Reflexivity in quantitative research: A rationale and beginner's guide

Reflexivity is the act of examining one's own assumption, belief, and judgement systems, and thinking carefully and critically about how these influence the research process. The practice of reflexivity confronts and questions who we are as researchers and how this guides our work. It is central in debates on objectivity, subjectivity, and the very foundations of social science research and generated knowledge. Incorporating reflexivity in the research process is traditionally recognized as one of the most notable differences between qualitative and quantitative methodologies. Qualitative research centres and celebrates the participants' personal and unique lived experience. Therefore, qualitative researchers are readily encouraged to consider how their own unique positionalities inform the research process and this forms an important part of training within this paradigm. Quantitative methodologies in social and personality psychology, and more generally, on the other hand, have remained seemingly detached from this level of reflexivity and general reflective practice. In this commentary, we, three quantitative researchers who have grappled with the compatibility of reflexivity within our own research, argue that reflexivity has much to offer quantitative methodologists. The act of reflexivity prompts researchers to acknowledge and centre their own positionalities, encourages a more thoughtful engagement with every step of the research process, and thus, as we argue, contributes to the ongoing reappraisal of openness and transparency in psychology. In this paper, we make the case for integrating reflexivity across all research approaches, before providing a ‘beginner's guide’ for quantitative researchers wishing to engage reflexively with their own work, providing concrete recommendations, worked examples, and reflexive prompts.     

Dropping Out of Couple Therapy

Abstract

Current literature on dropouts in marriage and family therapy includes few studies that focus exclusively on couple therapy and only a limited number of qualitative studies. Clients' perceptions of premature termination are seldom considered. This qualitative case study describes, from both the clients' and the therapist's perspectives, one couple's experience of dropping out of couple therapy after three, sessions. Findings from this case study are compared with existing literature and a fourfold typology of dropouts is proposed. We offer recommendations for future research of dropouts in couple therapy.     

Considering methodological integrity in counselling and psychotherapy research

Within the field of counselling and psychotherapy research, qualitative methods have been a longstanding tradition of inquiry due to the mutual interest of therapists and researchers in both internal experiences and intersubjective processes. Methodological integrity is a conceptual framework that has been advanced to increase the rigor of these methods. In this paper, we consider the value of this concept for counselling and psychotherapy researchers and reviewers. This framework guides investigators and reviewers to consider how procedures can be adapted to meet the goals of specific studies, given their characteristics and approach to inquiry. In this brief article, we exemplify the relevance and application of this concept to this field by describing the decision‐making process within the designing of a qualitative research project to investigate clients' needs within rape crisis counselling. Through this exemplar, we also provide guidance to counselling and psychotherapy researchers on considerations during the process of research review and reporting.     

Qualitatively driven mixed‐methods approaches to counselling and psychotherapy research

Many researchers and clinicians take an ‘either, or’ position regarding factors responsible for change when conducting research. Qualitatively driven mixed methods privilege the qualitative approach and offer the opportunity to generate multi‐dimensional material, permitting a more holistic insight into experiences that can be understood from a combination of epistemological and ontological stances. A qualitatively driven mixed‐methods approach apply a ‘both, and’ position when exploring the elements that produce change or that are under investigation, which can be of particular value to counselling and psychotherapy research. There are various ways of engaging with qualitatively driven mixed methods. Some designs include both qualitative and quantitative components, where the former is the core element. The secondary component may also be qualitative, known as a multimethod design. Yet, other designs mix different qualitative approaches, through the application of different qualitative analyses to the same data (pluralistic qualitative research). This paper discusses the application and value of qualitatively driven mixed methods in counselling and psychotherapy research through the presentation of two research case studies; one which mixes both qualitative and quantitative components to investigate the experiences of pain alleviation following a CBT pain management programme; and one which applies a pluralistic approach to a counselling psychology doctorate exploring the experiences and meanings attached to self‐harming. Through illustration and discussion of the case studies’ mixed‐methods approaches, this paper demonstrates that qualitatively driven mixed methods produce a more enhanced and holistic understanding into phenomena, and therefore a more balanced perspective to counselling and psychotherapy research.     

