The authors demonstrate how collecting quantitative data via psychometrically sound quantitative instruments during the qualitative interview process enhances interpretations by helping researchers better contextualize qualitative findings, specifically through qualitative dominant crossover mixed analyses. They provide an example of this strategy, whereby a baseline was established using a quantitative scale and normative data to help interpret qualitative interviews, resulting in what they call a mixed methods interview. Philosophical and practical implications are discussed.

Administering Quantitative Instruments with Qualitative Interviews: A Mixed Research Approach

Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral students’ hands-on research experience. Results indicated a wide range of research training offerings and modest faculty satisfaction.

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Research Training in Doctoral Programs Accredited by the Council for Accreditation of Counseling and Related Educational Programs

Research, defined as "an activity conducted to increase knowledge by systematically collecting, analyzing, and interpreting data to answer carefully formulated questions about publicly observable phenomena" (Hadley & Mitchell, 1995, p. 4), is imperative to advancing a profession. Research informs what services should be provided, to whom services should be delivered, and how services should be implemented. In the counseling field, this mandate equates conducting research to help our clients, supervisees, and students. However, if research is truly to inform and advance theory and practice, then it needs to be of quality (Sink & Mvududu, 2010). "The faith one places in the conclusions made from a study is related to the quality of the study" (Wampold, 2006, p. 94), and quality is dictated by the weakest element in design, execution, and analysis (Berger, Matthews, & Grosch, 2008). Thus, quality of research lies within all stages of a study, including the literature reviewed, questions asked, research design and analyses selected, and results reported. To ensure research is meeting the goal of informing practice and theory, counselors need to make a thorough assessment of the quality of published research. Within the counseling field, most examinations have been content analyses of research articles rather than indicators of quality. Typically, a content analysis includes types of articles published (e.g., conceptual, empirical), authors and their institutions, and topics covered (e.g., Blancher, Buboltz, & Soper, 2010). Recently, a focus on samples has been included in some content analyses (e.g., Blancher et al., 2010; Erford et al., 2011; Ray et al., 2011), and Erford et al. (2011) also described the methodology and statistical analyses used as well as trends of empirical publications over time. Each of these studies included frequency counts of the samples, methodologies, and statistical analyses used but did not address the appropriateness of these nor other statistical factors, such as statistical power and effect size, that affect findings. Although content analyses are important in understanding trends in the counseling field, lacking is a focus on the quality of published research. Barrio Minton, Fernando, and Ray (2008) specifically stated they made no effort to evaluate the quality of the articles in their review. However, examining research quality is necessary as an indicator of how well researchers are informing the field. Fong and Malone (1994) published one of the few studies focused on quality of research in the field. They examined over 100 quantitative manuscripts submitted to Counselor Education and Supervision and found both research design and data analysis errors. The most common research design errors included lack of or unclear research questions, sampling errors, and instrumentation problems. For data analyses, the most predominant problems were using the wrong statistical technique and conducting piecemeal analyses for studies that included multiple variables. Although Fong and Malone's study provided important information, they focused solely on manuscripts submitted for publication in Counselor Education and Supervision, not studies actually published. Manuscripts submitted for publication and rejected may be more flawed than those that are accepted and published. In addition, manuscripts that are submitted may not necessarily reach public awareness and thus do not affect the field. Exploring the quality of published research in counseling journals is needed if counselors are to know how research is affecting their field (both negatively and positively). In addition, examining published research would provide researchers information about how to enhance quality of research, offer consumers questions to ask when reading published articles, and inform educators regarding changes in research training needed to enhance research quality. Focusing on quality or error in research can be overwhelming, because different methodologies (e. …

Research Quality: Critique of Quantitative Articles in the Journal of Counseling & Development

The use of structural equation modeling (SEM), a second-generation multivariate analysis technique that determines the degree to which a theoretical model is supported by the sample data, is becoming increasingly popular in counseling research. SEM tests models that include both observed and latent variables, allowing the counseling researcher to confirm the factor structure of a newly developed or existing psychological instruments and to examine the plausibility of complex, theoretical counseling models. This article provides counseling researchers and practitioners with an overview of SEM and presents five steps for conducting SEM analysis in counseling research.

