EMOTIONS & REFLEXIVITY IN HEALTH & SOCIAL CARE FIELD RESEARCH Edited by Helen T. Allan & Anne Arber Emotions and reflexivity in Health and Social Care Field Research Helen T. Allan • Anne Arber Editors Emotions and reflexivity in Health and Social Care Field Research Editors Helen T. Allan Anne Arber Middlesex University University of Surrey London, UK Guildford, UK ISBN 978-3-319-65502-4 ISBN 978-3-319-65503-1 (eBook) https://doi.org/10.1007/978-3-319-65503-1 Library of Congress Control Number: 2017956091 © The Editor(s) (if applicable) and The Author(s) 2018 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and trans- mission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Cover illustration: PhotoAlto sas / Alamy Stock Photo Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Helen would like to dedicate this book to her students who have been a delight to supervise (mainly) and provided her with huge learning opportunities over the years. Anne would like to dedicate this book to all the healthcare practitioners who have supported her and to her family Mick, Ruth, Ian and Morgane. Foreword In this book, Helen Allan and Anne Arber bring together a unique mix of their own and their students’ experiences of doctoral research and supervision. They combine accounts of the student and supervisor jour- ney to tell a story in which emotions, reflexivity and relationships play a key role in the production of new knowledge. They highlight the impor- tance of relationships at all levels and challenge us to see our emotions as a resource rather than a risk as they take us behind metaphorical closed doors to reveal the crafting of a thesis by supervisor and student. We are given a lexicon with which to recognise and name emotions as a part of the supervision process rather than hide them. Reflexivity is the essential tool which enables us to do this as illustrated by the studies presented in the book. Each chapter encourages the reader to consider emotions as a topic for research, as data and as an empirical tool which involves reflex- ivity as ‘a reaction to an emotion’. The process of supervision, being in the field, data collection and anal- ysis create a matrix of relationships between student and supervisor; researcher and participants; data collection and analysis; practitioner- researcher, which enrich and enhance the research. As all authors reflect ‘the practitioner-researcher moves between the different ways of being in a more dynamic way’ while for Helen and Anne ‘guiding students to learn how to process feelings and then with those feelings as students learn more and more expertly to process their fieldwork experiences and vii viii Foreword to debrief events’ are at the very heart of supervision. We are also reminded how important it is to learn to gauge the level of emotional engagement with research participants. These insights highlight the book’s importance in naming and making visible the tacit skills involved in supervising and undertaking doctoral research. In this regard, Sarah Li reminds us of the importance of keeping a research diary in which thoughts and feelings can be documented and shared between supervisor and student. I was also reminded of the sociologist C. Wright Mills’ advice to beginning students that by ‘keeping an adequate file and thus developing self- reflective habits you learn how to keep your inner world awake’ (Wright Mills, 1959: 197). He also urges students to ‘build up the habit of writ- ing’ and use ‘observation and daily experience’. C. Wright Mills’ view that ‘social science is the practice of a craft’ is apparent in the range of topics presented in the book and the juxtaposi- tion of theory, methodology and more specifically phenomenology, psy- choanalysis and ethnography to illuminate emotions. One of the ways students learn to practise their craft is through the development of researcher-participant relationships which take many forms during the doctoral process. For example, Nicola Ayers discusses the effects of work- ing in a different culture and country; Kit Tapson describes researching marginalised and difficult-to-reach young people and the need to sensi- tively manage their anxiety and aggression during data collection while being mindful of her own safety; Tam Cane tells us that research with participants with HIV-related infertility generated tensions associated with being both a researcher and a social worker as well as her personal concern about parenthood; for Ginny Mounce, it was the need to have ‘sustained involvement’ over time with her participants which presented her with emotional challenges. Nicola and Tam’s examples suggest the emotionally laden reasons why particular study topics are chosen in the first place while Kit and Ginny’s examples draw attention to the ‘emo- tional labour’ required to navigate their way through sensitive field relations. The book’s success is its ability to give new insights and encourage reflection and critique of past and present research on emotions. Emotional labour is just one example of a theory the authors consider. First described by sociologist Arlie Hochschild in 1983 to describe ‘ people work’ in the service sector, emotional labour still remains an intriguing Forewor d ix and innovative middle-range theory for naming emotions and the pro- cesses involved in managing them. In the intervening decades, emotional labour has been subject to scrutiny and critical refinement resulting in a variety of interpretations and applications to nursing, midwifery, medi- cine, social and care work. Reading Nicola’s, Tam’s, Kit’s and Ginny’s accounts