Interpretative Phenomenological Analysis Research Articles

Perception of Non-Binary Social Media Users Towards Authentic Non-Binary Social Media Influencers.

This paper explores an authentic way for brands to connect with the non-binary community, an understudied and underserved audience. With a call for better representation, this study is the first to investigate what role non-binary social media influencers (SMIs) may play in filling this gap. Using Interpretative Phenomenological Analysis, non-binary social media users were interviewed on their perceptions, thoughts, and feelings of non-binary SMIs. Three superordinate themes were discovered: (1) Motivations for following non-binary SMIs, (2) Popularity Factors of non-binary SMIs, and (3) Representation of the community through non-binary SMIs. The findings may be paired with existing literature to provide a basis for future research on influencer marketing to the non-binary community.

“I came here and it flows”: An interpretative phenomenological analysis of low-income residents’ experiences with allotment gardening

“I came here and it flows”: An interpretative phenomenological analysis of low-income residents’ experiences with allotment gardening

"Is This the Family Path?": Understanding the Lived Experience of Motherhood for Women Who Have Lost Their Own Mother to Suicide.

For daughters who have lost their mother to suicide, resurgences of grief may occur, triggered by anniversaries, family occasions, and by entering motherhood. When these women become mothers, they must adjust to the joys and stressors of motherhood, without the emotional and practical support that a maternal grandmother would often provide. This study provides an in-depth qualitative exploration of the experiences of women who have experienced their own mother suicide. Semi-structured interviews were conducted with a purposive sample of five mothers who have experienced their mother suicide. Data were collected and analysed using Interpretative Phenomenological Analysis (IPA). Analysis revealed five group experiential themes: lacking a guiding maternal figure, navigating identity and expectations, carrying the legacy of maternal suicide, motherhood as healing, and the trajectory:is this the family path?. This study identifies key challenges and specific needs of mothers who have experienced their mother suicide.

The nonbinary god: Disaggregating spirituality and Christian religiosity among nonbinary Black womxn (NBBW).

This study examined how 11 nonbinary Black womxn (NBBW) in the United States experience and distinguish between spirituality and religion using an endarkened Black feminist decolonial paradigm and an Afro-Indigenous eco-womxnist cosmological theoretic framework. Data were from Project NBBW, a community-based participatory action research project led by Black sexual and gender minority womxn community members and researchers. We conducted individual semistructured interviews and examined participant's qualitative responses to the following research inquiry: How do NBBW perceive their relationship to spirituality and religion? Participants were 11 NBBW, aged 21-30, living in the United States. Participants identified as spiritual, not religious (n = 5); spiritual and religious (n = 4); and neither spiritual nor religious (n = 2). Using interpretative phenomenological analysis, we coconstructed six themes across participant responses. Themes about Christian religion specifically were as follows: (a) I was raised in the Christian tradition, (b) the "shoulds" of a "Black woman," and (c) oh, I'm going to do whatever I want because who did whatever they want? Jesus. Regarding spirituality, the themes were as follows: (a) God … you lowkey nonbinary, (b) in constant communication with both the universe and my ancestors, and (c) what would I have believed if we weren't colonized? Implications inform decolonial counseling practice and training, advocacy, and research for NBBW that untethers spirit(uality) from Christian hegemony. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Leaving Chinese internationalised schools: expatriate teachers’ experiences of career transitions

ABSTRACT The Chinese international education landscape is dominated by nontraditional international schools that are affected by many issues, such as commercialisation, weak leadership, pedagogical challenges, faculty divides, and high turnover. Although teacher mobility in international schools has received much scholarly attention, the Chinese context remains understudied, and expatriate teachers’ experiences of career transitions have rarely been addressed. This qualitative, phenomenological study aimed to explore how expatriate teachers experience career transitions as they leave employment in Chinese internationalised schools. A purposefully selected sample of three mid-career expatriate teachers with differing career destinations contributed insights through two interviews conducted a year apart. Transition theory guided the research question: How do expatriate teachers experience the stages of a career transition, moving in, moving through, and moving out? Data were analysed using interpretative phenomenological analysis to emphasise participants’ individual experiences before seeking generalisation. Data interpretation was framed by the 4 S’s of the transition framework (situation, self, support, and strategies), the push–pull model, and the two-factor theory of motivation. Participants’ reasons for leaving included the schools’ work environments, China as the host country, and personal circumstances. The career exits involved uncertainty and anxiety, but participants employed strategies to alleviate the burden of their transitions. The findings corroborate the turnover factors identified in the extant literature, evidence the recent developments within the Chinese international education industry and raise questions about the changing job market for expatriate educators.

