자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

This article examines several methodological issues associated with combining qualitative and quantitative methods by comparing the increasing interest in this topic with the earlier renewal of interest in qualitative research during the 1980s. The first section argues for the value of Kuhn’s concept of paradigm shifts as a tool for examining changes in research fields such as social science research methodology. The next two sections consider the initial rise of the “metaphysical paradigm” that justified the renewed interest in qualitative research and the subsequent problems that have encouraged efforts to replace that paradigm. The final section of the paper advocates a “pragmatic approach” as a new guiding paradigm in social science research methods, both as a basis for supporting work that combines qualitative and quantitative methods and as a way to redirect our attention to methodological rather than metaphysical concerns.

/pdf/paradigms-lost-and-pragmatism-regained-methodological-5keqodw4fw.pdf

Paradigms Lost and Pragmatism Regained Methodological Implications of Combining Qualitative and Quantitative Methods

Truth and method

Psychologists play a unique role among mental health professionals, one that is characterised by the development, administration, and interpretation of psychological tests (Meyer et al., 2001). Testing is an integral and multidimensional aspect of psychological practice that provides a wealth of valuable information to clinicians and clients. Psychologists are also ethically obligated to share assessment results with clients whenever possible, an exchange referred to as test feedback (TFB). The Canadian Code of Ethics for Psychologists (Canadian Psychological Association [CPA], 2000) states that psychologists are to "provide suitable information about the results of assessments, evaluations, or research findings to the persons involved, if appropriate and if asked. This information would be communicated in understandable language." The code also states that psychologists are to "Protect the skills, knowledge, and interpretations of psychology from being misused, used incompetently, or made useless by others" (Section III.15; Section IV.11, CPA, 2000).TFB is a key element in collaborative, humanistically oriented approaches to assessment, such as therapeutic assessment (TA). TA is an empirically based assessment model developed by SteRyan phen Finn and is described as "a semi-structured form of collaborative assessment that uses psychological testing as the centerpiece of a brief therapy" (Finn & Tonsager, 2002, p. 10). Critical aspects of TA include: (a) helping clients to generate personally relevant questions they would like addressed through the assessment, (b) collecting relevant background information pertaining to the clients' questions, (c) exploring past testing-related hurts, (d) involving clients as active agents throughout the assessment process, including collaboratively discussing test results in order to address their initial questions (Finn, 1996, 2007).Research results suggest the TA model offers many positive effects for children, adolescents, adults, and couples presenting with a variety of problems. These include decreased client symptomatology, improved treatment alliance, heightened compliance with treatment recommendations, enhanced self-esteem and increased levels of hope, with global composite effect sizes hovering around .40 (Ackerman, Hilsenroth, Baity, & Blagys, 2000; Hanson, Claiborn, & Kerr, 1997; Hilsenroth, Peters, & Ackerman, 2004; Meyer et al., 2001; Ougrin, Zundel, Ng, Habel, & Latif, 2013; Poston & Hanson, 2010). There is also strong evidence that clients experience considerable benefits from receiving TFB in general (Allen, Montgomery, Tubman, Frazier, & Escovar, 2003; Newman & Greenway, 1997; Poston & Hanson, 2010). In light of the many benefits TFB offers to consumers of psychological testing, it is important to study Canadian psychologists' assessment and TFB practices. It is also important to study how they learned to do so. Finally, it is important to uncover the reasons why some Canadian psychologists might not be regularly offering TFB to clients.In an American study examining psychologists' TFB training and practice, Curry and Hanson (2010) found that 91.7% of respondents reported providing TFB to clients at least sometimes, 35% reported doing so all of the time, and 2.8% reported never providing TFB. Recently graduated clinical psychologists reported providing TFB to clients more consistently than clinical psychologists who earned their degrees earlier, although no such trend was found among school and counselling psychologists. Almost one third of respondents indicated predoctoral training was minimally helpful in learning to provide TFB. However, this rating of the helpfulness of predoctoral training did not coincide with TFB utilization in practice. Ratings of postdoctoral training helpfulness were positively correlated with providing TFB. The primary method of learning indicated by respondents consistently providing TFB was through trial-and-error and the most common reason for not providing TFB was conducting assessments in forensic settings. …

William E. Hanson

Papers

Canadian Psychologists' Test Feedback Training and Practice: A National Survey

Research Designs and Methods with Adolescents and Emerging Adults

Psychologist The Counseling