Journal of LGBT Issues in Counseling

ISSN: 1553-8605 (Print) 1553-8338 (Online) Journal homepage: http://www.tandfonline.com/loi/wlco20

Proposing an Initiative Research Methodology for

LGBTQ+ Youth: Photo-Elicitation and Thematic
Analysis

Jennifer A. Smith, Rafe Mccullough, Claire Critchlow & Melissa Luke

To cite this article: Jennifer A. Smith, Rafe Mccullough, Claire Critchlow & Melissa Luke
(2017) Proposing an Initiative Research Methodology for LGBTQ+ Youth: Photo-Elicitation
and Thematic Analysis, Journal of LGBT Issues in Counseling, 11:4, 271-284, DOI:
10.1080/15538605.2017.1380557

To link to this article: https://doi.org/10.1080/15538605.2017.1380557

Published online: 22 Nov 2017.

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JOURNAL OF LGBT ISSUES IN COUNSELING
, VOL. , NO. , –
https://doi.org/./..

Proposing an Initiative Research Methodology for LGBTQ+

Youth: Photo-Elicitation and Thematic Analysis
Jennifer A. Smitha , Rafe Mcculloughb , Claire Critchlowa , and Melissa Lukec
a
Department of Applied Psychology and Counselor Education, University of Northern Colorado, Greeley,
Colorado, USA; b Department of Educational Leadership, Lewis and Clark College, Portland, Oregon, USA;
c
Department of Counseling and Human Services, Syracuse University, Syracuse, New York, USA

ABSTRACT KEYWORDS
A framework for approaching lesbian, gay, bisexual, transgen- LGBTQ+ youth;
der, queer+ (LGBTQ+) youth is presented that honors their voice. methodology;
This methodology utilizes participant-driven photo elicitation as a photo-elicitation; thematic
analysis
qualitative data collection method, and then integrates thematic
analysis. A brief review of current literature is provided to outline
gaps, which establish the need to expand effective research meth-
ods with LGBTQ+ youth. Photo elicitation is explained with dis-
cussion specific to use with LGBTQ+ youth. Thematic analysis is
identified and explained as an analytic approach. Challenges of
implementing this methodology are discussed with attention to
ethical concerns.

Repeated calls to address the unique needs of lesbian, gay, bisexual, transgender,
queer, questioning, intersex, and ally youth (LGBTQQIA) and queering educa-
tional systems and research methodologies exist (Allen, 2015; Goodrich & Luke,
2014; Lapointe, 2016). Scholars have been asked to approach research within the
LGBTQQIA communities with questions such as, “What can this research do?” and
“How can one’s evolving identity be included and validated?” instead of focusing
on what the research is to be through fixed identity or concepts (Talburt, 2006).
The process of queering includes the openness and flexibility of embracing evolv-
ing, changing identities and concepts within the lesbian, gay, bisexual, transgender,
queer, questioning, pansexual, gender nonconforming, and nonbinary (LGBTQ+)
communities and decenters dominate narrative imposed upon these marginalized
groups. LGBTQ+ youth will be the term used in this article to attempt to include
all identities, fluid and fixed. The voices of LGBTQ+ youth, especially those who
identify outside of lesbian, gay, and bisexual, remain under-represented and this
article presents one methodology that offers the potential to shift that. Photo elici-
tation is one research method that has been found to effectively queer research with
LGBTQ+ youth (Joy & Numer, 2017).

CONTACT Jennifer A. Smith JenniferA.Smith@unco.edu Department of Applied Psychology and Counselor

Education, University of Northern Colorado, Campus Box , Greeley, CO , USA.
©  Taylor & Francis Group, LLC
272 J. A. SMITH ET AL.

