Reading qualitative research

In recent years, qualitative research has emerged as an increasingly significant source of evidence for counselling and psychotherapy policy and practice. As a result, it is important for readers of qualitative studies to develop an appreciation of what kind of knowledge is made available, and not available, through this form of inquiry. The present paper offers a critical reflection on a series of qualitative studies published in the current issue of this journal. From a reader perspective, it is possible to identify a set of key themes: the capacity of qualitative research to address major issues within the field; contrasts between professional knowledge and other sources of evidence; the positionality of the author; the challenges associated with the accomplishment of contextuality; and, the struggle to determine the credibility and reliability of findings. The paper concludes by suggesting a shift in publication practice that might enhance the value and readability of qualitative articles.     

质性研究中的资料饱和及其判定

在质性研究中, 资料饱和通常被用以评估研究资料的充足性。但在研究实践中, 资料饱和却存在概念模糊及操作性问题。作为某项质性研究所抽取的样本量已满足研究需要的标志, 按照在研究过程中判定时点的先后顺序, 资料饱和可划分为数据饱和、编码或主题饱和、意义饱和及理论饱和4种主要形式。4种形式的资料饱和各有其特定的内涵、评估方式和判定标准。研究认为, 达到资料饱和的样本量标准不应统一设定, 其检验需嵌入具体的研究过程; 资料饱和存在逻辑上的不确定性, 适度追加抽样有助于进一步确认; 资料饱和作为考察研究质量的一项重要指标, 并不适用于所有质性研究。     

Intervention development and cultural adaptation research with diverse families

This article provides an introduction to the special issue on intervention development and cultural adaptation research with diverse families. The need for research on intervention development and on cultural adaptation of interventions is presented, followed by a discussion of frameworks on treatment development. Seven articles included in this special issue serve as examples of the stages of treatment and intervention development, and of the procedures employed in the cultural adaptation with diverse families. An overview of the seven articles is provided to illustrate the treatment development process and the use of pluralistic research methods. We conclude with a call to the field for creative and innovative intervention development research with diverse families to contribute to the body of evidence-based practice with these populations.     

Minimizing Bias and Maximizing the Potential Strengths of Autoethnography as a Narrative Research

Up to the current time, psychology has provided very limited space for qualitative research to contribute to the discipline, even though psychology has a lot to do with subjectivity and intersubjectivity in its work. This article discusses autoethnography, which by some qualitative researchers is still being debated. The author argues that autoethnography contains strong narrative components or analysis with potential contribution to provide new understanding and to build knowledge. The article discusses criticisms against autoethnography, followed by its distinctive characteristics, which at the same time bring significant potential power. Clear guidelines and steps are needed to minimize biases and to bring about the potential power of autoethnography, and this article aims to address the issues through discussions on intersubjectivity, reflexivity, and ethics. At the end, it might be concluded that autoethnography is a method to investigate not merely the researchers, but to reveal certain phenomena and issues. Autoethnography is one good alternative among other methods that can contribute to developing understanding and knowledge through the construction of substantive theories about a particular issue.     

Prompting reflection and learning in career construction counseling

Adopting the overall framework provided for an international inquiry into career counseling interventions, this article reports on a qualitative study into the efficacy of a relatively new approach to practice in England. Using career construction interviews as the counseling intervention, research involving two adult participants was undertaken. Interpersonal process recall (IPR) was used to explicate the perceptions and understandings of both the participants and the counselor in the process. Outcome analysis framed the approach used to making sense of the data collected. Two contrasting responses were immediately evident from participants in the counseling intervention: one positive and one negative. The use of the IPR process enabled an understanding of the value of a structured process of reflection.     