Leveraging mutually shared knowledge through translanguaging in EMI classrooms: combining multimodal conversation analysis with interpretative phenomenological analysis

Abstract Recent research has examined how teachers utilize translanguaging to tap into students’ out-of-school knowledge and students’ prior learnt content knowledge to scaffold students’ learning of new content knowledge. This study addresses a research gap by examining how teachers can maximize the utilization of mutually shared knowledge, which is not accessible to individuals outside the classroom community, through translanguaging to consolidate students’ content learning. The data is derived from a larger project conducted in Hong Kong secondary English-Medium-Instruction mathematics classrooms. Multimodal Conversation Analysis (MCA) is employed to analyse classroom interactions, triangulated by video-stimulated-recall interviews analysed with Interpretative Phenomenological Analysis (IPA). I argue that establishing a translanguaging space allows teachers to capitalize on the shared sociocultural knowledge intrinsic to classroom communities, which shapes content instruction and forges meaningful relationships with students. I also highlight the significance of combining MCA with IPA to gain a deeper understanding of specific translanguaging moments and the reasoning behind incorporating mutually shared sociocultural knowledge into classroom interactions, which cannot be attained solely through the description of interactional sequences.

Patient’s psychological experiences during and after recovery from COVID-19 pandemic: a phenomenological study in Pakistan

BackgroundCOVID-19 is a transmissible and infectious disease with symptoms similar to pneumonia, ranging from moderate to severe. This study investigated the psychological experiences of patients both during their illness and after their recovery.MethodsThe study employed purposive sampling and semi-structured interviews to gather insights from 13 COVID-19 survivors (7 women and 6 men). Interpretive Phenomenological Analysis was used to analyze the interview transcripts. Participants ranged in age from 22 to 62 years.ResultsThe analysis identified seven main themes of psychological experiences during the illness, each with several sub-themes. Key themes included denial of the disease, uncertainty about the illness, and psychological distress, which had sub-themes of depression and stress. Other themes included death anxiety, perceived social stigma (with loneliness as a sub-theme), exposure to infection (with restrictions as a sub-theme), and coping strategies (which encompassed active coping and avoidant coping). For experiences post-recovery, two main themes emerged, with eight sub-themes. The first was post-traumatic growth, which included attachment to God, acceptance of death, gratitude (toward God), trust in interpersonal relationships, gratitude toward people, and the significance of life. The second theme was delayed resilience, which involved recovery from insomnia and post-COVID psychological distress.ConclusionThe study concluded that surviving COVID-19 involves significant psychological challenges both during the illness and after recovery. These insights are valuable for psychologists and counselors in addressing the emotional and mental health needs of COVID-19 patients.

‘You’ve gotta be a man and be strong’: Pakistani fathers’ experiences of perinatal loss

ABSTRACT Aims/Background Although women physically experience pregnancy, and grief might manifest differently, both mothers and fathers are affected similarly by perinatal loss. Research has predominately focused on Caucasian men, with the experiences of men from ethnic minority groups not researched. In the UK, the Pakistani community has one of the highest rates of perinatal loss, therefore this research aimed to explore the experiences of perinatal loss in Pakistani men. Design/Method Five Pakistani men who experienced perinatal loss, sometime between four months to eight years ago, were recruited via posters placed at NHS maternity and mental health services, a third sector service, and social media. Semi-structured interviews were used, and transcripts analysed using Interpretative Phenomenological Analysis. Results/Conclusion Three Group Experiential Themes with a total of six group level subthemes were identified: ‘A rollercoaster of emotions: from shock and distress to having hope’, ‘The hidden experience of baby loss as a Muslim man’, and ‘The felt stigma of baby loss in the Muslim community’. Perinatal loss results in ever-changing emotions, with a shift from shock to sense making through religion. Perinatal loss was considered a hidden experience, with men masking emotional responses by a desire to be seen as strong and supportive. The felt stigma of perinatal loss was discussed in the context of silenced conversations and a disconnection between religion and community. Further research is needed to consider different experiences of perinatal loss such as time frames since loss, having children prior to or after a loss, and other Muslim subgroups.

