m\u016f\u017ee b\u00fdt jej\u00ed datov\u00fd set tvo\u0159en pouze rozhovory s&nbsp;chirurgy, pouze webov\u00fdmi stranami (Braun, 2005b) nebo m\u016f\u017ee zahrnovat data od chirurg\u016f v&nbsp;kombinaci s n\u011bkter\u00fdmi medi\u00e1ln\u00edmi daty (eg, Braun, 2005a). Za druh\u00e9, datov\u00fd set m\u016f\u017ee b\u00fdt d\u00e1n konkr\u00e9tn\u00edm analytick\u00fdm z\u00e1jmem zkoumat prost\u0159ednictv\u00edm dat n\u011bjak\u00e9 vybran\u00e9 t\u00e9ma. Datov\u00fd set pak nab\u00fdv\u00e1 podoby souhrnu v\u0161ech p\u0159\u00edpad\u016f v&nbsp;korpusu, kter\u00e9 odkazuj\u00ed k dan\u00e9mu t\u00e9matu. Na Virginiin\u011b p\u0159\u00edkladu: pokud by cht\u011bla zkoumat, jak se traktovalo \u201esexu\u00e1ln\u00ed pot\u011b\u0161en\u00ed\u201c, jej\u00ed datov\u00fd set by sest\u00e1val ze v\u0161ech p\u0159\u00edpad\u016f v cel\u00e9m korpusu dat, kter\u00e9 jsou n\u011bjak relevantn\u00ed ve vztahu k t\u00e9matu sexu\u00e1ln\u00edho pot\u011b\u0161en\u00ed. Uveden\u00e9 dva p\u0159\u00edstupy n\u011bkdy lze k vytvo\u0159en\u00ed ur\u010dit\u00e9ho datov\u00e9ho setu kombinovat. Datovou <em>polo\u017ekou <\/em>se m\u00e1 na mysli ka\u017ed\u00e1 d\u00edl\u010d\u00ed jednotka sebran\u00fdch dat, p\u0159i\u010dem\u017e dohromady tyto jednotky tvo\u0159\u00ed datov\u00fd set \u010di korpus. Ve zvolen\u00e9m p\u0159\u00edkladu bude datovou jednotkou d\u00edl\u010d\u00ed interview s&nbsp;chirurgem, televizn\u00ed dokument \u010di jedna ur\u010dit\u00e1 webov\u00e1 strana. A nakonec m\u00e1me <em>v\u00fd\u0148atek<\/em> z&nbsp;dat. T\u00edm se rozum\u00ed konkr\u00e9tn\u00ed ok\u00f3dovan\u00e1 \u010d\u00e1st dat, kter\u00e1 byla identifikov\u00e1na uvnit\u0159 datov\u00e9 jednotky a n\u00e1sledn\u011b z&nbsp;n\u00ed vy\u0148ata. \u010cerp\u00e1ny z&nbsp;cel\u00e9ho datov\u00e9ho setu, t\u011bchto v\u00fd\u0148atk\u016f budeme m\u00edt mnoho, p\u0159i\u010dem\u017e do&nbsp;z\u00e1v\u011bre\u010dn\u00e9 anal\u00fdzy vyb\u00edr\u00e1me pouze n\u011bkter\u00e9 z&nbsp;nich.<\/p>\n<h3 style=\"letter-spacing: normal;\">Co je tematick\u00e1 anal\u00fdza?<\/h3>\n<p>Tematick\u00e1 anal\u00fdza je metoda, kter\u00e1 slou\u017e\u00ed k&nbsp;identifikaci, anal\u00fdze a reportov\u00e1n\u00ed vzorc\u016f (tj. t\u00e9mat) uvnit\u0159 dat. V\u00e1\u0161 datov\u00fd set organizuje jen zanedbateln\u011b a popisuje ho s&nbsp;d\u016frazem na bohatost detailu. \u010casto se v\u0161ak st\u00e1v\u00e1, \u017ee jde mnohem d\u00e1l ne\u017e do tohoto bodu, a to kdy\u017e interpretuje r\u016fzn\u00e9 aspekty t\u00e9matu v\u00fdzkumu (Boyatzis, 1998). <em>Rozsah<\/em> r\u016fzn\u00fdch mo\u017en\u00fdch variant tematick\u00e9 anal\u00fdzy bude rozebr\u00e1n v\u00edce do hloubky a\u017e v&nbsp;souvislosti s&nbsp;\u0159adou metodologick\u00fdch rozhodnut\u00ed, kter\u00e1 mus\u00ed v\u00fdzkumn\u00edk u\u010dinit, pokud chce tuto metodu pou\u017e\u00edt (viz n\u00ed\u017ee).<\/p>\n<p>Tematick\u00e1 anal\u00fdza se pou\u017e\u00edv\u00e1 b\u011b\u017en\u011b, av\u0161ak jasn\u00fd konsenzus o tom, co tematick\u00e1 anal\u00fdza je a jak se p\u0159i n\u00ed m\u00e1 postupovat, chyb\u00ed (viz Attride-Stirling, 2001; Boyatzis, 1998; viz Tuckett, 2005, pro dal\u0161\u00ed p\u0159\u00edklady). Jist\u00fd probl\u00e9m lze spat\u0159ovat u\u017e u jej\u00edho \u201eozna\u010den\u00ed\u201c, nebo\u0165 nejde o metodu, kter\u00e1 je pojmenovan\u00e1 zp\u016fsobem typick\u00fdm pro jin\u00e9 metody (eg, narativn\u00ed anal\u00fdza, zakotven\u00e1 teorie). Z&nbsp;tohoto d\u016fvodu \u010dasto nen\u00ed explicitn\u011b uvedena a uzn\u00e1na jako metoda anal\u00fdzy, p\u0159esto\u017ee valn\u00e1 \u010d\u00e1st anal\u00fdzy ve skute\u010dnosti je ve sv\u00e9 podstat\u011b tematick\u00e1 \u2013 zde se d\u011bje bu\u010fto to, \u017ee je pojmenov\u00e1na n\u011bjak jinak (p\u0159\u00edkladem je DA, \u010di dokonce obsahov\u00e1 anal\u00fdza (eg, Meehan <em>et al.