evoked memories of my own doctoral research, and early days in the field when during interviews with students, I first experienced care as labour through the language they used and the feelings they expressed which conveyed a sense of the sheer emotional work required. One student explained that she came into nursing to care for people. She said: ‘I expected to care for them in pain and when they were dying. What I didn’t expect was that the system doesn’t always let me do it in the way I want to’. Students were more likely to feel this way on wards where the sisters managed hierarchically and produced negative emotional labour, which made them feel frightened, anxious and stressed. The ward sister/charge nurse was identified as the key person who set the emotional tone for the caring climate on the ward. As one student explained: ‘[I]f sister cares then I don’t need to take the whole caring atti- tude of the whole ward on my shoulders’ (Smith, 1992, 2012). Helen and Anne flag up ‘the difficulty of being alive to emotions in the field’ and in particular those associated with ‘sorrow, loss, disappoint- ment or grief’ all of which are reflected in the above accounts. In recent years, psychologists have suggested that a diverse array of emotions can be reduced to four essentials, which include happiness, sadness, fear/sur- prise, anger/disgust (Jack et al., 2016). Naming happiness is a useful reminder that emotions may not always be ‘burdensome’. To conclude, I refer to the classic anthropological novel Return to Laughter (Bowen, 1954), which I read over 33 years ago while undertak- ing my doctoral fieldwork. The novel came to mind while reflecting on and writing this foreword. The author lived for a year in a remote Nigerian village when she was a young anthropologist and ethnographer. She describes the anxieties and dilemmas, but also the enriching experience of living in two cultures, the isolation of being the only European, learning a new language, acknowledging social mores and developing the sensitiv- ity required to sustain good field relations while maintaining her boundaries to enable her to collect data, write field notes and conduct analysis. The author (Laura Bohannan) wrote under a ‘nom de plume’ x Foreword (Elenore Smith Bowen) to protect her academic credibility (given the low regard, such a qualitative account would have had within the academic community of the time) and to protect her participants. Bowen’s story further highlights the importance of taking gender, race and ethnicity into account while in the field. When asking myself why I remembered Return to Laughter after more than 30 years, I attributed this to the powerful emotional resonances I experienced when reading Helen, Anne, Sarah, Nicola, Kit, Tam and Ginny’s chapters, stimulating me to reflect and remember a book I had read so long ago. This is a sign Helen, Anne and their co-authors have written not only a good book but an invaluable book which recognises and uses emotions and reflexivity to practise the craft of health and social research. It is also a book about the doctoral journey and supporting supervisors and students to pass on their craft and their knowledge to future generations Nursing Studies Pam Smith University of Edinburgh, Edinburgh, UK July 8, 2017 References Bowen, S. E. (1954). Return to laughter. New York: Harper and Brothers. Hochschild, A. R. (1983). The managed heart: The commercialisation of human feeling. Berkeley, CA: University of California Press. Jack, R. E., Sun, W., Delis, I., Garrod, O. G. B., & Schyns, P. G. (2016). Four not six: Revealing culturally common facial expressions of emo- tions. Journal of Experimental Psychology: General, 145(6), 708–730. Mills, C. W. (1959). The sociological imagination: Appendix on Intellectual Craftsmanship. Oxford: Oxford University Press. Smith, P. (1992). The emotional labour of nursing: How nurses care. Basingstoke: Palgrave Macmillan. Smith, P. (2012). The emotional labour of nursing revisited: Can nurses still care? (2nd ed.). Basingstoke: Palgrave Macmillan. Preface As contributors and editors to this book, we believe that emotions and reflexivity are integrally linked as emotions motivate us to reflexivity; this is a central theme of the book. This book is a collaboration between aca- demic supervisors (the editors) and some of our doctoral students. We, alongside Sarah Li, are experienced ethnographers/Ph.D. supervisors and have (over the years) spent many hours discussing reflexivity and emo- tions in research between ourselves and with our students in health and social care settings. We’ve written this book for doctoral students and their supervisors and deliberately chosen to incorporate both sides of the doctoral supervision relationship: both students and supervisors. The book draws on our work as ethnographers interested in emotions when conducting fieldwork. The first chapter is written as an introduction to reflexivity and emotions. Chapter 2 identifies a natural history of a Ph.D. study with an introduc- tion to reflexivity in the researcher and supervisor relationship during an ethnography conducted in palliative care settings in the UK. Chapters 3 and 4 are ethnographies conducted in the fertility clinic discussing hid- den emotions and palliative care settings discussing the dual identity as a researcher and a practitioner and the challenges that brings to field work. Chapters 5–8 are written by recently completed Ph.D. students. All chapters draw on field work undertaken as a part of doctoral studies where contributors draw on emotional reflexivity at key points in the xi