The Importance of Gratitude and Hope for Coping in Times of Adversity: An Interpretative Phenomenological Analysis of the Meaning of Strength-Based Approaches for Survivors of Sexual Violence and Those Who Supported Them During the COVID-19 Pandemic

Whilst previous studies have begun to provide information regarding the benefits of gratitude and hope in relation to sexual violence survivors (SVS), the current understanding of how this facilitates coping is still limited and subject to narrow methods of inquiry. The purpose of this study was to explore how gratitude and hope impacted the well-being of three SVS and three support staff at Chester Sexual Abuse Support Services (CSASS) and is an important area for exploration due to the additional adversity of the recent COVID-19 pandemic. Data from semi-structured interviews were analysed using interpretative phenomenological analysis revealing two superordinate themes directly related to gratitude and hope. Understanding strengths-based strategies adopted by SVS and those who support them is critical when considering times of adversity. We, therefore, highlight how our findings might be used in future research and practice contexts.

Investigating the determinants of perceived shame in young adults with paternal substance use disorder in Pakistan: A phenomenological study

Background Substance use disorder profoundly affects not only the individuals with the condition but also their family members, particularly children. The impact on children can be long-lasting, influencing their development and well-being throughout their lives. The study explored the determinants of perceived shame in young adults with paternal substance use disorder in Pakistan. Method Eight young adults aged 20–30 with paternal substance use disorder were selected through a purposive sampling technique for this study. A phenomenological research design, with interpretative phenomenological analysis, was used to gain an in-depth and comprehensive perspective. Semi-structured interviews were conducted with the participants. Result Two master themes with respective two sub-themes along with 40 codes were identified i.e., personal distress (psychological problems and existential crises) and social and relational issues (social problems and interpersonal turmoil). Conclusion Shame is the dominant factor that young adults with paternal substance use face. The study highlighted that these young adults face many personal, social, and relational issues that intensify their feelings of shame. This study may assist mental health professionals in developing effective strategies to decrease the feeling of shame in young adults affected by paternal substance use disorder.

Patient-centred care and technical challenges during polytrauma imaging - Experiences from radiography students.

Patient-centred care (PCC) is essential in radiography for polytrauma patients emphasising empathy, clear communication, and patient well-being. Polytrauma patients require tailored imaging approaches, often involving multiple modalities. Managing and handling these patients during imaging are key components of radiography training to develop the necessary competencies. This study aimed to explore the experiences of third- and fourth-year radiography students in applying PCC during the imaging of polytrauma patients. A qualitative interpretive phenomenological design was employed to capture the in-depth experiences of third and fourth-year radiography students at the University of Namibia. The study utilised purposive sampling to select participants. Data were collected through face-to-face semi-structured interviews, recorded and transcribed for interpretive phenomenological analysis. Trustworthiness was ensured through credibility, dependability, confirmability, and transferability measures. Twenty-one students (3 males, 18 females; 10 third-year, 11 final-year) participated. Three interpretive themes shaped the findings: Compassionate Patient Care, reflecting students' commitment to balancing technical accuracy with empathy while managing personal fears; Professional Challenges in Polytrauma Imaging, highlighting emotional trauma, technical challenges, and communication barriers as central obstacles; and Professional Transformation Through Collaboration, illustrating how teamwork and reflective practice fostered growth, confidence, and resilience. The findings highlight the human and transformative nature of students' experiences in imaging polytrauma patients. This study highlights radiography students' experiences imaging polytrauma patients, emphasizing compassionate care, professional challenges, and collaborative growth. The interplay between technical skills, emotional resilience, and relational competence underscores the need for curricula that address patient-centred care, adaptive problem-solving, and emotional resilience to prepare students for clinical challenges. Radiography curricula should incorporate emotional resilience training, patient-centred care principles, and adaptive problem-solving to enhance students' preparedness for real-world clinical challenges.