<\/em>, 2000)), nebo nen\u00ed pojmenov\u00e1na v\u016fbec \u2013 nap\u0159. data byla podrobena \u201ekvalitativn\u00ed anal\u00fdze pro hled\u00e1n\u00ed opakuj\u00edc\u00edch se t\u00e9mat\u201c (Braun a Wilkinson, 2003: 30). Je obt\u00ed\u017en\u00e9 posoudit v\u00fdzkum, jestli\u017ee nev\u00edme, jak jeho auto\u0159i provedli&nbsp;anal\u00fdzu sv\u00fdch dat a o jak\u00e9 p\u0159edpoklady se jejich anal\u00fdza op\u00edrala. Rovn\u011b\u017e je za takov\u00fdch podm\u00ednek obt\u00ed\u017en\u00e9 porovn\u00e1vat a\/nebo syntetizovat dan\u00fd v\u00fdzkum s&nbsp;jin\u00fdmi studiemi na tot\u00e9\u017e t\u00e9ma a v&nbsp;budoucnu m\u016f\u017ee b\u00fdt pro jin\u00e9 v\u00fdzkumn\u00edky komplikovan\u00e9 realizovat souvisej\u00edc\u00ed projekty (Attride-Stirling, 2001). U\u017e jen z&nbsp;t\u011bchto d\u016fvod\u016f je srozumitelnost procesu a uplat\u0148ov\u00e1n\u00ed metody naprosto kl\u00ed\u010dov\u00e1. Douf\u00e1me, \u017ee tato sta\u0165 p\u0159isp\u011bje k&nbsp;tomu, \u017ee se tematick\u00e1 anal\u00fdza stane srozumiteln\u011bj\u0161\u00ed.<\/p>\n<p>S&nbsp;uveden\u00fdm souvis\u00ed neblah\u00e1, av\u0161ak roz\u0161\u00ed\u0159en\u00e1 praxe nedostate\u010dn\u011b podrobn\u011b traktovat proces a konkr\u00e9tn\u00ed rysy anal\u00fdzy (Attride-Stirling, 2001). Nen\u00ed nijak vz\u00e1cn\u00e9 do\u010d\u00edtat se o t\u00e9matech, \u017ee jaksi \u201evyvst\u00e1vaj\u00ed\u201c (<em>emerge<\/em>, MS) z&nbsp;dat (je t\u0159eba dodat, \u017ee tento ne\u0161var se neomezuje pouze na&nbsp;tematickou anal\u00fdzu). Tak nap\u0159. podle Singer a Hunter (1999: 67) tematick\u00e1 diskurzivn\u00ed anal\u00fdza zku\u0161enost\u00ed \u017een v&nbsp;obdob\u00ed ran\u00e9 menopauzy konstatuje, \u017ee b\u011bhem anal\u00fdzy \u201evyvstalo n\u011bkolik t\u00e9mat\u201c. Rubin a Rubin (1995: 226) tvrd\u00ed, \u017ee anal\u00fdza je vzru\u0161uj\u00edc\u00ed, proto\u017ee \u201eobjev\u00edte t\u00e9mata a pojmy, kter\u00e9 jsou ukotven\u00e9 nap\u0159\u00ed\u010d va\u0161imi rozhovory\u201c. Teorie, \u017ee t\u00e9mata \u201evyvst\u00e1vaj\u00ed\u201c nebo jsou \u201eobjevov\u00e1na\u201c, vyobrazuje proces anal\u00fdzy jako cosi pasivn\u00edho a pop\u00edr\u00e1 <em>aktivn\u00ed<\/em> roli, kter\u00e1 n\u00e1le\u017e\u00ed v\u00fdzkumn\u00edkovi v\u017edy, kdy\u017e identifikuje vzorce\/t\u00e9mata, vyb\u00edr\u00e1, kter\u00e1 z&nbsp;nich stoj\u00ed za to zkoumat, a tato reportuje sv\u00fdm \u010dten\u00e1\u0159\u016fm (Taylor a Ussher, 2001).<a href=\"#_ftn4\">[4]<\/a> \u00dazus, \u017ee \u201et\u00e9mata vyvst\u00e1vaj\u00ed\u201c,<\/p>\n<p>\u201em\u016f\u017ee b\u00fdt dezinterpretov\u00e1n tak, \u017ee t\u00e9mata \u201ap\u0159eb\u00fdvaj\u00ed\u2018 v datech, a jestli\u017ee s&nbsp;dostate\u010dnou n\u00e1mahou nap\u0159eme sv\u00e9 zraky, ona vyvstanou zrovna tak, jako vyvstala Venu\u0161e na p\u016fl\u0161kebli. P\u0159eb\u00fdvaj\u00ed-li t\u00e9mata na n\u011bjak\u00e9m m\u00edst\u011b, pak takto \u010din\u00ed v&nbsp;na\u0161ich mozkovn\u00e1ch, a to v&nbsp;d\u016fsledku toho, \u017ee rozj\u00edm\u00e1me nad na\u0161imi daty a tato data propojujeme, abychom jim porozum\u011bli.