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ions at this time. For in it ia l theme noting, each passage was treated as self-contained, i . e . , "What do I see here?" With the use of a journal and the techniques of memoing, notes about commonalities and emergent ideas from the transcripts were captured and recorded. The result was six transcripts, with a fu ll "open coding" set, including four focus group transcripts (3 formal care only and 1 mixed home-formal care but a ll representing both spouse and adult child) and one adult child and one spouse interview transcript. b. Phase 2: Concept Development. The goal of the concept development phase was the sorting and categorizing of key aspects of the data. The open coding was transferred to the computer. These open codes were used rather than fu ll transcripts to locate key concepts. This approach created a compendium of, in essence, what is relevant and interesting in the data. Thus, this results in the a b ility to crystalize out some organizing themes, bigger principles and clearer categories as well as to organize into a category system. Two preliminary strategies for concept formation were pursued: straight categorization of open codes, and sorting codes by the events involved in the transition process, i . e . , decisions, placement, and formal care. The process of doing the coding and applying these d ifferent approaches to concept development was used to generate the l is t of core concepts. A fter the in it ia l efforts at concept formation, an expert in quali­ ta tive research (Margaret Imle, PhD.), was brought in on a consultation basis to review the developed core concepts and provide reflection on the next step of application. 52 c. Phase 3: Concept Refinement and Theory Development. The goal of this phase was to test concepts by summarizing transcripts in terms of concepts and to discover connections between concepts. The tentative concepts were applied to a set of five fresh transcripts and passages of interest were marked. This process was more in terpretative and less mechanical. As this process was undertaken, notes were kept on ideas, insights, questions and problems. This process, called memoing (Strauss and Corbin, 1990), allowed the researcher to not lose sight of important ideas and insights but also to not interrupt the actual analysis procedure in progress. As a resu lt, the in it ia l l i s t of concepts was refined: expanding the content of those that were too narrow while restricting the content of those that were too broad, and dividing those that were too diverse while collapsing those that overlapped. As a sense of core concepts stabilized, the e ffo rt shifted to building theory in terms of relations among concepts. To prepare for presenting the overall results, these relationships were f ir s t summarized in a tenta­ tive outline. Next was a return to the final set of transcripts, making certain each transcript had been examined. This process gave the con­ cepts a final test and allowed them to be polished accordingly, i . e . , further refining understanding of th e ir interrelationships and revising the outline accordingly. In Chapters IV -V I, the three research questions provide the approach for presenting the analysis and what emerged as the major findings. Quotes w ill be used where they can enhance the discussion. The next section is the f r u it of these e ffo rts , the results.

Alzheimer's Disease Caregivers: The Transition from Home Care to Formal Care