Transformative learning in community healthcare practicums: Impact on nursing students’ professional development

This study explores the transformative learning experiences of nursing students during community health practicums, focusing on how these experiences shape their understanding and professional development in healthcare settings. Grounded in Mezirow’s transformative learning framework, this qualitative study employs Interpretative Phenomenological Analysis (IPA) to examine participants’ lived experiences, particularly their emotional and ethical challenges in real-world healthcare environments. Eighteen final-year nursing students, selected for their involvement in community health practicums, participated in semi-structured interviews. The participants, aged 19–21 years (with an average age of 20.68 years), comprised predominantly female students (88.88%). These students were chosen based on their exposure to complex healthcare challenges within the community healthcare context. The study identified four key themes. The first theme, Emotional Dilemmas Requiring Empathy and Professionalism, explores how students faced emotionally intense situations and developed essential emotional regulation skills. This theme highlights their ability to balance empathy with professionalism and navigate family disagreements in care decisions. The second theme, Ethical Dilemmas in Patient Care, addresses the ethical challenges students encountered, including decisions related to patients with limited recovery potential and respecting patients’ autonomy when they declined treatment. Through these experiences, students refined their ethical reasoning and decision-making capabilities. The third theme, Navigating Roles and Responsibilities within Community Healthcare Teams, examines how students clarified their roles within multidisciplinary teams, improving their communication and collaboration skills. This theme emphasizes the growth in confidence and adaptability as students engaged in team-based care. The fourth theme, Resource Allocation Ethics in Community Healthcare, discusses the challenges posed by resource limitations. Students developed critical thinking and adaptability as they navigated ethical dilemmas related to resource constraints, particularly in home visits and access to care. Through these experiences, students critically reassessed their beliefs, refined their ethical decision-making, and developed emotional intelligence and problem-solving strategies. Reflective practices, including journaling, played a key role in bridging theoretical knowledge with experiential insights, further enhancing adaptability and relational understanding. The findings underscore the significance of integrating transformative learning principles into nursing education. Structured experiential and reflective practices foster critical thinking, emotional regulation, and interprofessional collaboration, thereby preparing nursing students to address the challenges of contemporary healthcare with professionalism and ethical integrity.

Interpretative phenomenological analysis of guidance advocates’ online counseling experiences

IntroductionIn order to document and understand the lived experiences of guidance advocates navigating transactional distance in education, this phenomenological study examined the experiences of advocates in the Philippines.MethodsThis study examined how clients and guidance advocates interact in online learning environments, with a particular emphasis on the experiences of eight individuals who underwent online counseling (OC). These individuals provided firsthand experiences that elaborated the phenomenon.ResultsThe study, which has its roots in Transactional Distance Theory (TDT), finds interesting connections between the variables and the experiences of the individuals. Among these variables are: (i) discourse that mirrors the exchanges between a counselor and a client; (ii) framework, which includes OC dynamics and changing communication requirements; and (iii) learner autonomy, which stands for the involvement of clients in online learning.DiscussionA community-based framework for developing students is formed by these variables. The data shared by participants reveal complex issues as they struggle with the limitations and realities of applying standards in multimodal counseling sessions. This change emphasizes how important it is for students to have a strong support system. The study, which focused on guidance advocate-client relations, took inspiration from the eight participants’ OC experiences. The mechanisms that promote a reciprocal, technology-mediated kind of communication are central to this emerging structure.

Methodological Considerations for the Use of Longitudinal Interpretative Phenomenological Analysis in Healthcare Research

Longitudinal Qualitative Research (LQR) aims to chronicle individuals’ lives in real-time, offering a “qualitative movie” of their unfolding experiences, focusing on the dynamic interplay of continuity and change. The rising interest in LQR has led to methodological advancements, with LQR being combined with established methodologies. Among these, Interpretative Phenomenological Analysis (IPA) has stated to engage with longitudinal design. IPA’s unique focus on idiography, phenomenology and hermeneutics can be particularly fruitful when engaging with temporal dimensions. Yet, applying longitudinal design to any qualitative study is complex; it requires thoughtful consideration of how we embed temporal lenses through the whole study cycle and goes beyond collecting data 'more than once’. The literature on the implications of embedding longitudinal design in IPA methodology is still developing. In particular, the considerations related to embedding temporality when approaching data collection have not yet been explored in detail. In this paper, we reflect on key considerations and strategies when conducting data collection as part of longitudinal IPA. We focus on the balance between flexibility and continuity when collecting data across sequential waves of data collection, and on the extent to which researchers explicitly engage with participants in uncovering continuity and change throughout their studies, which we discuss in turn. We do that by drawing on published papers, complemented by our own experience using IPA and LQR to illustrate the methodological dilemmas. By doing this, we hope to provide valuable insights for researchers considering the use of IPA and LQR and to facilitate an understanding of how these features can be integrated effectively throughout the research process.