\u201c (Ely <em>et al<\/em>., 1997: 205-6)<\/p>\n<p>Nyn\u00ed je nam\u00edst\u011b, abychom odhalili, jak\u00e9 teoretick\u00e9 pozice a hodnoty si s kvalitativn\u00edm v\u00fdzkumem spojujeme my [= autorky t\u00e9to stat\u011b, MS]. Naivn\u011b realistick\u00e1 p\u0159edstava o kvalitativn\u00edm v\u00fdzkumu, podle kter\u00e9 m\u016f\u017ee v\u00fdzkumn\u00edk jednodu\u0161e \u201ed\u00e1t hlas\u201c (viz Fine, 2002) sv\u00fdm participant\u016fm, nen\u00ed pozice, kterou zast\u00e1v\u00e1me. Jak argumentuje Fine (2002: 218), dokonce i pouh\u00fd p\u0159\u00edstup typu \u201ed\u00e1t n\u011b\u010demu hlas\u201c \u201ezahrnuje vyd\u011blov\u00e1n\u00ed nerozpoznan\u00fdch moment\u016f narativn\u00ed evidence, kterou my vyb\u00edr\u00e1me, editujeme a n\u011bjak uplat\u0148ujeme ve prosp\u011bch na\u0161ich argument\u016f\u201c. Ov\u0161em zase si nemysl\u00edme, \u017ee pro praktikov\u00e1n\u00ed kvalitativn\u00edho v\u00fdzkumu existuje jedin\u00fd spr\u00e1vn\u00fd teoretick\u00fd r\u00e1mec, nato\u017epak jedin\u00e1 spr\u00e1vn\u00e1 metoda. Podstatn\u00e9 je, aby teoretick\u00fd r\u00e1mec a metody odpov\u00eddaly tomu, co chce v\u00fdzkumn\u00edk zjistit, a aby ten sv\u00e1 rozhodnut\u00ed explicitn\u011b uznal a rozeznal je <em>jako\u017eto<\/em> rozhodnut\u00ed.<\/p>\n<p>Tematickou anal\u00fdzu je t\u0159eba odli\u0161it od jin\u00fdch metod, kter\u00e9 slou\u017e\u00ed rovn\u011b\u017e k&nbsp;popisu vzorc\u016f nap\u0159\u00ed\u010d kvalitativn\u00edmi daty, nap\u0159. \u201etematick\u00e1\u201c DA, tematick\u00e1 dekompozi\u010dn\u00ed anal\u00fdza, IFA nebo zakotven\u00e1 teorie.<a href=\"#_ftn5\">[5]<\/a> IFA i zakotven\u00e1 teorie hledaj\u00ed vzorce v&nbsp;datech, nadto jsou ale prov\u00e1zan\u00e9 s jistou souvisej\u00edc\u00ed teori\u00ed. IFA se op\u00edr\u00e1 o fenomenologickou epistemologii (Smith <em>et<\/em> <em>al.<\/em>, 1999; Smith a Osborn, 2003), je\u017e d\u00e1v\u00e1 prim\u00e1t zku\u0161enosti (Holloway a Todres, 2003) a v porozum\u011bn\u00ed zkouman\u00e9ho jevu vych\u00e1z\u00ed z&nbsp;na detail orientovan\u00e9ho porozum\u011bn\u00ed lidsk\u00e9 zku\u0161enosti s&nbsp;realitou v&nbsp;jej\u00ed ka\u017edodennosti (McLeod, 2001). Pokud jde o zakotvenou teorii, situace se komplikuje t\u00edm, \u017ee tato metoda m\u00e1 \u0159adu verz\u00ed (Charmaz, 2002). Ale a\u0165 u\u017e si vybereme kteroukoli z nich, c\u00edlem zakotven\u00e9 teorie je vybudovat plausibiln\u00ed \u2013 a u\u017eite\u010dnou \u2013 teorii jevu zakotvenou v&nbsp;datech. Z&nbsp;na\u0161\u00ed zku\u0161enosti m\u016f\u017eeme \u0159\u00edct, \u017ee zakotven\u00e1 teorie se \u010d\u00edm d\u00e1l v\u00edce pou\u017e\u00edv\u00e1 zp\u016fsobem, kter\u00fd je vlastn\u011b jakousi zakotvenou teori\u00ed \u201elite\u201c \u2013 soubor procedur ke k\u00f3dov\u00e1n\u00ed dat velmi bl\u00edzk\u00fd tematick\u00e9 anal\u00fdze. Takov\u00e9 anal\u00fdzy se podle v\u0161eho nezavazuj\u00ed k&nbsp;teoretick\u00fdm v\u00fdchodisk\u016fm \u201eplnohodnotn\u00e9\u201c zakotven\u00e9 teorie, nebo\u0165 to by vy\u017eadovalo, aby anal\u00fdza sm\u011b\u0159ovala ke konstrukci teorie (Holloway a Todres, 2003). \u010cili abychom dokon\u010dili n\u00e1\u0161 argument: podle n\u00e1s plat\u00ed, \u017ee \u201espr\u00e1vn\u011b pojmenovan\u00e1 a otev\u0159en\u011b p\u0159ijat\u00e1\u201c <em>tematick\u00e1<\/em> anal\u00fdza nenut\u00ed v\u00fdzkumn\u00edky k tomu, aby se zavazovali k implicitn\u00edm&nbsp;teoretick\u00fdm v\u00fdchodisk\u016fm zakotven\u00e9 teorie, jestli\u017ee si pln\u011b rozvinutou anal\u00fdzu zakotven\u00e9 teorie nep\u0159ej\u00ed budovat.<\/p>\n<p>Term\u00ednem \u201etematick\u00e1 DA\u201c se ozna\u010duje cel\u00e1 \u0159ada anal\u00fdz, kter\u00e9 se zam\u011b\u0159uj\u00ed na vzorce v&nbsp;datech, po\u010d\u00ednaje tematickou anal\u00fdzou na poli konstruktivistick\u00e9 epistemologie (ie, vzorce jsou ch\u00e1p\u00e1ny jako vytvo\u0159en\u00e9 spole\u010dnost\u00ed, av\u0161ak diskurzivn\u00ed anal\u00fdza prov\u00e1d\u011bna nen\u00ed) a\u017e po r\u016fzn\u00e9 formy anal\u00fdzy, kter\u00e9 maj\u00ed velmi bl\u00edzko k DA zalo\u017een\u00e9 na interpretativn\u00edm reperto\u00e1ru (Clarke, 2005). Tematick\u00e1 dekompozi\u010dn\u00ed anal\u00fdza (eg, Stenner, 1993; Ussher a Mooney-Somers, 2000) je specificky pojmenovanou formou \u201etematick\u00e9\u201c DA, kter\u00e1 identifikuje vzorce (t\u00e9mata, p\u0159\u00edb\u011bhy) uvnit\u0159 dat a teoretizuje o jazyce, p\u0159i\u010dem\u017e jazyk ch\u00e1pe jako v\u00fdznam a v\u00fdznam zase jako spole\u010densk\u00fd jev.