A Five-Step Guide to Conducting SEM Analysis in Counseling Research:

The contemporary sociopolitical and economic climates have resulted in a necessity for counselors across settings to provide measurable outcomes that justify the type and amount of services rendered to clients (Lenz, 2013; Morgan & Morgan, 2009; Sanderson, 2003). When answering this call to accountability, some counselors have found themselves stymied by a set of assumptions wherein (a) such research is for people wearing lab coats, (b) predictive models are insufficient for making causal inferences, (c) between-groups treatment comparisons are not feasible, (d) the required sample size to complete outcome studies is often unrealistic, and (e) the practical preparation for completing research and program evaluation were insufficient during graduate preparation. Others may contest that formal research and appraisal practices are insufficient for capturing the humanistic nature of developments associated with treatment gains (Hansen, 2006, 2012). Despite these suppositions, the emphasis on implementing practices that support accountability between counselors, clients, funding sources, and stakeholders has remained. Therefore, a prudent task for counselors across settings is to use evaluative strategies that meet requirements for reporting outcomes, while also honoring the uniqueness of each counseling relationship and the holistic development of all clients. Single-case research designs (SCRDs) represent a practical strategy for making inferences about the efficacy of an intervention, establishing evidentiary support for counseling practices, and giving voice to counseling activities with small or understudied populations. At a basic level, SCRDs compose a category of experimental techniques for evaluating causal relationships between interventions and dependent variables in which individual participants function as the unit for analysis (Lundervold & Belwood, 2000; O'Neill, McDonnell, Billingsley, & Jenson, 2010; Sharpley, 2007). Several authors have suggested that the term single-case research design is a bit of a misnomer when considering that a single case can be represented by an individual client, family, or group (Morgan & Morgan, 2009; O'Neill et al., 2010). When implementing this approach, participants serve as their own comparison through contrasting scores associated with a dependent variable during and after an intervention with those collected prior to the introduction of an independent variable (Egel & Barthold, 2010; Rubin & Belamy, 2012). As a result, the analysis of SCRD data yields information related to outcomes of individuals that are associated with their experience during an intervention. A common practice is for counselors to inspect these data within individual participants (see Lenz, 2013); however, there is an emerging trend for aggregating results across all cases to promote the inspection of participant characteristics and study qualities that may moderate outcomes (see Bowman-Perrott et al., 2013; Cambell & Herzinger, 2010). In both scenarios, the data yielded from SCRDs can support counseling professionals as they attempt to monitor the progress of individual clients, complete program evaluations, support evidence-based practice, and report activities to stakeholders. Almost 2 decades ago, Chambless et al. (1996, 1998) presented benchmark criteria for evaluating the evidentiary support of therapeutic interventions. As a result, experimental between-groups research designs and SCRDs were galvanized within the social sciences as methods for contributing to the evidence-based treatment literature. Wampold, Lichtenberg, and Waehler (2002) expanded this framework by including deliberations related to the degree of specificity, utility of multiple type of comparison groups, treatment component analysis, broad assessment, methods for consolidating results across studies, and viability of interventions from one community to the next. Although these endorsements promoted two separate and unique methodologies for establishing evidentiary support for interventions, several authors have argued that between-groups designs, especially randomized controlled trials with an emphasis on null hypothesis testing, should be regarded as the gold standard of research methodologies (Balshem et al. …

Using Single‐Case Research Designs to Demonstrate Evidence for Counseling Practices

This study reviewed 4,457 articles from 1998 to 2007 in American Counseling Association division-affiliated journals to identify research articles published in counseling; 1,139 articles (25.6%) were quantitatively research based. The authors provide details related to quantitative research publications, including individual journal contribution to the research base, focus areas for research, and independent and dependent variables highlighted by researchers. One summary finding was that only 6% of counseling research articles explored effectiveness of counseling interventions.