“I felt like I was missing ‘me’": Long-term experiences of intrapersonal loss, grief, and change in adults with an acquired brain injury

ABSTRACT Experiences of loss and change following acquired brain injury (ABI) are frequent and multi-contextual, yet the long-term experiences of people with ABI are not well understood. This study explored the experiences of intrapersonal loss, grief and change in people with ABI, a decade after their injury. Twelve adults with ABI were interviewed 10–13 years post-injury. Using interpretative phenomenological analysis, we identified four overarching themes: a dawning realization of the impact of injury; loss of personhood; loss and liminality; and learning to live with loss and grief. Our findings indicate that in the decade following ABI, people continue to develop awareness of the impact of their injury and experience oscillating acceptance towards enforced changes. Participants reported a diminished sense of agency and autonomy in how they were perceived by and interacted with following injury. Additionally, identity may be lost, suspended, and renegotiated. Findings suggest dynamic, active, and flexible coping strategies that continue to be present over the long term. Considering the persistent nature of the injury and the evolving needs of the individual, a longer term view of rehabilitation outcomes may be required, contextualised by relational and intrapersonal challenges that may present over the longer term.

N31 Stress after an Ulcerative Colitis diagnosis: examining factors causing or alleviating stress in Ulcerative Colitis using Interpretative Phenomenological Analysis

Abstract Background Stress significantly affects disease flares and quality of life in people with ulcerative colitis (UC), with over 25% of individuals experiencing symptoms of anxiety or depression irrespective of disease activity.1–3 However, there is limited research on the specific stressors introduced by a UC diagnosis. This study aims to explore how stress is experienced following diagnosis and identify factors affecting it. Methods Ten UC patients participated in online semi-structured interviews about their experience of stress and coping during their first year post-diagnosis. The group included 7 females and 3 males, aged 16-76, with 9 being treated in England and 1 in Scotland. Nine participants were white. All had high scores on Cohen’s Perceived Stress Scale before interview and were diagnosed with UC within the last 6 years, with 7 diagnosed in the past year. The interviews were audio-recorded and analysed using Interpretative Phenomenological Analysis to capture individuals’ unique perspective on this period and synthesise these insights into Group Experiential Themes.4 Results Initial analysis reveals a complex relationship between stress, resilience and UC, encompassing emerging themes including: 1. UC interrupts life 2. Disconnect between personal experience and clinical characterisation of UC 3. Emotion intrinsic to UC experience 4. Information is a double-edged sword 5. Healthcare’s mixed effect on stress 6. Attitude is important 7. Communication is integral to managing stress 8. Reliance on others Conclusion These preliminary findings provide a foundation for exploring further the stressors that UC and its treatment place on individuals. While those affected developed various strategies to cope, the support provided by others (including healthcare professionals) plays a significant role in both alleviating and exacerbating stress levels. There is a pressing need to expand and improve resources for individuals newly diagnosed with UC and those who support them to help understand and navigate the challenges the stress of the condition presents.

Social Practices of Literacy and Numeracy Through Culturally Responsif Teaching (CRT) Approach in Sociology Learning

Purpose of Study: This study aims to identify social practices of literacy and numeracy using the CRT approach in Sociology learning. Methodology: This research uses a descriptive qualitative approach with a phenomenology type. The data source consists of focus group discussion (FGD) results, observation, and document analysis. FGD involves sociology teachers in Soloraya, with the purposive sampling technique used to select informants. Observation was carried out directly by observing the sociology learning process in the class. Document analysis includes teaching modules, sociology learning gain, student worksheets, and other learning sets. Data validity was tested using source and method triangulation. Data analysis was done using Interpretative Phenomenology Analysis, encompassing four stages: bracketing, intuiting, analyzing, and describing. Main Findings: The result of the research shows that teachers get a support system from government regulation, the Merdeka Mengajar platform, the learning community, the supervisor, and the subject teacher working group. Each of the parties plays a role that supports CRT-based literacy and numeracy learning. The learning activity can be identified in three things. Firstly, teachers hold the authority to accustom the students to using numeric data in the context of local culture. Secondly, teachers integrate numeric data from local cultures to make learning more relevant and contextual. Thirdly, teachers create an inclusive learning environment by accommodating numeric data in the context of local culture. Novelty/Originality of Study: By applying CRT, sociology teachers teach literacy and numeracy skills and help students see the relevance of these skills in understanding and participating in social change.