This article provides a plausible and effective framework for approaching

LGBTQ+ youth through research, which validates their voice and reduces the
likelihood of institutionalized adultism (Singh, 2013) through a creative initia-
tive research methodology. Adultism is defined as the oppression of young people
through means of preventing access to participation in society (DeJong & Love,
2013). This methodology employs participant-driven photo elicitation (Harper,
2002) as a qualitative data collection method and then utilizes thematic analy-
sis (Boyatiz, 1998; Braun & Clarke, 2006) as a qualitative data analysis method.
Addressed in this article is a brief review of current literature to assist readers in
understanding the current climate for LGBTQ+ youth and to set the stage for gaps
that undergird the need to expand effective research methods with LGBTQ+ youth.
Photo elicitation (Harper, 2002) is explained, with discussions specific to its use with
adolescents, marginalized populations, and then LGBTQ+ youth. Readers will gain
understanding of how this data collection method serves LGBTQ+ youth. The-
matic analysis (Boyatiz, 1998; Braun & Clarke, 2006) is identified and explained as
an approach to data analysis. Challenges of implementing this methodology with
LGBTQ+ youth are presented and discussed with attention to ethical concerns.

LGBTQ+ youth
The importance of meeting the needs of LGBTQ+ youth is illustrated by the grow-
ing evidence of health inequities and inequalities (Sherriff, Hamilton, Wigmore, &
Giabrone, 2011). LGBTQ+ youth face threats related to discrimination, negative
societal reactions (e.g., homophobia, transphobia, genderism, and heterosexism),
lack of support from families, harassment in employment and educational settings,
and access to finances, housing, and health care (Gonzalez & McNulty, 2010; Kosciw,
Greytak, Giga, Villenas, & Danischewski, 2016; Luke & Goodrich, 2015; Sherriff
et al., 2011). Overt and covert discrimination may lead to LGBTQ+ youth expe-
riencing feelings of isolation (Sadowski, Chow, & Scanlon, 2009). The intersection
of a doubly marginalized identity can present additional challenges for LGBTQ+
youth of color, as further isolation when reaching out to communities may be expe-
rienced due to navigating multiple “isms” such as racism, genderism, heterosex-
ism, and adultism, and researchers should not assume community among groups
for those reasons (Farmer & Byrd, 2015). Researchers must recognize the impor-
tance of using accurate terminology to honor participants’ intersectional identities
(Griffith et al., 2017). Research has just begun to explore this, and methods that meet
the needs of LGBTQ+ youth are needed. This article offers one research approach
that integrates youth’s intersectional identities by creating openness and flexibility
with LGBTQ+ youth participants driving the data, which allows for them to present
their whole selves, including fluid and fixed identities.
Gender-diverse youth report having experienced rejection by peers and family
along with criticism, ostracism, and bullying, which can lead to social and psycho-
logical distress (Adelson & The American Academy of Child and Adolescent Psychi-
atry Committee on Quality Issues, 2012). LGBTQ+ youth have shared experiences
 JOURNAL OF LGBT ISSUES IN COUNSELING 273

