Imagery in research

Abstract

THE CONSIDERABLE growth of imagery-based research and use of visual methods that seek to engage children and young people has, over the past 20 years, generated widespread interdisciplinary and global interest. With improved use, these methods have made significant contributions to health and social sciences research methodology (Fraser et al 2004). One of the reasons frequently cited for using imagery based visual methods is that researchers want to enrich their research in the main qualitative approaches. For participants, one of the strengths of visual methods is that they have the potential to reduce power imbalances. In terms of adult researchers and children or young people, use of imagery is also felt to facilitate communication channels so that views, expressions and emotions can be explored in what is a potentially more comfortable, positive experience (Thomson 2008). However, despite this widespread growth and productive use, the evidence surrounding the different types of visual methods, techniques and analysis remains relatively under-explored. The options can be daunting, especially to novice researchers, when considering which techniques to use, skills needed, and process matters including ethics and handling and analysis of data. The two articles in the theme of imagery-based research in Nurse Researcher (January 2015) are sound contributions to the growing body of evidence. Lisa Whiting (2015) draws on a research study that used photo elicitation as a data collection method when conducting research with children of primary school age (nine to 11 years) to identify the assets underpinning children’s wellbeing. Vicki Cope (2015) has written a methodological paper which describes positively the use of the portraiture method and the relationship this approach may have with contemporary social science and positive psychology research. As they are reporting on different imagery based approaches, each article will be reviewed, and then conclusions drawn together.