Counselling young people: Counsellors' perspectives on ‘what works’ – An exploratory study

Aim: Counsellors who work with young people in a range of contexts know that they are not engaging with ‘mini‐adults’. The issues young people bring to counselling are often complex, challenging and wide‐ranging, as adolescents are experiencing times of turbulence and change in their physical, emotional, social and psychological development. This paper focuses on a research project undertaken with five counsellors who work with young people, and asks the question: ‘What works?’ Method: The research project is an in‐depth qualitative study into the counsellor's experience of counselling young people, using a narrative approach. Findings: Four key shared themes emerged: the significance of ‘safety’ in the relationship; building the therapeutic alliance; flexibility and integration relating to theoretical orientation; and the use of creativity. Outcomes: This paper offers counsellors the opportunity to reflect on ‘what works’ and consider the professional knowledge, which underpins their own counselling practice with young people.     

Working with differences: Issues for research and counselling practice

This paper considers our experience within a group researching domestic violence in minoritised groups and the implications for counselling practice. Issues of race, gender and power were significant within the research team. These issues are intrinsic to minoritised women's experiences of service responses and are also a powerful, yet often unexplored, dynamic in counselling practice. We reflect on issues of ‘outsiders’ and ‘insiders’ in terms of the research process and findings, and the impact and influence of these power roles on counselling practice. We acknowledge that it is only by retrospectively engaging with each other and our differences that we have been able to explore our parallel processes and consider their implications for counselling practice.     

A Kleinian view of psychoanalytic couples therapy: Part 1

This paper will investigate the central aspects of the psychoanalytic treatment of couples. The concept of analytic contact is introduced and the importance of each party of the couple being witness to the other party's response to analytic contact is discussed. Emphasis will be placed on issues of thinking, projective identification and the concept of container‐contained. Part 1 of the paper will focus mainly on theoretical issues but will then utilize one clinical case to illustrate some of the theoretical points. Using extensive case reports, Part 2 will continue to provide the reader with an in‐depth view of the important process of a couple's therapy within a psychoanalytic framework.     

Reflexive research and the grounding of analysis: Social psychology and the psy-complex

This paper is concerned with reflexivity in research, and the way research is grounded in the operations of the psy-complex in social psychology. A central argument is that qualitative research in general, and a focus on reflexivity in particular, requires theoretical grounding. Distinctions are drawn between ‘uncomplicated subjectivity’, ‘blank subjectivity’ and ‘complex subjectivity’; and the analytic device of the ‘discursive complex’ is described. It is argued that such theoretical grounding can usefully draw on developments in discourse analytic, deconstructionist, and psychoanalytic social research. The opposition between objectivity and subjectivity is deconstructed, and psychoanalytic conceptual reference points for an understanding of the discursive construction of complex subjectivity in the context of institutions are explored with particular reference to the location of the researcher in the psy-complex. The paper discusses the reflexive engagement of the researcher with data, and the construction of the identity of the researcher with reference to professional bodies. An analysis of a document produced by the British Psychological Society is presented to illustrate conceptual issues addressed in the first sections. This illustrative analysis is designed to show how the material is structured by a series of six discursive complexes, and that the institutional structure facilitates, and inhibits, certain forms of action and reflection.     

Theoretically informed qualitative psychotherapy research: A primer

This paper presents an introduction to theoretically informed qualitative psychotherapy research (QPR). Although QPR researchers have traditionally remained silent on theory, we suggest this has resulted in an implicit and unacknowledged use of theory. We argue instead for a clear articulation of qualitative researchers' theory and outline how theory can be incorporated to inform the entire qualitative research process. This approach assumes the research problem is embedded in a clearly defined and articulated theoretical framework, which also informs data collection and data analysis. We outline how researchers can use explicit theoretical frameworks to inform research question formulation, data collection and data analysis and illustrate this with specific applications of the method in practice. We believe that starting from a declared theoretical framework sets up a dialogue between the research problem, the type of data required and their meaningful analysis and interpretation. This aims not only to achieve greater depth in the final product of research, but also to enhance its utility in terms of practice; it contributes to building, altering and differentiating theory; and it allows for greater transparency by openly articulating the theoretical framework that scaffolds the entirety of the research process.     