with reporting homophobic and transphobic incidents to adults, and those reports
were not taken seriously as acts of bullying (Sherriff et al., 2011), which reinforces
messages of silence within these marginalized groups. Repeated experiences such
as these may inhibit the future engagement of LGBTQ+ youth with mental health
services or in research opportunities, especially those that do not actively diminish
power differential, provide space for fluid or queer identities, or integrate nonverbal
means of recalling experiences and memories.
Although the literature is saturated with data related to victimization and neg-
ative outcomes for LGBTQ+ youth, their strengths and resilience are of equal
importance. Youth who were provided freedom to self-define their gender identity
and experience connectedness within their community displayed resilience (Singh,
Meng, & Hansen, 2014). Support from micro- to macrosystems have been found
as protective factors to LGBTQ+ youth (Goodrich, Harper, Luke, & Singh, 2013;
Luke & Goodrich, 2015). Researchers and practitioners are called to see LGBTQ+
youth holistically, not just as identities who experience increased victimization and
decreased mental wellness. Researchers need to allow participants to self-define
their identities and select appropriate terminology to minimize assumptions about
the participant’s identity, to facilitate participants’ ability to determine their own
identity, and to honor the power and meaning terminology may have to partic-
ipants (Griffith et al., 2017). Although researchers have begun to consider this
when designing and conducting research with LGBTQ+ youth, there have been few
methodological developments that take this into consideration.
Researchers need to understand that not all gender identities and affectional
orientations fit into predetermined boxes, nor are all identities static, and by
limiting participants we are oppressing their identities (Bosse & Chiodo, 2016;
Farmer & Byrd, 2015). At times, this presents on demographic questionnaires, in a
well-intended interview probe, through binary, heteronormative, or trans-exclusive
verbiage in a survey or assessment. Binaries (e.g., man/woman, gay/straight) per-
petuate silence of marginalized identities and limit individuality or, worse, ignore
the whole person (Farmer & Byrd, 2015). Competent researchers validate the full
spectrum of identities by not limiting samples to binaries. Counselors in practice as
well as counselor educators conducting research who attempt to invalidate or change
a person’s gender identity are acting incompetently and unethically, which may be
life threatening for the participant and detrimental to the relationship (ALGBTIC
Transgender Committee [ALGBTIC], 2010). Although researchers have called for
youth’s nonbinary and fluid identities to be included, the focus has remained on
strengths and victimization of lesbian, gay, bisexual, and transgender youth or the
ways in which heteronormativity surfaces in schools (Allen, 2015).
Binaries are known to be oppressive, or at minimum limiting and exclusive
(Allen, 2015; Bosse & Chiodo, 2016; Farmer & Byrd, 2015; Plummer, 2011).
Research methodology that embraces and validates nonbinary, or queer and fluid,
identities is needed and currently lacks. Photo elicitation (Harper, 2002) meets
this need in research. Little exists that integrates photo elicitation as a data col-
lection method specific to LGBTQ+ youth (Allen, 2015; Joy & Numer, 2017); yet
274 J. A. SMITH ET AL.

the literature is replete with the use of photo elicitation with other marginalized
youth (Aschermann, Dannenberg, & Schulz, 1998; Clark, 1999; Clark-Ibanez, 2004;
Epstein, Stevens, McKeever, & Baruchel, 2006; Meo, 2010).

Photo elicitation
Harper (2002) defined photo elicitation as the simple idea of including a photo-
graph in a research interview. It is argued that the use of images elicits a different
kind of information from participants because of the visual part of the brain is acti-
vated in a way that words alone cannot activate, thus evoking deeper elements of
consciousness and memory (Aschermann et al., 1998). Within photo elicitation,
there is a continuum of how images are used in data collection with preexisting
artifacts being at one end and intimate dimensions of the social generated by the
participant at the other. Harper (2002) stated the latter end of the continuum allows
interviews to connect core definitions of the self to society, culture, and history.
Photo-elicitation methods have been documented as a stand-alone methodology
as well as supplemental to other methodologies, such as ethnography and construc-
tionism in sociology and anthropology where it originated (Clark-Ibanez, 2004).
Participant-driven photo elicitation, a data collection process that includes par-
ticipant photographs and in-depth interviews in qualitative research, empowers par-
ticipants’ involvement in what is studied. Photo elicitation as a method has many
distinct advantages, including tapping participants’ implied and metaphorical con-
nections with real, tangible visual representations, eliciting richer, more complex
ideas and information (Van Auken, Frisvoll, & Stewart, 2010). Another advantage of
this method is enhancing participants’ recall of memories that are difficult to access
or verbalize and bringing them to the surface. Photo-elicitation methods also stim-
ulate engagement between researcher and participant, as well as increase trust and
rapport building, leading to new perspectives (Croghan, Griffin, Hunter, & Phoenix,
2008; Van Auken et al., 2010). When participants take the photographs, as opposed
to the researcher, the focus of the research remains on the participants’ perspectives
and their responses to their environments (Epstein et al., 2006). The use of a social
constructionist perspective to explore identity through photo-elicitation methods
combines verbal and visual forms of self-presentation, which allows individuals a
greater scope for presenting complex and fluid versions of the self (Croghan et al.,
2008), and this aligns with needs in research for LGBTQ+ youth.