Moving from efficacy to effectiveness trials in prevention research

Efficacy trials test whether interventions work under optimal, highly controlled conditions whereas effectiveness trials test whether interventions work with typical clients and providers in real-world settings. Researchers, providers, and funding bodies have called for more effectiveness trials to understand whether interventions produce effects under ecologically valid conditions, which factors predict program effectiveness, and what strategies are needed to successfully implement programs in practice settings. The transition from efficacy to effectiveness with preventive interventions involves unique considerations, some of which are not shared by treatment research. The purpose of this article is to discuss conceptual and methodological issues that arise when making the transition from efficacy to effectiveness research in primary, secondary, and tertiary prevention, drawing on the experiences of two complimentary research groups as well as the existing literature. We address (a) program of research, (b) intervention design and conceptualization, (c) participant selection and characteristics, (d) providers, (e) context, (f) measurement and methodology, (g) outcomes, (h) cost, and (i) sustainability. We present examples of research in eating disorder prevention that demonstrate the progression from efficacy to effectiveness trials.     

Innovation,research integrity,and change: A conflict of interest management framework for program developers

Psychology and the social sciences have an important role to play in developing innovative solutions to pressing global mental health and social problems. Programs developed by psychologists and other social scientists have immense potential to alleviate suffering and to promote healthy human development across the lifespan. In order to realise this potential program developers must manage the research and development challenges involved in testing an intervention, evaluating, and then preparing it for wider dissemination and scaling. Particular challenges and conflicts can occur in managing the joint roles of being a program developer and a researcher evaluating an intervention or innovation. This article examines the management of various forms of conflicts of interest that have the potential to produce bias and decrease the confidence of policy makers, funders, practitioners, fellow researchers, and the public in the value of psychological interventions. We argue that best practice guidelines are needed to assist developers negotiate the predictable, sometime unavoidable but challenging conflicts of interest that arise in the research process.     

The Current State of Intervention Research for Posttraumatic Stress Disorder Within the Primary Care Setting

Posttraumatic Stress Disorder (PTSD) is common among primary care patients and is associated with significant functional impairment, physical health concerns, and mental health comorbidities. Significant barriers to receiving adequate treatment often exist for primary care patients with PTSD. Mental health professionals operating as part of the primary care team have the potential to provide effective brief intervention services. While good PTSD screening and assessment measures are available for the primary care setting, there are currently no empirically supported primary care-based brief interventions for PTSD. This article reviews early research on the development and testing of primary care-based PTSD treatments and also reviews other brief PTSD interventions (i.e., telehealth and early intervention) that could be adapted to the primary care setting. Cognitive and behavioral therapies currently have the strongest evidence base for establishing an empirically supported brief intervention for PTSD in primary care. Recommendations are made for future research and clinical practice.     

Occupational Therapy Interventions in Mental Health: A Literature Review in Search of Evidence

A growing body of literature sheds light on occupational therapy (OT) interventions and outcomes in adult mental health. Although this research has not developed to the point where a systematic review is warranted, a synthesis of these findings is needed. This article provides an overview of OT interventions in adult mental health and their documented outcomes. Fifty peer-reviewed intervention studies targeting adults with mental illness were reviewed. Seven categories of interventions emerged: employment/education; psychoeducation; creative occupations/activity; time use/occupational balance; skills/habit development; group/family approaches; and animal-assisted therapy. Further research involving rigorous designs is needed to establish a solid evidence base for OT interventions in adult mental health.     

From ��Water Boiling in a Peruvian Town�� to ��Letting them Die��: Culture, Community Intervention, and the Metabolic Balance Between Patience and Zeal

While the concept of culture has long been central to community psychology research and intervention, it has most frequently referred to the communities in which such work occurs. The purpose of this paper is to reframe this discussion by viewing community interventions as instances of intercultural contact between the culture of science, reflected in community intervention research, and the culture of the communities in which those interventions occur. Following a brief discussion of the complexities of culture as a concept, two illustrative stories of failed community interventions are provided to highlight the centrality of cultural and contextual understanding as prelude to community intervention. These stories, set 50 years apart, reflect the depth and pervasive influence of both the culture of science and the culture of communities. Next, a series of propositions about the culture of social science as a partial reflection of the broader culture of the United States are offered, and their implications for the conduct of community interventions drawn. The paper concludes with a series of recommendations which, together, provide an ecological mind-set for taking culture seriously in community interventions. Central to this mind set are the importance of focusing on communities rather than programs and emphasizing the intervention goal of choice over change.     