<\/p>\n<p>Uveden\u00e9 metody maj\u00ed spole\u010dn\u00e9 to, \u017ee hledaj\u00ed ur\u010dit\u00e1 t\u00e9mata \u010di vzorce nap\u0159\u00ed\u010d (cel\u00fdm) datov\u00fdm setem, ne\u017e aby tak \u010dinily <em>uvnit\u0159<\/em> datov\u00e9 jednotky, kterou by mohlo b\u00fdt jedno jedin\u00e9 interview \u010di v\u00edce interview, ale od jedn\u00e9 osoby \u2013 jako v p\u0159\u00edpad\u011b anal\u00fdzy, je\u017e m\u00e1 formu biografick\u00e9 \u010di p\u0159\u00edpadov\u00e9 studie, nap\u0159. narativn\u00ed anal\u00fdza (eg, Murray, 2003; Riessman, 1993). V&nbsp;tomto ohledu se v\u00edcem\u00e9n\u011b p\u0159ekr\u00fdvaj\u00ed s&nbsp;tematickou anal\u00fdzou. Tematick\u00e1 anal\u00fdza nevy\u017eaduje detailn\u00ed teoretick\u00e9 a technicky orientovan\u00e9 znalosti p\u0159\u00edstup\u016f, jako je zakotven\u00e1 teorie, a tud\u00ed\u017e p\u0159edstavuje p\u0159\u00edstupn\u011bj\u0161\u00ed variantu anal\u00fdzy, obzvl\u00e1\u0161\u0165 pak pro ty, kte\u0159\u00ed jsou v&nbsp;oblasti kvalitativn\u00edho v\u00fdzkumu nov\u00e1\u010dci.<\/p>\n<p>Na rozd\u00edl od IFA nebo zakotven\u00e9 teorie (a jin\u00fdch metod, jako je nap\u0159. narativn\u00ed anal\u00fdza, DA nebo KA) tematick\u00e1 anal\u00fdza NEN\u00cd sp\u0159a\u017eena s&nbsp;\u017e\u00e1dn\u00fdm p\u0159edch\u016fdn\u00fdm teoretick\u00fdm r\u00e1mcem, a proto ji lze pou\u017e\u00edvat v&nbsp;mnoha r\u016fzn\u00fdch teoretick\u00fdch r\u00e1mc\u00edch (jakkoli ov\u0161em ne ve v\u0161ech) a s jej\u00edm vyu\u017eit\u00edm v&nbsp;nich lze d\u011blat mnoho rozli\u010dn\u00fdch v\u011bc\u00ed. Tematick\u00e1 anal\u00fdza m\u016f\u017ee b\u00fdt metodou esencialismu \u010di realismu, v&nbsp;kter\u00e9m\u017eto p\u0159\u00edpad\u011b reportuje zku\u0161enosti, v\u00fdznamy a realitu participant\u016f. Ale takt\u00e9\u017e m\u016f\u017ee b\u00fdt metodou konstruktivistickou, kter\u00e1 zkoum\u00e1, jak\u00fdmi zp\u016fsoby jsou ud\u00e1losti, skute\u010dnosti, v\u00fdznamy, zku\u0161enosti atd. utv\u00e1\u0159eny v d\u016fsledku existence r\u016fzn\u00fdch diskurz\u016f operuj\u00edc\u00edch ve spole\u010dnosti. Tak\u00e9 se m\u016f\u017ee jednat o \u201ekontextualistickou\u201c metodu, kter\u00e1 se nach\u00e1z\u00ed mezi dv\u011bma p\u00f3ly tvo\u0159en\u00fdmi esencialismem a konstruktivismem. Jako takov\u00e1 m\u016f\u017ee b\u00fdt charakterizov\u00e1na teoriemi typu kritick\u00fd realismus (eg, Willig, 1999), co\u017e je pozice, kter\u00e1 uzn\u00e1v\u00e1 vedle zp\u016fsob\u016f, jimi\u017e jednotlivci utv\u00e1\u0159\u00ed v\u00fdznam sv\u00e9 zku\u0161enosti, tak\u00e9 zp\u016fsoby, jimi\u017e tyto v\u00fdznamy ovliv\u0148uje \u0161ir\u0161\u00ed spole\u010densk\u00fd kontext, av\u0161ak ani\u017e by ztr\u00e1cela ze z\u0159etele skute\u010dnost, \u017ee \u201erealita\u201c je materi\u00e1ln\u011b a v\u0161elijak jinak limitovan\u00e1. Tematick\u00e1 anal\u00fdza potom m\u016f\u017ee b\u00fdt metodou, jej\u00edm\u017e uplatn\u011bn\u00edm lze jednak reflektovat realitu a jednak dostat se pod povrch \u201ereality\u201c. A\u0165 u\u017e je to jakkoli, u tematick\u00e9 anal\u00fdzy je zcela z\u00e1sadn\u00ed vyjasnit jej\u00ed teoretickou pozici. Ne\u00fam\u011brn\u011b \u010dasto tomu bohu\u017eel b\u00fdv\u00e1 opa\u010dn\u011b (p\u0159i\u010dem\u017e typicky je pak implicitn\u011b p\u0159ij\u00edm\u00e1n realismus). Ka\u017ed\u00fd teoretick\u00fd r\u00e1mec s&nbsp;sebou nese \u0159adu p\u0159edpoklad\u016f ohledn\u011b povahy dat a o tom, co znamenaj\u00ed ve smyslu jejich vztahu ke \u201esv\u011btu\u201c, \u201erealit\u011b\u201c atd. Dobr\u00e1 tematick\u00e1 anal\u00fdza je v&nbsp;tomto transparentn\u00ed.