Adolescents and photo elicitation

Photo-elicitation methods are developmentally appropriate to integrate adolescent
perspectives as they can empower youth participants through increased engage-
ment in the data collection process, diminish the power difference by keeping the
interview focused on the adolescent participant, and make rapport easier between
young people and adults because there is a visual focal point for both to connect
(Clark-Ibanez, 2004). Adolescents want to be respected and perceived as mature
 JOURNAL OF LGBT ISSUES IN COUNSELING 275

and capable by adults (Martin, Romas, Medford, Leffert, & Hatcher, 2006). Adoles-
cents want adults to see them as active, autonomous participants in the relationship.
Researchers should provide adolescents with opportunities to take an active role in
the relationship, and photo elicitation provides an avenue for this to happen. Use of
photo elicitation helps to remove researcher bias and allows young people to make
decisions about the images they capture and what meaning they make of the images
(Zambon, 2005). Adolescents are able to engage in conversations about their pho-
tos, which reflect unique, personal significance to them, rather than the perspective
of the adult researcher who is an outsider. Photo elicitation offers a youth-driven
mechanism for in-depth, meaningful data generation while building rapport.
The use of participant-driven photo-elicitation methods increase adolescents’
sense of personal control and ability to reflect upon the meanings of their own
photographs (Clark, 1999). For young people, verbal language can be limiting and
outside of their sociolinguistic repertoire, which affects the value of interviews and
limits the kinds of issues researchers can explore (Clark, 1999; Epstein et al., 2006).
As adolescents can sometimes have difficulty expressing themselves verbally or in a
traditional interview format, photo elicitation can be beneficial in helping to clarify
ambiguous subject matter or a topic that may be emotionally charged or socially
taboo (Croghan et al., 2008). Photo-elicitation methods have been widely used
with youth in various settings such as urban schools (Clark-Ibanez, 2004), bullying
(Walton & Niblett, 2013), and with grieving children (Stutey, Helm, LoSasso, &
Kreider, 2016).

Photo elicitation with marginalized groups

Another distinct advantage of photo elicitation as a method is that it helps reduce
power, class, and knowledge differentials between researcher and participant (Van
Auken et al., 2010). For this reason, it may be a particularly good fit for research with
disempowered or disenfranchised groups. Photo elicitation has assisted in estab-
lishing an egalitarian relationship between researcher and participants experienc-
ing chronic homelessness, which enabled the necessary capital for participants to
more confidently share their experiences (Packard, 2008). Another study explored
migrant women’s experiences of safety in ethnically inclusive and exclusive spaces
using participant-driven photographic methods and found the use of photography
in data collection elicited more information from the participant than would oth-
erwise be evident to others who are not members of the participants’ socioethnic
groups (Giritli-Nygren & Schmauch, 2012).
Photo-elicitation has also been utilized with adolescent groups who are sub-
ject to stigma and discrimination, such as youth with autism spectrum disorder
(Hill, 2014) and chronic illness (Hanghøj, Boisen, Schmiegelow & Hølge-Hazelton,
2016). The aforementioned researchers remarked on how photo elicitation pro-
vided young people a way to communicate abstract experiences more concretely and
more easily verbalize powerful narratives. Further, the images allowed researchers
to gain deeper insight into young people’s experiences and identity constructions.
276 J. A. SMITH ET AL.

Photo elicitation has been intentionally selected by researchers because it is uniquely

suited for research with disenfranchised, vulnerable, or marginalized populations
(Power, Norman, & Dupré, 2014).

