Using Naturally Occurring Data in Qualitative Health Research

Preface The preface of the book will set the stage for the reader, while offering some context and direction for the book. It will discuss the general issues that are presented throughout the book, define key terms, and illustrate why and how the book is a useful resource for students, practitioners, and academic scholars who do or are interested in qualitative research. The preface will introduce the structure of the book and highlight key, pedagogical features utilised throughout.

Chapter 1: Naturally occurring data in qualitative health research This chapter will open with a general introduction to qualitative health research and highlight some of the key debates about the value of qualitative work in the field of health. The main focus of this chapter will be to introduce the reader to key definitions around data sources/types and show what does and does not constitute naturally occurring data. Typically naturally occurring data is contrasted with researcher-generated data and the distinction will thus be clarified within this chapter, with multiple examples included throughout. Further, there are some key debates around data types in the research field, as well as some tensions, and thus these will be laid out in the chapter. Examples will be used throughout to help the reader in differentiating between the various types of data. Thus, the chapter will be structured broadly as follows:

Introduction to qualitative health research

Why health research needs process data

What is naturally occurring data?

What is researcher-generated data? Pedagogical features In addition to the general pedagogical features included in all of the chapters, such as the 'notable point' boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader's learning. For example, an activity designed to challenge their understanding of what naturally occurring data is will be featured, with examples

Nikki Kiyimba, DClinPsy, PhD, is a Consultant Clinical Psychologist and the Director of Clinical Services for a specialist trauma centre. She works clinically with both adults and children. Nikki is also a senior lecturer at the University of Chester and works as the Programme Leader for the MSc in Therapeutic Practice for Psychological Trauma. Her research interests are in qualitative research and in using discourse and conversation analysis to study therapeutic interactions. Specifically, she has research interests in child and adolescent mental health and trauma, and in mental health assessments. She has published several articles related to these topics, such as exploring questions from practitioners and strategies for engaging children and young people. She has recently co-authored a book on engaging in mental health research with children and adolescents; Doing mental health research with children and adolescents: A guide to qualitative methods. London: Sage. 

Jessica Nina Lester, PhD, is an Associate Professor of Inquiry Methodology (Qualitative Methodologies/Methods) in the School of Education at Indiana University, US. Much of her research is positioned at the intersection of discourse studies and disability studies. Jessica co-edited a book focused on performance ethnographies and co-authored a book focused on the use of digital tools across the qualitative research process. She also co-authored a research methods textbook and is the co-editor of The Palgrave handbook of child mental health: Discourse and conversation studies and The Palgrave handbook of adult mental health: Discourse and conversation studies. She has most recently published in journals such as Qualitative Inquiry and Discourse Studies. Jessica also sits on the editorial boards of several journals, including Disability Studies Quarterly, Qualitative Research in Psychology, and Education Policy Analysis Archives. She is also the recipient of the

"The authors aim the book at "a wide range of audiences, including those from clinical, social and academic backgrounds," such as clinical practitioners, graduate students, trainee clinicians, academic scholars, and undergraduate/postgraduate students with an interest in qualitative research. ... it is a practical book with examples and resources (suggested readings)." (Lynne M. Kuhl, Doody's Book Reviews, June 21, 2019)