<\/p>\n<h3 style=\"letter-spacing: normal;\">N\u011bkolik rozhodnut\u00ed<\/h3>\n<p>Tematick\u00e1 anal\u00fdza vy\u017eaduje, abychom u\u010dinili n\u011bkolik rozhodnut\u00ed, kter\u00e1 je pot\u0159eba <em>explicitn\u011b <\/em>zv\u00e1\u017eit a rozebrat. Bohu\u017eel je b\u011b\u017en\u00e9, \u017ee se o nich v\u00fdslovn\u011b nic ne\u0159\u00edk\u00e1 (nebo zcela jist\u011b se b\u011b\u017en\u011b nest\u00e1vaj\u00ed p\u0159edm\u011btem metodologick\u00fdch sekc\u00ed odborn\u00fdch stat\u00ed). V&nbsp;praxi se jedn\u00e1 o ot\u00e1zky, kter\u00e9 je t\u0159eba zv\u00e1\u017eit p\u0159ed t\u00edm, ne\u017e za\u010dneme analyzovat data (a \u010dasto u\u017e p\u0159ed zapo\u010det\u00edm sb\u011bru dat). A pokud jde o tyto ot\u00e1zky, na stran\u011b v\u00fdzkumn\u00edka \u010di v\u00fdzkumn\u00edk\u016f zkr\u00e1tka mus\u00ed b\u00fdt veden pokra\u010duj\u00edc\u00ed reflektuj\u00edc\u00ed dialog, a to v&nbsp;cel\u00e9 \u0161\u00ed\u0159i procesu anal\u00fdzy. Metodologick\u00e1 sekce tematick\u00e9 DA of S&amp;M v Taylor a Ussher (2001) je dobr\u00fdm p\u0159\u00edkladem explicitn\u00ed prezentace tohoto procesu, zat\u00edmco metodologick\u00e1 sekce v Braun a Wilkinson (2003) nen\u00ed.<\/p>\n<p><em>Co se po\u010d\u00edt\u00e1 jako t\u00e9ma?<\/em><\/p>\n<p>T\u00e9ma zachycuje n\u011bco o datech, co je d\u016fle\u017eit\u00e9 ve vztahu k&nbsp;v\u00fdzkumn\u00e9 ot\u00e1zce, a p\u0159edstavuje ur\u010ditou \u00farove\u0148 odpov\u011bdi <em>v&nbsp;podob\u011b vzorce<\/em> \u010di v\u00fdznam uvnit\u0159 datov\u00e9ho setu. Pokud jde o k\u00f3dov\u00e1n\u00ed, kl\u00ed\u010dovou ot\u00e1zkou k&nbsp;zodpov\u011bzen\u00ed je tato: co se po\u010d\u00edt\u00e1 jako vzorec\/t\u00e9ma, p\u0159\u00edp. jakou \u201evelikost\u201c m\u00e1 m\u00edt t\u00e9ma? To je ot\u00e1zka ohledn\u011b prevalence, a to jak prevalence v r\u00e1mci ka\u017ed\u00e9 z&nbsp;datov\u00fdch polo\u017eek, tak prevalence nap\u0159\u00ed\u010d cel\u00fdm datov\u00fdm setem. Ide\u00e1ln\u00ed je, pokud m\u00e1me n\u011bkolik v\u00fdskyt\u016f t\u00e9matu nap\u0159\u00ed\u010d cel\u00fdm datov\u00fdm setem, v\u00edce v\u00fdskyt\u016f ale <em>nutn\u011b<\/em> neznamen\u00e1, \u017ee je dan\u00e9 t\u00e9ma d\u016fle\u017eit\u011bj\u0161\u00ed. Jeliko\u017e jde o kvalitativn\u00ed anal\u00fdzu, neexistuje \u017e\u00e1dn\u00e1 definitivn\u00ed a okam\u017eit\u00e1 odpov\u011b\u010f na ot\u00e1zku, v&nbsp;jak\u00e9 m\u00ed\u0159e se mus\u00ed t\u00e9ma odr\u00e1\u017eet ve va\u0161ich datech, aby mohlo b\u00fdt pr\u00e1voplatn\u011b pova\u017eov\u00e1no za t\u00e9ma. Opravdu neplat\u00ed, \u017ee pokud je p\u0159\u00edtomno v&nbsp;50 % datov\u00fdch polo\u017eek, bude to t\u00e9ma, av\u0161ak pokud je p\u0159\u00edtomno pouze ve 47 %, o t\u00e9ma ji\u017e nep\u016fjde. Rovn\u011b\u017e neplat\u00ed, \u017ee aby bylo n\u011bco t\u00e9matem, mus\u00ed se to z\u00e1sadn\u011b odr\u00e1\u017eet v&nbsp;mnoha datov\u00fdch polo\u017ek\u00e1ch, a tedy ne pouze v&nbsp;jedn\u00e9 nebo dvou v\u011bt\u00e1ch. T\u00e9matu m\u016f\u017ee b\u00fdt v\u011bnov\u00e1n v&nbsp;n\u011bkter\u00fdch datov\u00fdch polo\u017ek\u00e1ch zna\u010dn\u00fd prostor, zat\u00edmco v&nbsp;jin\u00fdch mal\u00fd nebo \u017e\u00e1dn\u00fd, p\u0159i\u010dem\u017e v&nbsp;datov\u00e9m setu m\u016f\u017ee b\u00fdt zastoupeno relativn\u011b m\u00e1lo. Pro vymezen\u00ed toho, co je t\u00e9ma, je tedy zapot\u0159eb\u00ed \u00fasudku v\u00fdzkumn\u00edka. Na\u0161e \u00favodn\u00ed rada v&nbsp;t\u00e9to z\u00e1le\u017eitosti: je dobr\u00e9 po\u010d\u00edtat s jistou m\u00edrou flexibility, nebo\u0165 rigidn\u00ed pravidla tady prost\u011b nefunguj\u00ed. (K ot\u00e1zce ohledn\u011b prevalence se vr\u00e1t\u00edme ve v\u011bci rozli\u0161en\u00ed na t\u00e9mata a podt\u00e9mata, nebo\u0165 v\u00fdsledkem f\u00e1ze pro\u010di\u0161t\u011bn\u00ed anal\u00fdzy (o tom v\u00edce pozd\u011bji) jsou \u010dasto celkov\u00e1 t\u00e9mata, je\u017e v&nbsp;sob\u011b zahrnuj\u00ed podt\u00e9mata.)