LGBTQ+ youth and photo elicitation

Social stigma against gender and sexual minority persons continues to exist, and
experiences with stigmatization and oppression extend to LGBTQ+ youth with
their intersecting marginalized identities (D’Augelli, Grossman, & Starks, 2006;
Gonzalez & McNulty, 2010). Authentic, affirming, relational connections with non-
parent adults are crucial assets for the well-being of LGBTQ+ youth (Sadowski et al.,
2009). Further, the need for research methods that remove or at least mitigate adul-
tism and enable exploration of identity intersectionality are needed for LGBTQ+
youth (Singh, 2013).
The Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counsel-
ing (ALGBTIC) developed two sets of competencies: One provides a framework
for building safe, supportive, and caring relationships with transgender clients, and
another supports LGBTQQIA persons; both of which are reported as applicable to
children and adolescents (ALGBTIC, 2010). Within the competencies, researchers
are urged to be aware that mental health has a history of pathologizing LGBTQ+
individuals and thus should choose research approaches that are more affirming
and reduce discrimination. Further, the competencies request that research meth-
ods are applied that serve to create positive change in the lives of LGBTQ+ indi-
viduals. It is specifically stated researchers should involve transgender-identified
individuals and attend to and be reflective of their lived experiences. That said, to
date researchers continue to note difficulties in obtaining adequate representation
with their samples. Researchers should be aware of personal values, gender bias,
and heterosexism and seek to address these in research with LGBTQ+ individuals.
Related, ALGBTIC and the Association for Assessment and Research in Counsel-
ing collaborated on Standards of Care for Research and Standards of Care for Assess-
ment with LGBTQ+ persons (Griffith et al., 2017). Although photo elicitation was
not central to these documents, the standards endorse the use of research meth-
ods that promote social change and improved quality of life for LGBTQ+ individu-
als and diminish structural inequalities that perpetuate bias or stereotypes to these
communities. Photo elicitation has great potential for positively affecting LGBTQ+
communities because it directly elicits the worldviews and perspectives of its
participants.
LGBTQ+ youth are often depicted as oppressed victims with negative life out-
comes (Institute of Medicine, 2011; Kosciw et al., 2016), and even in framing qual-
itative interview questions to LGBTQ+ youth participants, the tendency may be
to emerge from a place of victimization or deficit. Photo elicitation is a viable
method for including LGBTQ+ adolescent perspectives because the participant-
driven nature of this method allows for the centering of narratives of marginal-
ized voices to define and depict their own views on the world around them
 JOURNAL OF LGBT ISSUES IN COUNSELING 277

and their relationships to it. Joy & Numer (2017) explored the benefits of queer
advocacy groups in a university setting using photo elicitation. They posit that
visual research techniques, like photo-elicitation, are useful in the examination of
identities that are socially stigmatized because the images allow for a deeper under-
standing and humanization of the participants. Allen (2015) was able to explore
the complexity of lesbian relationships within constraining heteronormative school
environments through photo elicitation, which allowed participants to express expe-
riences from intimacy and closeness to unsafe and harassed. Fobear (2016) explored
the experiences of gay, cisgender, refugees from South Asia pursuing political asy-
lum in Canada based on his sexual orientation. Through photo elicitation, the
researcher gained an understanding of the ways in which cultural and sexual minor-
ity refugees foster a sense of home and belonging despite significant marginalization
and discrimination. Through photo elicitation, the researcher was able to capture
the nuanced “queerness” of lived experiences of past trauma and pain, love and loss,
with the sense of hopefulness and desire, thus creating a more holistic portrayal of
queer lives.
Photo elicitation offers a participant focused data collection method and is sup-
ported in the literature as such (Epstein et al., 2006; Harper, 2002). However, ana-
lytic methods vary widely between researchers from those who purport it as an all-
inclusive methodology to those who utilize analytic methods such as ethnography,
participatory action research, or thematic analysis. This article recommends the-
matic analysis to accompany photo elicitation to make the process of researching
with LGBTQ+ youth more tangible and concrete, and less theoretical. Although
researchers may not be trained to utilize photo elicitation as a data collection tool,
many qualitative researchers have an understanding of and familiarity with thematic
analysis. As such, the implementation of photo elicitation and subsequent thematic
analysis is not much of a stretch considering these researchers’ prior education and
experience.

