An exploration of the possibility for secondary traumatic stress among transcriptionists: a grounded theory approach

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.

KEYWORDS:

• Coping
• distress
• emotional impact
• qualitative
• secondary traumatic stress
• transcriber
• transcription
• trauma

Acknowledgements

We would like to thank all of our participants for taking the time to express their views through an interview.

Additional information

Notes on contributors

Nikki Kiyimba

Michelle O’Reilly (Senior Lecturer) works for the Greenwood Institute of Child Health, having a role across the Department of Psychology and the Department of Sociology. She also provides research support to Leicestershire Partnership NHS Trust. Her research interests are in child mental health and qualitative research methods, with a particular focus on using discourse and conversation analysis.

Michelle O’Reilly

Nikki Kiyimba is both a Chartered Clinical Psychologist and a Senior Lecturer at Chester University. She has experience with working with children in care, children of prison inmates, and children at risk of school exclusion. Her research interests are in using discourse and conversation analysis to study therapeutic interactions with adults and children.