Lifeline & Analysis

We returned to the lifeline method during the third interview, presenting young people with their original lifeline and asking them to consider whether and how their plans had changed. We also asked whether and how the exercise had had an impact on them [see Thomson, R. and Holland, J.(2002) ‘Imagined Adulthood: Resources, plans and contradictions,’ Gender and Education, 14 (4): 337-350]. Again, this was recorded, transcribed and coded in the normal way. Analysis was conducted at two levels: as part of integrated case data and independently through cross-cut content analysis [ Thomson, R. and Holland, J.(2002) ‘Imagined adulthood: Resources, plans and contradictions,’ Gender and Education, 14 (4): 337-350].