Thematic analysis
Thematic analysis (Boyatiz, 1998; Braun & Clarke, 2006) is a commonly utilized
method for data analysis in the social and behavioral sciences, as well as education.
Braun and Clarke (2006) report the data analysis method to be accessible and flexi-
ble, making it adaptable across disciplines, theoretical frameworks, and populations.
Within the LGBTQ+ literature, thematic analysis has been implemented when aim-
ing to understand the disclosure process of transgender identity within friendship
(Galupo, Krum, Hagen, Gonzalez, & Bauerband, 2014), identifying factors in adap-
tation and transition experienced by Latino immigrant gay men (Morales, Corbin-
Guiterrez, & Wang, 2013), and among many others.
Thematic analysis (Boyatiz, 1998) allows researchers to preserve units of data
that identify meaning (Saldana, 2013), instead of meaning disintegration that can
result from other analytic methods when data is pulled apart. Boyatiz (1998) sum-
marized the four stages of data analysis as (a) sensing themes, (b) doing it reliably,
278 J. A. SMITH ET AL.

(c) developing codes, and (d) interpreting the information and themes. These stages
guide researchers throughout the data analysis process and accommodates a non-
linear process of analysis, which provides room for the queering of research. We
recommend that researchers consider how to keep codes open and fluid to enable
capturing the queer discourse present in LGBTQ+ youth’s narratives. This can be
done by preserving the wholeness of a theme when coding. Another recommenda-
tion for queering the analysis is that researchers reapproach each initial thematic
code through a critical lens, which examines underlying socially constructed bina-
ries or normative language used.
Researchers (Braun & Clarke, 2006) have critiqued thematic analysis (Boyatiz,
1998) to be overly theoretical and to not offer a tangible, concrete approach to the-
matic analysis. For this reason, the authors have decided to briefly identify how each
stage of analysis occurs. Preliminary data analysis, or sensing themes, is initiated
during the data collection and transcribing, or data analysis preparation, stages.
Researchers are to memo themes during and after transcribing interviews during
the first stage of analysis. Researchers then examine and discuss emergent themes
during transcribing to build a tentative and flexible inductive codebook. The second
stage of analysis requires researchers to revisit the codebook and discuss refinement
of codes so they may begin to reliably and consistently code themes in the data. This
is commonly where many qualitative researchers begin open coding; however, the-
matic analysis posits that this is where early refinement of the inductive codebook
occurs. The third stage of analysis is to be practiced after researchers formalize the
codebook, which typically occurs after sufficiency is reached. The time-consuming
and, at times, exhausting nature of qualitative data analysis tempts researchers to
skip the recursive process of recoding all data with the refined, completed code-
book; however, it is necessary to fully analyze data. A recursive process may look
like researchers meeting after every two interviews. Additionally, for each new code
that is developed, researchers are to reanalyze previous interviews to determine if
the new code is present. A refined, completed codebook consists of the following:
(a) a label, (b) a definition of what the theme concerns, (c) a description of how to
know when the theme occurs, (d) a description of any qualifications or exclusions
to the identification of the theme, and (e) examples to eliminate possible confusion
when looking for the theme. Researchers are encouraged to reach consensus agree-
ment on all interview transcripts (Saldana, 2013). Consensus agreement is defined
by multiple coders reaching 100% agreement on all codes. In the fourth stage of
data analysis, or interpreting the information and themes, researchers are required
to interpret the themes in ways that contribute to knowledge or understanding of
what is being explored or examined. Themes that emerge present at the manifest
level, which is directly observable in content information, and at the latent level,
which is the underlying meaning.
Developing awareness of the researchers’ reflexivity is required before the first
stage of analysis is conducted, and this process aligns with the Standard of Care for
Research with Participants Who Identify as LGBTQ+ (Griffith et al., 2017). We rec-
ommend researchers gain understanding and awareness of their role’s connection
 JOURNAL OF LGBT ISSUES IN COUNSELING 279

