JCPSLP Vol 21 No 2 2019 DIGITAL Edition

Table 1. Demographic information relating to (parent) interviewees

Parent 1 (PA1)

Parent 2 (PA2)

Parent 3 (PA3)

Parent 4 (PA4)

Age of child at entry to original research*

4;1

3;6

4;4

3;7

Time (in months) from entry to original study till interview

41

41

39

39

Gender of (parent) interviewees

F

F

F

F

Language/s spoken at home

English

English

English

English (main) Dutch

Family structure at home (includes child in original study)

Partner 2 children

Partner 3 children

Partner 2 children

Partner 4 children

Employment status**

Studying FT

Working FT

Working FT

Working PT

*Unicomb et al. (2017) ** FT = full-time; PT = part-time

was obtained from four of the five potential participants prior to the interviews proceeding. Demographic information about the participants and their children can be found in table 1. Data collection All interviews were conducted face to face with each parent, and recorded using a Sony ICD-PX820 digital audio-recorder. The interviews took place at the University of Newcastle’s speech pathology clinic (all participants lived within 45km from this clinic). Interviews were conducted between 39 and 41 months after the children’s entry into the original study (m = 40 months), and the mean length of interviews was 34 minutes (range 22–43). At the time of the interview all children had completed treatment and been subsequently discharged from the clinic. The interviews were conducted by a member of the research team who had no previous contact with either the parents or children. An interview guide was used to ensure that the aims of the research would be met. Broad interview questions and probes (if required) fell into four sections: (a) The experience

(the parents’ stories); (b) Deeper reflection (how the parents felt it went); (c) What does it all mean?; and (d) Where to from here? These sections/questions/probes were informed by relevant previous literature in the area, and also the work of Kolb (1984) on experiential learning. Each interview was transcribed verbatim using previously reported transcription conventions (Edwards & Lampert, 1993). Data analysis Transcriptions were coded for themes using thematic analysis (TA; Braun & Clarke, 2006). Patterns (themes) were identified inductively and without reference to previous literature or coding frames. An inductive framework for analysis aims to derive meaning directly from participants’ data rather than testing a preconceived hypothesis (Hodkinson, 2008). Analysis took place in an iterative manner using the six phases described by Braun and Clarke (2006). To summarise, these six phases involve the following steps: (a) familiarisation with the data; (b) generation of initial codes; (c) searching for themes; (d) reviewing the themes; (e) naming the themes; and (f) writing

Table 2. Summary of main findings and example coding structure

Main theme

Subthemes

Example initial codes

Theme 1:

My journey as a parent

The onus is on me

Coming to clinic for my child to be “fixed” Feeling nervous Feeling responsible Feeling empowered It’s a big commitment The impact I have on treatment Child’s progress as motivation Fatigue related to treatment delivery Enjoying one-on-one time with child

Keeping things on track

Learning about me

I’m proud of my child and myself Learning to: let go of control; be more relaxed; be more patient; be more positive Strengthened parenting skills

Initial concerns

Most concerned about the stutter No prior knowledge of stuttering or SSD Unable to identify whether stuttering or SSD Improved carer–child relationship Improved carer–child communication

Noticing a difference

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JCPSLP Volume 21, Number 2 2019

Journal of Clinical Practice in Speech-Language Pathology