A qualitative investigation of the relationship between psychosis, positive discontinuous experiences, and spiritual or religious beliefs

• Main Author: Marriott, Michael
• Other Authors: Rowse, Georgina ; Thompson, Andrew
• Published: University of Sheffield 2007
• Subjects: 616.89
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444276

Literature Review: This review seeks to describe some of the ways that individuals describe their psychotic experiences as shown in 23 papers that have used inductive qualitative methodology. The analyses presented by these papers is synthesised into a possible framework with seven types of theme; Identity Development and Negotiation, Attributions and Explanations for Experiences, Social Context, Emotional Reaction, Timescale, Coping Strategies, and Control. Issues of quality control and study design within qualitative methodologies are discussed. Research Report: This study aims to explore the relationship between people’s psychotic experiences, their explanations, and their spiritual/religious beliefs. Qualitative methodology was used to analyse the transcripts of semi-structured interviews with 8 participants who could be described as having experienced psychosis. The phenomenology of psychotic-type experiences seemed related to people’s sense of self and their explanations for the world and their experiences. Spiritual explanations for experiences beyond consensual normality were often used for both positively and negatively appraised experiences. All types of explanation were characterised by sophisticated reasoning, including testing of explanations and biological alternatives. Individuals are concerned with hiding both their experiences and their explanations. Clinicians and services should encourage sharing and acceptance of individual’s explanations for their experiences that might draw on religious frameworks and positive experiences. Critical Reflection: The project’s conception and conduction are reflected upon with reference to the author’s personal beliefs and the learning that has followed.