The Professional Counselor | Volume 13, Issue 2 134 The goal of transcendental phenomenology is to describe the essential structures of the participants’ lived experiences around a particular phenomenon (Barnes, 2003) as opposed to analyzing data for the purpose of generalization to broader populations. It can be conceptualized as a “science of examples” (Van den Berg, 1955, as cited in Farrell, 2020, p. 5). Therefore, recruitment of participants is based on finding diverse participants whose lived experiences illustrate the phenomenon being studied. Published studies utilizing a phenomenological methodology have utilized samples ranging from three (Pretorius & Hull, 2005), to six (McCaig et al., 2012), to many more. We felt we achieved saturation with the seven participants given the breadth and diversity of their adoption experiences. Data Collection Measures Qualitative research inquiries are emergent, making interviews and semi-structured interviews common methods of data collection (Levitt et al., 2021). We developed four foundational interview prompts to frame our interviews based on our initial meetings to develop the research protocols and on our literature review. The foundational interview prompts were designed to ground the interviews in the phenomenon of study and to allow space for semi-structured exploration based on participants’ responses. Prior to beginning interviews with our participants, we engaged in an epoche process (Moustakas, 1994), by having Meyer (an adoptee herself) answer the foundational interview prompts. Meyer’s responses were analyzed and referenced throughout the data analysis process. We then conducted phenomenological semi-structured interviews individually with each participant. The four foundational interview prompts were: 1) describe your experience with adoption and how it has played out in your life, 2) recount your experiences with counseling related to adoption, 3) tell me how your adoption narrative has influenced your perceptions of loss and grief, and 4) share how you feel your grief has been or not been expressed over your adoption-related losses. The semi-structured interviews supported flexibility and helped ensure the participants could fully share their stories (Levitt et al., 2021). Thus, the semi-structured interviews helped us understand the participants’ adoption stories and their experiences with grief, loss, and counseling. We conducted and recorded interviews via Zoom video conferencing technology. Then we manually transcribed the recorded interviews into transcripts via Microsoft Word. For participant anonymity, the assigned pseudonyms were used during the transcription process. After the transcription and data analysis, all video recordings were destroyed to protect participant confidentiality, and only the pseudonyms were utilized in the manuscript. Data Analysis We initiated thematic analysis by following Moustakas’s (1994) process of phenomenological reduction to analyze the data. Thus, we each explored and analyzed our unique experiences with adoption that allowed us to transcend any presumptions regarding the phenomenon being studied by implementing the concept of epoche (Moustakas, 1994). As noted earlier and regarding closeness with adoption, Meyer was adopted as an infant, Elliott has adopted a child, and Wiggins has no experience with adoption. Therefore, the thematic analysis and epoche process included Meyer’s answers to the research questions. Lastly, the examination of our experiences with the phenomenon were considered in the research findings as part of the transcendental phenomenology view of researchers and participants working together as “co-researchers” (Creswell, 2013; Moustakas, 1994). We transcribed the interviews and analyzed the participant phrases via an Excel spreadsheet to ascertain themes. Then, we engaged in an initial holistic reading of each interview transcript to allow ourselves to be attuned to each participant’s words. Next, we performed a line-by-line reading and formulated a list of “significant” statements and grouped them into “meaning units” (Creswell, 2013).
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