Research in Counseling: A 10‐Year Review to Inform Practice

This study evaluates the effects of child-centered play therapy (CCPT) on hyperactivity and irritability behaviors of two elementary-aged children identified with an intellectual disability. A single-case, ABA research design was used to examine the effectiveness of CCPT. Results indicate that CCPT decreased hyperactivity and irritability behaviors following introduction to the treatment intervention. For both participants, improvements in behaviors were maintained. A discussion of limitations and implications for future research are presented. Keywords: play therapy, intellectual disabilities, mental health, behavioral problems ********** Mental health problems for children with an intellectual disability (ID) are a common concern for service providers. The general consensus is that children with an ID are 4 times more likely than their nondisabled peer group to develop an emotional or behavioral disorder (Dekker, Koot, Ende, & Verhulst, 2002; Einfeld & Tonge, 1996; U.S. Public Health Service, 2002). A bevy of research reveals that children with an ID face neglect and substandard care (Floyd & Gallagher, 1997; Murphey et al., 2005) and experience serious inhibitions in adaptive functioning in a myriad of aspects of their lives (Dekker et al., 2002; Dykens, 2000; Matson, Fodstad, & Rivet, 2009). The enduring consequences for children identified with an ID and mental health problems include strained familial relationships, decreased access to educational and leisure activities, and increased risk for neglect and abuse and institutionalization (Murphey et al., 2005). Parents of children with an ID and mental health disorder also experience significantly more stress than do the parents of children without disabilities (Floyd & Gallagher, 1997; Paczkowski & Baker, 2007). Without early intervention, childhood behavioral problems suffered by children with an ID tend to remain constant (Green, O'Reilly, Itchon, & Sigafoos, 2004). There is pandemic acceptance of the use of behavioral methods for treating behavioral problems among individuals with an ID. Many behaviorists contend that children with an ID engage in problem behavior to obtain and avoid attention; fashion internal stimulation; and avoid tasks, attention, or internal motivation (Benson & Havercamp, 1999; Reese, Sherman, & Sheldon, 1998). Consequently, interventions target functions of behavior and address contingencies that maintain behavioral responses in the environment (Didden, Pieter, & Korzilius, 1997). Although the use of behavioral methods may produce transient effects, the long-standing consequences are less promising. Specifically, directive behavioral approaches are often associated with decreases in children's self-direction, quality of life, and autonomy (Mahoney & Wheeden, 1999; Seltzer & Krauss, 2001). Given the unfavorable outcomes of behavioral interventions, researchers have raised questions regarding how behavioral interventions affect the emotional, psychological, or developmental aspects of one's existence. In one such study, Goodman and Linn (2003) documented that adult-directed interventions might impede children's intrinsic motivation and task mastery. Similar results indicate that authoritative interventions lead to decreased social interactions, prosocial behaviors, and cooperation (Birch & Ladd, 1997; Ladd & Burgess, 2001; Mahoney & Wheeden, 1999). Because typical forms of problem behavior displayed by individuals with disabilities may serve as adaptive and developmentally appropriate means for assimilating experiences, there is a need to explore the effects of interventions that foster children's self-regulation, choice, and direction. One such approach is child-centered play therapy (CCPT). CCPT is an emerging intervention for therapists that is forging significant headway in the treatment of children with ID. Because children's language skills develop more slowly in relation to their cognitive skills, play is considered to be the process in which children communicate (Axline, 1947; Landreth, 2002). …

Effects of Child-Centered Play Therapy on Irritability and Hyperactivity Behaviors of Children With Intellectual Disabilities

In this phenomenological study, we explored 52 group members’ development in experiential groups. Specifically, participants completed 10 weekly journal reflections about their experiences as members and also reflected on the group’s overall development. Four overall themes—exploration, transition, working, closure—as well as multiple subthemes emerged. We discuss findings, implications for group counselors and educators, and directions for future research.