Adapting Strauss and Corbin's grounded theory in clinical case study research in the field of counselling

Case study can be adopted when aiming to understand an individual's lived experience. Such experience produces rich and complex qualitative data for analysis, conducive to counselling and psychotherapy research. Furthermore, grounded theory (GT) can be adopted to produce a theory from qualitative data, fitting well with case study research that explores complex experiences regarding social, psychological and phenomenological processes. This paper aims to guide the counselling researcher to incorporate Strauss and Corbin's model into the main arena of qualitative counselling research. In addition, this paper draws on a multiple case study that adopted Strauss and Corbin's method and identified various phases in the GT process. The aim is to inform the reader how to put the iterative process and pragmatic theoretical sampling into practice to produce a robust theory from clinical case study data.     

Contributions of qualitative research to the validity of intervention research

The Interdisciplinary Qualitative Research Subcommittee (IQRS) of the Task for on Evidence-based Interventions in School Psychology assumed the responsibility of developing criteria for reviewing qualitative methods used in intervention research. The IQRS, composed primarily of psychologists and anthropologists, was confronted with the long-standing debate between qualitative and quantitative researchers and with the task of explicating the potential contributions of qualitative research to establishing an evidence base for interventions in school psychology. Consequently, the outcomes of the subcommittee's work included not only a set of criteria for evaluating qualitative research but also a clearer understanding of the added value of mixed qualitative-quantitative approaches to intervention research. The purposes of this article are to provide an overview of qualitative research, present the criteria set forth by the IQRS, discuss the role of qualitative research in establishing the foundation for evidence-based practice, and introduce the illustrative research articles of the special issue. The four studies highlighted in this issue represent applications of qualitative research that meet the IQRS criteria and demonstrate the potential of qualitative research, conducted within a mixed-method framework, for enhancing our understanding of school-based interventions.     

Assessing ‘good’ qualitative research in the work psychology field: A narrative analysis

This paper considers how work psychologists define ‘good’ qualitative research in the work psychology domain. In addressing the assessment of quality in work psychology research, we draw on 22 in‐depth interviews with work psychologists about their current practices and expectations around qualitative research. Using narrative analysis, the various plots and narratives that constitute how interviewees understand good qualitative research are identified. The implications of the use of these narratives for both how quality is understood and the use of qualitative research in this area are addressed. Drawing on Weick's concept of sensemaking as a theoretical framework, it is argued that the narratives identified enable the construction of a hegemonic understanding of what is good methodological practice within the work psychology discipline. The implications of this for the work psychology field and the methodological practices of work psychologists are considered.     

In search of meaningful participation: Making connections between emotions and learning

Research on participation has advanced our understanding of children's everyday lives by increasingly bringing into focus what society perceives as ‘meaningful’. This piece is driven by a desire to extend this investigation by sharing a creative research journey. Here, we have combined our theoretical musings, initial conversations with children, and evolving methodological approaches to show how our research approach has changed as we seek meaningful ways to involve children. Accordingly, this paper highlights the positive consequences of a reflective research process that focuses on children's emotions as we consider children's capacities as learners. We argue that by critically engaging with what is meaningful in the context of participation, we can demonstrate the value of children's voices, challenging dominant discourses about children's competence.     

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.     