<\/p>\n<p>D\u00e1le je t\u0159eba \u0159\u00edct, \u017ee \u201ekl\u00ed\u010dovost\u201c (<em>keyness<\/em>) t\u00e9matu nen\u00ed nutn\u011b odvisl\u00e1 od kvantifikovateln\u00fdch m\u011b\u0159\u00edtek \u2013 sp\u00ed\u0161e jde o to, zdali dan\u00e9 t\u00e9ma zachycuje n\u011bco d\u016fle\u017eit\u00e9ho v&nbsp;odpov\u011bdi na hlavn\u00ed v\u00fdzkumnou ot\u00e1zku. Nap\u0159. Victoria ve sv\u00e9m v\u00fdzkumu na t\u00e9ma reprezentace lesbick\u00fdch a gay rodi\u010d\u016f v&nbsp;26 talk show (Clarke a Kitzinger, 2004) identifikovala 6 \u201ekl\u00ed\u010dov\u00fdch\u201c t\u00e9mat. T\u011bchto 6 t\u00e9mat sice nutn\u011b netvo\u0159ilo soubor t\u00e9mat, je\u017e v&nbsp;dan\u00e9m datov\u00e9m setu p\u0159eva\u017eovala co do v\u00fdskytu \u2013 objevila se ve 2 a\u017e 22 talk show p\u0159i celkov\u00e9m po\u010dtu 26 po\u0159ad\u016f \u2013 spole\u010dn\u011b v\u0161ak zachytilo d\u016fle\u017eit\u00fd prvek ve zp\u016fsobu, j\u00edm\u017e lesby a gayov\u00e9 \u201enormalizovali\u201c sv\u00e9 rodiny v&nbsp;debat\u00e1ch po\u0159ad\u016f. V&nbsp;tomto p\u0159\u00edpad\u011b byla jej\u00ed tematick\u00e1 anal\u00fdza usm\u011br\u0148ov\u00e1na touto specifickou, analytickou ot\u00e1zkou. Zde je podstatn\u00e9, jak \u201em\u011b\u0159ila\u201c prevalenci, nebo\u0165 prevalenci lze ur\u010dit \u0159adou r\u016fzn\u00fdch zp\u016fsob\u016f. Prevalence byla po\u010d\u00edt\u00e1na na \u00farovni datov\u00fdch jednotek (ie, vezmu si d\u00edl\u010d\u00ed talk show, jednu po druh\u00e9 a pt\u00e1m se: objevilo se v&nbsp;n\u00ed dan\u00e9 t\u00e9ma, a\u0165 u\u017e kdekoli v&nbsp;n\u00ed?). Prevalenci mohla po\u010d\u00edtat rovn\u011b\u017e ve smyslu sumy mluv\u010d\u00edch, kte\u0159\u00ed artikulovali dan\u00e9 t\u00e9ma alespo\u0148 jednou v&nbsp;cel\u00e9 \u0161\u00ed\u0159i datov\u00e9ho setu, nebo jako sumu v\u0161ech d\u00edl\u010d\u00edch v\u00fdskyt\u016f t\u00e9matu v&nbsp;celku datov\u00e9ho setu (v souvislosti s&nbsp;t\u00edmto vyvst\u00e1vaj\u00ed komplikovan\u00e9 ot\u00e1zky, kde v&nbsp;r\u00e1mci del\u0161\u00edho \u0159et\u011bzce promluv \u201ep\u0159\u00edpad\u201c za\u010d\u00edn\u00e1 a kde kon\u010d\u00ed \u2013 viz Riessman, 1993). Jeliko\u017e prevalence nebyla ve Victoriin\u011b v\u00fdzkumu pro anal\u00fdzu d\u016fle\u017eit\u00e1, zvolila si tu nejp\u0159\u00edmo\u010da\u0159ej\u0161\u00ed variantu, av\u0161ak k&nbsp;tomu je nutn\u00e9 poznamenat, \u017ee \u017e\u00e1dn\u00e1 spr\u00e1vn\u00e1 nebo nespr\u00e1vn\u00e1 metoda po\u010d\u00edt\u00e1n\u00ed prevalence neexistuje. K flexibilit\u011b tematick\u00e9 anal\u00fdzy n\u00e1le\u017e\u00ed, \u017ee v\u00e1m dovoluje identifikovat t\u00e9mata (i jejich prevalenci) mnoha r\u016fzn\u00fdmi zp\u016fsoby. D\u016fle\u017eit\u00e9 je, abyste byli konzistentn\u00ed v&nbsp;tom, jak tyto \u00fakony prov\u00e1d\u00edte v&nbsp;r\u00e1mci konkr\u00e9tn\u00ed anal\u00fdzy.<\/p>\n<p>Vyjad\u0159ov\u00e1n\u00ed prevalence v&nbsp;tematick\u00e9 anal\u00fdze (ale i v&nbsp;jin\u00fdch kvalitativn\u00edch anal\u00fdz\u00e1ch) se \u0159\u00edd\u00ed r\u016fzn\u00fdmi \u201ekonvencemi\u201c, jejich\u017e v\u00fdstupem nen\u00ed nam\u011b\u0159en\u00e1 kvantita (na rozd\u00edl od v\u011bt\u0161iny obsahov\u00fdch anal\u00fdz, Wilkinson, 2000) \u2013 nap\u0159. se \u0159\u00edk\u00e1 \u201ev\u011bt\u0161ina participant\u016f\u201c (Meehan <em>et al.<\/em>, 2000: 372), \u201emnoho participant\u016f\u201c (Taylor a Ussher, 2001: 298) \u010di \u201en\u011bkolik participant\u016f\u201c (Braun <em>et al.