to each practice of trustworthiness (Hays & Singh, 2011). Trustworthiness in data

analysis needs to be addressed and upheld through means of an audit trail, mem-
ber checking, triangulation, and multiple data sources. Member checking can occur
through participants validating interview transcript data before it is coded and after
coding when interpreting themes (Creswell, 2009). Honoring the truthfulness pre-
sented in the data by LGBTQ+ youth participants ensures their voices are heard
(Griffith et al., 2017).

Discussion
The use of visual methods, like photo elicitation, raise ethical considerations such as
who maintains ownership of the visual data (Kaplan, Miles, & Howes, 2011). When
authors submit to a journal, it is typical to turn over copyrights to visuals. This pro-
cess begs the question whose place is it to turn over the rights? If copyrights are
turned over to the journal, they are no longer participant property. Researchers
are encouraged to consider contextual circumstances, potential conflictual agen-
das, and power differential between participants and researchers (Clark, Prosser, &
Wiles, 2010). It is recommended that researchers explore these considerations before
implementing this methodology and specifically address this within informed
consent documents. Meo (2010) asserts that the process of navigating ownership
of photos increased participant engagement. Possible solutions include protecting
participant visual data by using photo-elicited interviews without submitting their
accompanying photograph or visual for publication, empowering participants to
make their own choice of turning over rights after providing knowledge that informs
participants of the process, or requiring all participants to turn over visual image
rights to the researchers through informed consent to the study.
The use of photographs and cameras also brings about the concern of pre-
serving confidentiality. Researchers need to be aware that the use of photographs
potentially brings greater risk to individuals living in marginalized communities
where increased visibility potentially compromises safety (Griffith et al., 2017).
Participants may need to be directed on excluding faces or identifying features of
nonconsenting individuals in imagery, including participant faces and identifying
features despite consenting to research. If confidentiality of participants is not main-
tained, researchers are acting in an unethical manner (American Counseling Asso-
ciation [ACA], 2014), and if identifying features, such as any individual’s face, are
included in a publication or presentation, we can no longer preserve confidentiality.
On the other side of the dilemma of maintaining confidentiality, there is debate on
the implications of directing or limiting what research participants capture. Some
have resolved this dilemma by blocking out any identifying features captured by
participants before dissemination of participant visuals.
One of the benefits as well as challenges to utilizing photographs in research
methods is that creative approaches have been found to slip past defenses of par-
ticipants (Allen, 2015; Clark-Ibanez, 2004). Although this may seem beneficial
to gaining in-depth narratives from participants, there are ethical implications to
280 J. A. SMITH ET AL.

consider. If participants wish to keep aspects of their lives or experiences hidden,