An Exploration of Group and Member Development in Experiential Groups

Child-centered play therapy (CCPT) is an evidence-based intervention for children with a variety of presenting problems and diagnoses. However, the effectiveness of CCPT for young children with somatization has not been explored. Thus, in this study, two preschool children with clinical levels of somatization, as rated by parents or teachers on the Behavior Assessment System for Children, Second Edition (BASC-2), participated in 14 sessions of CCPT. The participants’ problematic classroom behaviors were monitored prior to and during participation in play therapy. After participation in play therapy, both children displayed decreased symptoms of somatization and decreased problematic classroom behaviors. The results of this single-case research design are reviewed and implications for counselors are discussed.

Effectiveness of Play Therapy on Problematic Behaviors of Preschool Children with Somatization

Mental health providers for children and adolescents are being called upon to respond to the changing demographics in the United States (VanderGast, Post, & Kascsak-Miller, 2010). Since the beginning of the multicultural movement in counseling, the primary focus has been on racial and ethnic diversity, while the additional dimensions of personhood, including gender, sexual identity, age, religion and spirituality, ability, socioeconomic status, and language, have been neglected (Collins & Arthur, 2010). In a recent survey examining self-perceived multicultural competence in child therapy, Penn and Post (2012) found that multicultural education and training affects self-reported multicultural knowledge and skills. Penn and Post suggested that increased knowledge and application of culturally responsive services positively alter counselors' perceptions of multicultural competence. Therefore, counselor educators should identify activities that promote cross-cultural competence among counselors working with children from diverse backgrounds. Professional associations, including the American Counseling Association, American Psychological Association, and Association for Play Therapy, have delineated standards and practices for working with individuals from diverse backgrounds. Similarly, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) 2009 Standards emphasize the importance for students to gain awareness of cultural differences and develop multicultural competence. At this time, CACREP-accredited counseling programs are required to provide multicultural training (CACREP, 2009; Pieterse, Evans, Risner-Butner, Collins, & Mason, 2009). Although counseling programs advance multicultural knowledge and skills with an array of pedagogical strategies, most counselor educators suggest that multicultural curricula be infused throughout programs (Bemak, Chung, Talleyrand, Jones, & Daquin, 2011). Sue and Sue (2012) recommend inclusion of the following four components in every course: (a) a consciousness-raising component, (b) an experiential component, (c) a knowledge component, and (d) a skills component. Pieterse et al. (2009) found that most multicultural course curricula were focused on elements of ethnicity, particularly racial identity. Pieterse et al. indicated that only one third of course syllabi focused on gender, social class, or spirituality as dimensions of multiculturalism. Whereas 26% of syllabi included curricular content aimed at counseling geriatric clients, there was a paucity of information relating to cultural adaptations for working with children and adolescents. The authors found scant attention to skill development in working with diverse clients. Because "every interaction between practitioner and client involves a multicultural encounter," Collins and Arthur (2010) argued that counselors must have experience interacting with individuals from diverse backgrounds (p. 204). Sue and Sue (2012) suggested that culturally competent counselors need to (a) actively work on the process of becoming aware of their assumptions of humans, (b) understand the worldview of their clients, and (c) continually develop and practice appropriate interventions with diverse clients. Researchers have indicated that increased multicultural training is a significant predictor of increased multicultural competence (Johnson & Jackson Williams, 2014). In our work as counselor educators, we find two primary challenges to teaching counselors-in-training about multicultural contexts that affect client well-being. First, counselors-in-training are often exposed to multiculturalism from a narrow viewpoint that begets viewing diverse and disenfranchised groups in stereotypical ways. Thus, counselor educators are called to teach issues involving multiculturalism from a perspective that includes multiple dimensions of identity (Collins & Arthur, 2010). Second, multicultural competence involves moving beyond one's level of cultural complacency by actively engaging and interacting with people from diverse cultural environments. …

Karrie L. Swan

Papers

Research in Counseling: A 10‐Year Review to Inform Practice

Effects of Child-Centered Play Therapy on Irritability and Hyperactivity Behaviors of Children With Intellectual Disabilities

An Exploration of Group and Member Development in Experiential Groups

Effectiveness of Play Therapy on Problematic Behaviors of Preschool Children with Somatization

Relationship Conditions and Multicultural Competence for Counselors of Children and Adolescents