TABLE 2.

Example of meaning condensation and structure of the fieldnotes.

Group A
Fieldnote transcription week 5	Summary	Analytical remark
For some participants it was difficult to write in the 3rd person, as if a friend were writing to them. Their challenge was related to the idea of a friend, rather than to the third person instruction itself. For many it was actually easier to write in the third person than in the first, as it gave them feel more expansive opportunities to write and find flow. “It is easier but vulnerable to come closer to grief this way” one said. Most highlight that to think about “instants” where one forgets to grief, or when one feels something, was helpful. Maybe give more time to work on such instants? Focusing on expectations, they appreciate my validation that it is okay just to survive some days, to focus on survival some days.	Third person practices as effective ways craft distance enough for them to get in contact with their experiences: Detaching and externalizing. Appreciation of validation about wherever they are at in their grief. Appreciation of the instants where one either forgets or reconciles with the grief.	Meta-perspective as a dialogical endeavor. Appreciation of the instant, as placing grief into context of their wider lives. Confirming need for validation
Group B
Fieldnote transcription week 5	Summary	Analytical remark
Practice of “she who grieves” leads to more flow, an acknowledgment that they want to understand as an observer, and they can understand more of themselves. It is also a confirmation of the loneliness they feel and at the same time a dialogue, which was the theoretical insight I wanted to convey. Distance helps to write, easier to write in the third person for some, and friendlier and less self-critical than other texts. But for a couple of them it felt less personal, like not so attached to the child. Another one had a feeling that they needed to show others and find words so they can feel understood. Easier to feel empathy and compassion for themselves. A way to acknowledge that they care about the child, and at the same time accept what has happened, to be in contact with the reality of the loss. For some it was strange to formulate in the third person. For others it is harder to do it in the first person given the vulnerability. Some participants say that the “think as if you were a friend” guideline was ambivalent because then they are drawn to a specific person, even if we meant it as a metaphor.	Restoring the dialogical quality of the mind, by detaching from the first person. For most of them, this distance gives room to more emotional immersion and facilitates writing, but for a couple of them, it creates disconnection from the child and resistance.	Not all of me grieves: meta-positioning. Theoretically this speaks again about resistance and identity