<\/em>, 2003: 249). Takov\u00e9 deskriptory funguj\u00ed jako r\u00e9torick\u00e9 prost\u0159edky, kter\u00e9 navozuj\u00ed dojem, jako by t\u00e9ma <em>skute\u010dn\u011b<\/em> existovalo v&nbsp;datech, a p\u0159esv\u011bd\u010duj\u00ed n\u00e1s o tom, \u017ee o datech vypov\u00eddaj\u00ed cosi pravdiv\u00e9ho. Ale kolik n\u00e1m toho vlastn\u011b sd\u011bluj\u00ed? Toto je z\u0159ejm\u011b jedna z&nbsp;oblast\u00ed, kde je pot\u0159eba prohloubit debatu, konkr\u00e9tn\u011b pak o tom, jak a pro\u010d bychom m\u011bli prevalenci t\u00e9mat v&nbsp;datech vyjad\u0159ovat a zdali je prevalence n\u011bjak zvl\u00e1\u0161\u0165 d\u016fle\u017eit\u00e1, a jestli\u017ee ano, pak pro\u010d.<\/p>\n<p>&#8212; to be continued<\/p><p>Pokud pot\u0159ebujete poradit, nebojte se n\u00e1m ozvat&nbsp;<a href=\"https:\/\/prokrastinacnipohotovost.com\/index.php\/prokrastinacni-pohotovost-kontakt\/\" style=\"background-color: rgb(255, 255, 255);\"><mark>prost\u0159ednictv\u00edm kontaktn\u00edho formul\u00e1\u0159e<\/mark><\/a><br><\/p>\n<p><a href=\"#_ftnref1\">[1]<\/a> V\u00fdrazn\u011b podrobn\u011bj\u0161\u00ed v\u00fdklad tematick\u00e9 anal\u00fdzy nab\u00edz\u00ed Boyatzis (1998). Ten m\u00e1 ale podle n\u00e1s ur\u010dit\u00fd nedostatek v&nbsp;nep\u0159\u00edstupnosti \u010dten\u00e1\u0159\u016fm, kte\u0159\u00ed sch\u00e1z\u00ed obezn\u00e1menost s&nbsp;kvalitativn\u00edmi p\u0159\u00edstupy. Nav\u00edc se jedn\u00e1 o p\u0159\u00edstup, kter\u00fd se od na\u0161eho li\u0161\u00ed. Boyatzis sice uzn\u00e1v\u00e1 subjektivn\u00ed rozm\u011br tematick\u00e9 anal\u00fdzy, jeho p\u0159\u00edstup ale nakonec n\u00e1le\u017e\u00ed (by\u0165 \u010dasto implicitn\u011b) k&nbsp;paradigmatu positivismu a empirismu.<\/p>\n<p><a href=\"#_ftnref2\">[2]<\/a> V\u00fdklad \u201eanal\u00fdzy kvalitativn\u00edch dat\u201c v&nbsp;Dey (1993) tento bod do jist\u00e9 m\u00edry potvrzuje. Jeho autorovi v&nbsp;n\u011bm jde o to, aby ur\u010dil techniky sd\u00edlen\u00e9 v&nbsp;\u0161irok\u00e9m r\u00e1mci kvalitativn\u00edch metod a p\u0159edvedl, jak se \u201ekvalitativn\u00ed anal\u00fdza\u201c m\u00e1 d\u011blat. P\u0159itom jeho pohled na v\u011bc je p\u0159ev\u00e1\u017en\u011b tematick\u00fd, t\u0159eba\u017ee takto nen\u00ed charakterizov\u00e1n.<\/p>\n<p><a href=\"#_ftnref3\">[3]<\/a> N\u011bkte\u0159\u00ed auto\u0159i, nap\u0159. Potter (1997: 147-48), argumentuj\u00ed, \u017ee pro kvalitativn\u00ed metody, jako je DA, by nem\u011bly b\u00fdt vytv\u00e1\u0159eny \u017e\u00e1dn\u00e9 \u201erecepty\u201c, nebo\u0165 \u201epodstatn\u00e1 \u010d\u00e1st prov\u00e1d\u011bn\u00ed diskurzivn\u00ed anal\u00fdzy je um\u011bn\u00ed \u0159emesla [(<em>a craft skill<\/em>, MS)], cosi sp\u00ed\u0161e v duchu je\u017ed\u011bn\u00ed na kole nebo zji\u0161\u0165ov\u00e1n\u00ed pohlav\u00ed u ku\u0159at ne\u017e v&nbsp;duchu toho, kdy\u017e podle receptu va\u0159\u00edme jemn\u011b p\u00e1liv\u00e9 ku\u0159ec\u00ed Rogan Josh [&#8230;] Proto je to t\u011b\u017ek\u00e9 popsat a nau\u010dit se to.\u201c Ur\u010dit\u011b nepop\u00edr\u00e1me, \u017ee dovednosti pot\u0159ebn\u00e9 k proveden\u00ed kvalitativn\u00ed anal\u00fdzy, a\u0165 u\u017e jak\u00e9koli, je t\u0159eba se nau\u010dit, av\u0161ak jsou tac\u00ed, nap\u0159. McLeod (2001), kte\u0159\u00ed argumentuj\u00ed, \u017ee pokud nev\u011bnujeme pozornost \u201ejak\u201c anal\u00fdzy, ur\u010dit\u00e9 metody t\u00edm u\u010din\u00edme mysteri\u00f3zn\u00edmi (a t\u00edm z\u00e1rove\u0148 elit\u00e1\u0159sk\u00fdmi). Chceme-li naopak metod\u00e1m dodat demokratick\u00fd rozm\u011br a u\u010dinit je p\u0159\u00edstupn\u00fdmi \u2013 a v\u016fbec chceme-li kvalitativn\u00ed v\u00fdzkum v\u0161eho druhu u\u010dinit v\u00edce pochopiteln\u00fdm pro kohokoli, kdo se nevyzn\u00e1 v souvisej\u00edc\u00ed&nbsp;metodologii, a patrn\u011b takto i v\u00edce popul\u00e1rn\u00edm \u2013 mus\u00edme \u010dten\u00e1\u0159i poskytnout konkr\u00e9tn\u00ed rady, jak danou v\u011bc prov\u00e9st. D\u016fle\u017eitost v\u00fdukov\u00fdch postup\u016f, kter\u00e9 nepracuj\u00ed s \u201erecepty\u201c, nijak nezpochyb\u0148ujeme, ov\u0161em stoj\u00edme si za t\u00edm, \u017ee jakkoli \u201erecepty\u201c nutn\u011b uberou ur\u010dit\u00fdm metod\u00e1m na slo\u017eitosti, jsou d\u016fle\u017eit\u00e9, jestli\u017ee metody chceme u\u010dinit p\u0159\u00edstupn\u00fdmi.