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Title: An exploration of the possibility for secondary traumatic stress amongst transcriptionists : A grounded theory approach
Authors: O'Reilly, Michelle J.
Kiyimba, K.
First Published: 7-Nov-2015
Publisher: Taylor & Francis (Routledge)
Citation: Qualitative Research in Psychology, 2015
Abstract: While there is a small, growing literature considering the psychological safety of researchers, little attention has been paid in the qualitative literature to the wellbeing of transcriptionists. Transcriptionists play an integral and essential role in qualitative research but are often overlooked in terms of the emotional impact of the work. Using grounded theory methodology, transcriptionists were interviewed to ascertain their experiences of their role. Findings indicated that transcriptionists experienced emotional distress and feelings of helplessness. Analysis of the data demonstrated that transcriptionists did have some coping strategies, but also expressed an additional need to discuss their feelings. Furthermore analysis revealed that the lack of safeguarding protocols for the profession made the role even more challenging. The emergent core category identified was that there was a risk of secondary traumatic stress for transcriptionists. Recommendations were made for additional safeguarding of transcriptionists through the introduction of a research team approach.
DOI Link: 10.1080/14780887.2015.1106630
ISSN: 1478-0895
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © Taylor and Francis 2015. This is an Accepted Manuscript of an article published by Taylor & Francis in Qualitative Research in Psychology on 07 Nov 2015, available online: doi: 10.1080/14780887.2015.1106630
Description: The file associated with this record is under a 12-month embargo from publication in accordance with the publisher's self-archiving policy, available at The full text may be available in the publisher links provided above.
Appears in Collections:Published Articles, College of Medicine, Biological Sciences and Psychology

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