Conceptualizing changes in behavior in intervention research: the range of possible changes model

An international movement has focused on identifying evidence-based interventions that were developed to change psychological constructs and that are supported by controlled studies. However, inconsistent findings within individual intervention studies and among multiple studies raise critical problems in interpreting the evidence, and deciding when and whether an intervention is evidence-based. A theoretical and methodological framework (Range of Possible Changes [RPC] Model) is proposed to guide the study of change in intervention research. The authors recommend that future quantitative reviews of the research literature use the RPC Model to conceptualize, examine, and classify the available evidence for interventions. Future research should adopt the RPC Model to both develop theory-driven hypotheses and conduct examinations of the instances in which interventions may or may not change psychological constructs.     

Peer Contagion in Interventions for Children and Adolescents: Moving Towards an Understanding of the Ecology and Dynamics of Change

The influence of deviant peers on youth behavior is of growing concern, both in naturally occurring peer interactions and in interventions that might inadvertently exacerbate deviant development. The focus of this special issue is on understanding the moderating and mediating variables that account for peer contagion effects in interventions for youth. This set of nine innovative papers moves the field forward on three fronts: (1) Broadening the empirical basis for understanding the conditions under which peer contagion is more or less likely (that is, moderators of effects); (2) Identifying mechanisms that might account for peer contagion effects (mediators); and (3) Forging the methodological rigor that is needed to study peer contagion effects within the context of intervention trials. We propose an ecological framework for disentangling the effects of individuals, group interactions, and program contexts in understanding peer contagion effects. Finally, we suggest methodological enhancements to study peer contagion in intervention trials.     

Intervention research: Integrating practice guidelines with dissemination strategies-A rejoinder to Paul, Stuve, and Cross

Paul, Stuve, and Cross (this issue) misunderstood the importance of the token economy described by Morisse et al. (1996) because they evaluated it solely from a clinical research perspective. Intervention research is a broader paradigm that describes the development of effective interventions via a series of research activities including basic psychological research, clinical research, and dissemination research. Given the wisdom of intervention research, we address three points made by our colleagues: (a) mental health staff should not adapt empirically validated practice guidelines to meet the needs of their program; (b) total-quality-management strategies like Interactive Staff Training should not drive dissemination efforts because they have little empirical support; and (c) user-friendly programs are inappropriate and unethical because they ignore consumer interests.     

TEACHING PERSONS WITH PROFOUND MULTIPLE HANDICAPS: A REVIEW OF THE EFFECTS OF BEHAVIORAL RESEARCH

The behavioral research on teaching individuals who have profound multiple handicaps is reviewed. The primary focus is on determining the degree to which behavioral research has demonstrated the teaching of meaningful skills to this population. Results of the review indicate that investigations have demonstrated, albeit inconsistently, that behavior change has resulted from contingency management interventions with persons who have profound multiple handicaps. However, there is little evidence that such interventions have resulted in meaningful behavior change according to currently accepted criteria for beneficially affecting the quality of life of persons with serious handicaps. Potential explanations for the lack of such evidence are offered, including the relative lack of research attention given to this issue, the possible ineffectiveness of the components of the technology applied, and possible ineffective application of the potentially effective technology. Suggestions for future research are discussed in terms of developing more effective educational and habilitative services for persons with profound multiple handicaps. In particular, we suggest research on a wider variety of behavioral teaching procedures, providing more comprehensive evaluations of the applications of procedures and developing treatment programs that do not focus solely on traditional skill acquisition.     