<\/p>\n<p><a href=\"#_ftnref4\">[4]<\/a> Podle Foster a Parker (1995) je psan\u00ed v prvn\u00ed osob\u011b jednou z cest, jak m\u016f\u017ee analytik svoji tv\u016fr\u010d\u00ed a aktivn\u00ed roli p\u0159iznat.<\/p>\n<p><a href=\"#_ftnref5\">[5]<\/a> Obsahov\u00e1 anal\u00fdza je dal\u0161\u00ed metodou, kter\u00e1 m\u016f\u017ee slou\u017eit k identifikaci vzorc\u016f nap\u0159\u00ed\u010d kvalitativn\u00edmi daty. Ostatn\u011b ob\u010das se ch\u00e1pe jako metoda, kter\u00e1 je tematick\u00fdm p\u0159\u00edstup\u016fm podobn\u00e1 (eg, Wilkinson, 2000). Obsahov\u00e1 anal\u00fdza se ale zpravidla orientuje na mikroskopi\u010dt\u011bj\u0161\u00ed \u00farove\u0148, \u010dasto pracuje s v\u00fdpo\u010dty (\u010detnost\u00ed) (Wilkinson, 2000) a umo\u017e\u0148uje kvantitativn\u00ed anal\u00fdzy p\u016fvodn\u011b kvalitativn\u00edch dat (Ryan a Bernard, 2000). Tematick\u00e1 anal\u00fdza se od n\u00ed li\u0161\u00ed v tom, \u017ee t\u00e9mata v n\u00ed <em>neb\u00fdvaj\u00ed<\/em> kvantifikov\u00e1na (jakkoli ob\u010das tomu tak b\u00fdt m\u016f\u017ee; a jak navrhuje Boyatzis (1998), tematick\u00e1 anal\u00fdza m\u016f\u017ee b\u00fdt pou\u017eita za \u00fa\u010delem p\u0159eveden\u00ed kvalitativn\u00edch dat na data kvantitativn\u00ed, je\u017e lze n\u00e1sledn\u011b zpracovat pomoc\u00ed statistick\u00fdch metod); typickou jednotkou anal\u00fdzy v&nbsp;p\u0159\u00edpad\u011b obsahov\u00e9 anal\u00fdzy je slovo \u010di fr\u00e1ze, zat\u00edmco u TA jde zpravidla o obs\u00e1hlej\u0161\u00ed celky textu.<\/p>\n<p>&nbsp;<span style=\"letter-spacing: 0em;\">\u00a9 2022 PP.&nbsp;|&nbsp;<\/span><span style=\"letter-spacing: 0em;\">Milan Soutor<\/span><\/p>\n<p><!-- \/wp:paragraph --><\/p>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Tematick\u00e1 anal\u00fdza je metoda, kter\u00e1 slou\u017e\u00ed k identifikaci, anal\u00fdze a reportov\u00e1n\u00ed vzorc\u016f (tj. t\u00e9mat) uvnit\u0159 dat. V\u00e1\u0161 datov\u00fd set organizuje jen zanedbateln\u011b a popisuje ho s d\u016frazem na bohatost detailu. \u010casto se v\u0161ak st\u00e1v\u00e1, \u017ee jde mnohem d\u00e1l ne\u017e do tohoto bodu, a to kdy\u017e interpretuje r\u016fzn\u00e9 aspekty t\u00e9matu v\u00fdzkumu.<\/p>\n","protected":false},"author":1,"featured_media":5648,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_theme","format":"standard","meta":{"om_disable_all_campaigns":false,"pmpro_default_level":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[103,102],"tags":[105,104],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v20.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Tematick\u00e1 anal\u00fdza - Pou\u017eit\u00ed tematick\u00e9 anal\u00fdzy v psychologii (p\u0159eklad)<\/title>\n<meta name=\"description\" content=\"Tematick\u00e1 anal\u00fdza je dnes \u0161iroce vyu\u017e\u00edvanou metodou anal\u00fdzy kvalitativn\u00edch dat. \u010cl\u00e1nek nab\u00edz\u00ed jej\u00ed srozumiteln\u00fd a kompetentn\u00ed v\u00fdklad.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/prokrastinacnipohotovost.com\/index.php\/2021\/12\/28\/pouziti-tematicke-analyzy-v-psychologii\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Tematick\u00e1 anal\u00fdza - 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