Reflections on research and learning from the patient: the art and science of what we do

Over three decades ago, John Bowlby argued for psychoanalysis to seek beyond its own parameters if it was to maintain its claim to be a science. Since then there has been a wealth of relevant research from various fields. While this has been instrumental in the development of my own work, this paper concerns learning from the patient. The paper begins with a premise: interpretative analytic work requires three‐dimensionality (self, other and object). Although interpretative work may be ingrained in our professional identity, this triangulation may or may not exist in our patients in any stable way. The paper continues with a brief developmental account of how early archetypally‐shaped shifts in the infant's field of interest establish the experiential components of three‐dimensionality. From there, observational and clinical material with a toddler and a young boy describe how early relational deficits hindered their capacities for three‐dimensionality. Yet both were able to engage with the therapist and to become active in the creation of three‐dimensionality within their own minds. Implied in this work are considerations for working with patients for whom interpretations do not work. Michael Fordham's comments on ‘working out of the self’ are linked with the art of what we do.     

‘The threat of the Other’: Using mixed quantitative and qualitative methods to elucidate racial and cultural dynamics in the counselling process

This paper examines the use of mixed quantitative and qualitative methods in the study of racial and cultural dynamics in the counselling process. The approach is illustrated by the author's own research which combined quantitative survey instruments with a blend of qualitative methods. Emphasis is given to complex racial and cultural phenomena arising from the qualitative methods of data collection and data analysis, particularly the pervasive experience of ‘threat of the Other’. These phenomena were seen to permeate the counselling interactions both explicitly and implicitly. The emerging racial dynamics are discussed with reference to theoretical concepts which stress the interrelationship between intrapsychic development and sociopolitical issues. The effectiveness of employing pluralistic methods in this field of enquiry is also evaluated.     

Dilemmas in qualitative health research

Abstract

As the use of qualitative methods in health research proliferates, it becomes increasingly necessary to consider how the value of a piece of qualitative research should be assessed. This article discusses the problem posed by the novelty and diversity of qualitative approaches within health psychology and considers the question of what criteria are appropriate for assessing the validity of a qualitative analysis. In keeping with the ethos of much qualitative research, some open-ended, flexible principles are suggested as a guide to the quality of a qualitative study: sensitivity to context; commitment and rigour; transparency and coherence; impact and importance. Examples are given of the very different ways in which various forms of qualitative research can meet these criteria.     

Blending qualitative and behavior analytic research methods to evaluate outcomes in inclusive schools

Following Haring's (1992) recommendation, we have utilized qualitative research techniques to assist us in designing a program of research on inclusive education which is responsive to the outcome values and priorities identified by teachers and parents. Using interviews, observations, and document analysis to follow 35 children in full inclusion classrooms over a period of two years, we have described outcomes for these children in three major domains. These outcome domains, and subthemes within them, have been evaluated and revised based on interviews and social validation ratings by parents and teachers. Dependent measures based on our qualitative research findings are currently being used in a series of behavior analytic studies designed to evaluate the effects of specific interventions on outcomes of inclusion for children with and without disabilities.     

Sailing between Scylla and Charybdis1: Incorporating qualitative approaches into child psychotherapy research

Starting from the acknowledged gap between research and practice in child psychotherapy, this paper offers an historical perspective on the relation between these two activities, and suggests that qualitative approaches to research may offer new ways of bringing them together. After introducing the fundamental concepts of qualitative analysis, three areas where qualitative forms of research may be useful to child psychotherapists are explored: relevant but non-psychotherapy research; accounts of therapy research; and therapy process research. Examples of all of these types of research are presented, and some of the challenges to incorporating qualitative approaches into child psychotherapy research are discussed.     

Reverie‐informed research interviewing

Drawing on Thomas Ogden's notion of ‘reverie’, the role of self‐reflection in research interviewing is explored. Ogden views reverie as a co‐created intersubjective phenomenon, a ‘third’, distinct from both analyst and patient. Two face‐to‐face research interviews with adolescent depression sufferers are described, showing how reverie can be used to help overcome impasse, and develop research hypotheses. Participant‐centred research interviews were thus shown to be enhanced by psychoanalytically informed self‐reflection as accessed through reverie. The role of reverie in research interviewing, in part spontaneous and ineffable, in part defined and systematic, is discussed.