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Secondary Traumatic Stress in RHDs
Even though the Diagnostic and Statistical Manual of Mental Disorders-V
does not explicitly name secondary traumatic stress as a diagnosis,
the effects-intrusion, avoidance, negative change in cognition and mood,
and change in arousal-are described in the criteria for Post-Traumatic
Stress Disorder.
Finally, we developed analytic memoranda during the interview process. During
interviews, we captured key moments and points and noted any times when the participant
felt uncomfortable during the interview. In particular, we created these memos
to highlight when a person really enjoyed or felt uncomfortable discussing a particular
aspect of the situation or their response. Analytic memos proved useful in refamiliarizing
ourselves with the data before analyzing the data.
Analytic Strategy
Before beginning our data analysis, each interview was transcribed verbatim by a transcription
service, and then we independently checked the transcription against the recording
and reconnected with study data. After distributing interview transcripts to
each participant, asking for any amendments, we debriefed thoughts, observations,
and reflections as a research team.
After we completed these pre-analysis steps, we began a more systematic approach
to data analysis relying on Saldaña's (2015) work for coding. We conducted first-cycle
descriptive coding, which summarizes the basic topic of a data passage. In application,
we read through interview transcripts and coded key points (e.g., affirmed plans,
changed career plans) about how participants expressed the influence of these situations
on career plans. As this process unfolded, we developed a codebook with definitions,
descriptions, and examples for each code. Next, we used second-cycle pattern coding
where the goal is to bundle and to link connected ideas together into larger themes
(Saldaña, 2015). The findings represent the results of our first- and second-cycle coding.
Trustworthiness
In this study, we used several measures to improve trustworthiness and qualitative
validity (Jones et al., 2022). First, we used member checking after interviews were
transcribed. Second, we used thick, rich descriptions to the extent allowable within
the journal guidelines. Third, we created analytic memos that highlighted the salient
takeaways from each interview. Fourth, we collaboratively developed the codebook and
reviewed each other's coding application. Any discrepancies were discussed and remediated.
Finally, we considered our positionalities during study design, data collection,
and the analysis and presentation of findings.
Researcher Positionality
Milner's (2007) work on researcher positionalities informed our discussion about
" who can and should conduct research with and about people . . . [educational researchers]
should be actively engaged, thoughtful, and forthright regarding tensions that can
96 The Journal of College and University Student Housing

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