Echoes of loss: An interpretive phenomenological study of the expressions of childhood bereavement after the death of a parent, in bereaved adults spousal and parental relationships

This qualitative study explored the long-term effects of childhood bereavement after the death of a parent on adult spousal and parental relationships. Using interpretative phenomenological analysis, we conducted in-depth interviews with nine Israeli adults who lost a parent in childhood. The study drew on the dual process model of coping with loss to examine how early loss of a parent is expressed through adult relationships. Three main themes emerged from the data: 1. perceptions of the early loss of a parent as trauma; 2. hypersensitivity and anxiety regarding further abandonment; and 3. ‘live life to the fullest: restoration-oriented coping as growth stemming from a traumatic loss’, which highlights possible posttraumatic growth. These findings contribute to our understanding of the complex, long-term impacts of childhood loss of a parent on adult relationships, describe some of its emotional mechanisms, and offer insights and clinical implications for clinicians and researchers working with bereaved individuals.

P1055 Refusing Stoma-Forming Surgery: Preliminary Findings from an Interpretative Phenomenological Analysis of Patients with Inflammatory Bowel Disease

Abstract Background Stoma-forming surgery (SFS) is often viewed as a last resort for managing severe Inflammatory Bowel Disease (IBD), encompassing Crohn’s Disease (CD) and Ulcerative Colitis (UC) (1). Despite its potential life-saving benefits, many patients refuse this intervention due to psychological, social, and cultural factors. While substantial research has explored the experiences of individuals living with a stoma, less is known about the perspectives of those who decline this procedure (2,3). This study investigates the decision-making process and lived experiences of IBD patients who refuse SFS. To explore the psychological, social, and contextual factors influencing IBD patients’ refusal of SFS and to understand how they navigate their disease while rejecting this treatment option. Methods Using Interpretative Phenomenological Analysis (IPA), semi-structured interviews were conducted with seven adult IBD patients (3 men, and 4 women) who declined SFS. Participants were recruited from a gastroenterology department and online forums. Interviews focused on their disease experience, decision-making processes, and perceptions of life with and without a stoma. Verbatim transcripts were analyzed to identify emergent themes. Results Preliminary analysis revealed four main themes: 1. Personal Perception: Fear of lifestyle changes, social stigma, and surgery; mixed feelings of acceptance and coping. 2. External Factors: Influences from healthcare professionals, diagnosis, and treatment processes. 3. Educational Gaps: Inadequate or improper information provided about SFS. 4. Hope: Optimism for disease remission and new treatment options. A recurring observation was a tendency towards “magical thinking,” where patients avoided discussing SFS to deny its existence. Despite rejecting surgery, participants expressed ambivalence and ongoing struggles with their decision. Conclusion Patients’ refusal of SFS is multifaceted, influenced by personal biases, external circumstances, and a lack of tailored education. Addressing these concerns through comprehensive psychological support and patient-centered communication may improve decision-making and treatment outcomes for this vulnerable population.

A study of psychological violence in intimate partner relationships among university students: a mixed-methods research

The aim of this study is to examine university students’ attitudes and experiences regarding psychological violence in intimate partner relationships in the context of attachment styles, gender roles, and parasocial interactions. In this study, a mixed-methods research design, specifically the explanatory sequential design, was employed. In the quantitative phase, the attitudes of 508 university student participants towards dating violence were examined with structural equation modeling in terms of attachment styles, parasocial interaction levels and gender roles perceptions. In the qualitative phase, semi-structured interviews were conducted with 14 university students who had experienced psychological violence in their romantic relationships, and the interviews were analyzed with the interpretive phenomenological analysis method. According to the conducted structural equation model, anxious attachment and avoidant attachment predict attitudes towards female psychological dating violence, while anxious attachment predicts attitudes towards male psychological dating violence. In the qualitative phase, the analysis revealed four main themes concerning perceptions of attachment styles: self, attitudes in relationships, evaluation tendencies in relationships, and relationship maintenance styles. Regarding perceptions of gender roles, two main themes emerged: gender equality and relationship roles. Media interactions yielded three main themes: interaction engagement, social learning effects, and the role of media within relationships. Lastly, perceptions of romantic relationship experiences were organized into four main themes: relationship encounters, relationship expectations, relationship issues, and dating violence. The findings suggest that people’s attachment styles, gender roles and interactions with different media channels are effective in their attitudes and experiences towards psychological violence in dating. The results emphasize that personal and social patterns are important in attitudes towards dating violence and that further studies on this subject should be increased.