Empowerment theory,research, and application

This introduction to the special issue briefly reviews the meaning and significance of the empowerment concept and problems associated with the proliferation of interest in empowerment. We identify some of the topics not included in this issue and relate those to the many broad and diverse areas of psychological empowerment theory and community-based research and intervention that are covered. We present synopses of each article along with some of the themes and lessons cutting across the frameworks, studies, and applications. These include a wide diversity of settings, fairly representative of empowerment interventions, and, at the same time, improved clarity (if not unanimity) of definitions and measurement, which has been a problem in much empowerment research and intervention.     

Is Suicide Ideation a Surrogate Endpoint for Geriatric Suicide?

The present study explored the validity of treating suicide ideation as a surrogate endpoint that can serve as a proxy for suicide in clinical intervention research with suicidal seniors. Two criteria; that suicide ideation is modulated by the proposed intervention and that modulation of suicide ideation leads to a quantitative reduction in suicide rates, were the focus of this review. A series of literature searches of the PsychINFO and Medline databases were conducted on the terms geriatric, elderly, seniors, suicide, self-destruction, clinical, randomized, trial, treatment, intervention , and ideation . Articles were analyzed if they provided sufficient information to examine whether an intervention effectively led to a reduction in suicide ideation among seniors. Two hundred and eight articles were considered for potential inclusion in this study, with 19 articles meeting final inclusion criteria. The articles reviewed were divided into three broad categories: articles supporting suicide ideation as a surrogate endpoint for geriatric suicide ( n = 6); those not supporting this hypothesis ( n = 1); and those providing insufficient information to test the hypothesis ( n = 12). The present analysis provided modest evidence for suicide ideation as a surrogate endpoint for geriatric suicide, due, in part, to a paucity of randomized controlled trials of treatment interventions for suicidal seniors, thus demonstrating a clear need for research in this area. Implications of utilizing surrogate endpoints in suicide research are discussed.     

Flow in youth sport,physical activity,and physical education: A systematic review

Flow in sport, physical activity, and physical education can have widespread benefits for youth participants. The aim of this study was to systematically review, synthesise, and appraise literature on flow in youth sport, physical activity, and physical education. More specifically, the review explored the: methods used to study flow; conceptualisation of flow; antecedents associated with flow; interventions and mechanisms to facilitate flow states; and outcomes associated with flow. Electronic database and manual searches in September 2020 yielded 2,292 potential papers. Overall, 39 studies with 17,123 youths published over 36 years (1984–2020) satisfied the eligibility criteria and were included in the review. As the first systematic review of flow in physical activity contexts specifically in youth-aged participants, the synthesis identified several issues with the measurement and conceptualisation of flow. While evidence has accumulated on antecedents and outcomes of flow in youth sport, physical activity, and physical education, the reliance on cross-sectional designs prevents the inference of causality. Interventions designed to facilitate more frequent or intense flow experiences have been relatively unsuccessful, thus suggesting that further research is required to explain the occurrence of flow and to develop interventions that reliably induce flow states in youths. Overall, the review highlights a need for higher quality research to make meaningful progress in understanding of the flow experience in youth sport, physical activity, and physical education. Recommendations for future research that could help to advance understanding include: experimental studies; evidence-based flow interventions; and qualitative methods, such as event-focused interviews.     

The research couple: a psychoanalytic perspective on dilemmas in the qualitative research interview

The relational, collaborative values of the qualitative research paradigm frequently require us to consider sharing the ongoing analysis of data with our research participants for comment and feedback. However, qualitative researchers may experience some tension between balancing participants' narrative accounts with their own analytic perspective and use of psychological theory. In using a psychoanalytic framework to explore this predicament, this paper adopts the notion of the ‘research couple', analogous to the psychotherapeutic ‘analytic couple', to consider possible oedipal dynamics within the qualitative research interview. The paper explores some of the emotional and ethical tensions in analysing and presenting research results and briefly discusses some implications for research training.