it is the responsibility of the researcher to navigate personal reactions (e.g., further
probing the participant) around inclusion and exclusion of participant data (Kaplan
et al., 2011). Related to the benefits of this methodology, photo elicitation holds
potential for more data-driven procedures. A photograph offers the researcher a
bias-free reference point (Harper, 2002). We support that photo elicitation adds a
similar grounding in objective data that researchers can utilize with the participant
as well as in analysis (Clark-Ibanez, 2004).
Pragmatic challenges to implementing photo-elicitation as a data collection
method include: access to cameras, development of film or sharing of digital images,
storage of images, assisting with any potential technical problems that may arise,
and repeated contact with participants inherent in the methodology (Epstein et al.,
2006; Meo, 2010). Researchers historically provided cameras to participants, and
this presents financial implications for researchers. Current trends in society ame-
liorate this concern due to technology being accessible and with most mobile phones
having a camera. Should participants opt to use their own devices, researchers are to
consider how confidentiality will be maintained because images will be stored on a
device that the researcher cannot password protect. Participants need to be informed
about potential breaches of privacy outside of the researchers’ control. Researchers
may need to be equipped with how to troubleshoot technical issues, such as images
being automatically stored on a family shared computer LGBTQ+ youth may not
want shared with members outside of the research team. Further, researchers will
need to consider how visual data will be obtained and managed (e.g., developed
by a HIPAA compliant facility, stored on a password-protected flash drive only the
participant and researcher have access to). An often unexpected consideration for
researchers is that this methodology requires repeated contact with participants (i.e.,
meeting to obtain consent/assent and to ensure access to a camera, then meeting
again to gather photographs and conduct the interview), and researchers need to
plan for this.
As with any research methodology aimed at gathering voices of youth, challenges
may present when gathering consent and assent. It is recommended researchers
know local state laws that identify age of consent for adolescents, and consent must
be obtained from parents and assent from participants if they are deemed minors
in their state. Specific to LGBTQ+ youth, researchers may need to develop con-
sent forms that protect participant identities if they are not out to parents. Some
researchers have implemented a process termed “in loco parentis” which is a legal
term defined as “in place of a parent” (in loco parentis, 2008) where traditional
consent is waived by the minor participant who is accompanied by an adult typi-
cally part of an agency or educational system. This approach is not without contro-
versy, and it is viewed as a form of social justice by those seeking to have historically
silenced voices represented in the literature.
Researchers considering this method with LGBTQ+ youth need to consider lim-
itations specific to the population. Trust with adolescents in general may be diffi-
cult for researchers to gain, but this may be more strongly the case with LGBTQ+
 JOURNAL OF LGBT ISSUES IN COUNSELING 281

youth, particularly if the researcher is not a member of an LGBTQ+ community.

As previously noted, LGBTQ+ youth are subjected to stigma, rejection, bullying by
peers and others, leading to poor psychological outcomes. This may affect the trust
a researcher can have with an adolescent participant, and more so if the researcher
is a social “outsider.” Because trust is central to photo-elicitation methods (Joy &
Numer, 2017), a researcher who is a community outsider may not be able to achieve
the desired trust with LGBTQ+ youth participants to adequately explore the con-
structs of the study.
Another challenge presented by the data analysis process is how to preserve fluid-
ity present in LGBTQ+ youths’ responses. By preserving the fluidity and flexibility
in the analysis of data, researchers are striving towards queering research which we
have been called to do in order to accurately represent participant voices and align
with the Standards of Care for Research (Griffith et al., 2017; Talburt, 2006). Inherent
in any coding process is the limitation that then it becomes a category, which is the
opposite of what is intended by queering discourse. Plummer (2011) negotiates this
by actively decentering any fixed categories of identity by focusing on political dis-
course as opposed to the specific methods employed. Researchers may find holding
an awareness of how dominate discourse surfaces in research and actively seeking
to decenter that narrative as a means to queering research.
As with any research methodology, there are challenges and limitations to con-
sider. Readers may feel overwhelmed while considering the numerous ethical and
pragmatic challenges inherent in this methodology and population. However, with
careful consideration and planning, this initiative research methodology is an effec-
tive option for researchers seeking to have marginalized voices represented through
innovative, flexible, and less concrete ways.

Conclusion
This article aimed to queer research by encouraging implementation of an initiative
creative research methodology by integrating photo elicitation and thematic analysis
to gain insight into the world experienced by LGBTQ+ youth. This approach to data
collection has been found to uphold the voices of these youth (Joy & Numer, 2017).
The data analysis method has been found to be adaptable and flexible to a vari-
ety of qualitative research questions and theoretical frameworks (Braun & Clarke,
2006). Scholars have presented how to employ these integrated methods and the
value of such methods for the LGBTQ+ youth community. Implementation chal-
lenges and ethical concerns were discussed. Readers are encouraged to apply this
initiative methodology as one potential tool for research with marginalized popula-
tions, such as LGBTQ+ youth.

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